Perception of sustainability competencies in students aged 11 to 16: analysis of the results of the eco-COMP questionnaire

The aim of this study is to analyze the sustainability competencies perceived by students aged 11–16 using the ECO-COMP questionnaire, a validated self-assessment instrument. ECO-COMP evaluates four dimensions of ecosocial competence: Embodying Sustainability Values (ESV), Addressing the Complexity of Sustainability (ACS), Envisioning Sustainable Futures (ESF), and Acting for Sustainability (AS). This exploratory pilot study was conducted in two educational centers in Lleida, Spain, with a sample of 112 students. A descriptive quantitative and inferential approach was adopted. The four dimensions were highly correlated, suggesting a comprehensive and interconnected development of sustainability competencies. A significant multivariate effect of gender was found. However, following Bonferroni adjustment, only ACS showed a statistically significant gender difference, with female students reporting higher scores than male students. Although females also obtained higher mean scores in the remaining dimensions, these differences were not statistically significant after adjustment. The most frequent sustainability actions reported were behavioral and collective, particularly cleaning and recycling, although a considerable number of students reported taking no related actions. Overall, the findings provide preliminary evidence supporting the four-dimensional structure and internal consistency of ECO-COMP, highlighting its potential as a brief measure of students’ perceived sustainability competencies. The results also emphasize the need for educational strategies that foster critical and transformative approaches to sustainability. Future research should include larger and more diverse populations and examine factors influencing the development of these competencies over time. These findings provide an initial overview of ecosocial thinking among adolescents and offer relevant implications for designing Education for Sustainability interventions.