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Many research articles describe competencies that people need in order to think, develop, and enact a sustainable future. Based on findings from the political economy, this paper argues that it is the macroscopic decisions in the public sphere that have an impact on society and the environment. Therefore, decision makers in the economy, politics, and civil society are important actors to enable a societal transformation towards sustainability by making macroscopic decisions. Based on these assumptions, this empirical research article analyzes the competencies decision makers such as ministers, CEOs, or union leaders need to contribute to a sustainable future in their professional life. We conducted interviews with 14 high-level decision makers and analyzed their competencies based on Wiek et al.'s framework on sustainability competencies. The findings show how they enact and organize the competencies needed for steering the sustainable transition. Linking all competencies is particularly important, especially at the intersection of different systems, to develop a macroscale, system-oriented decision. The authors suggest to consider systems and interpersonal thinking as extremely interdisciplinary competencies and to put a focus on public-sphere actions when educating future leaders. Moreover, the results indicate that dealing with uncertainty, following one's own values, and building up resilience play a major role for decision makers. [ABSTRACT FROM AUTHOR]

To meet the sustainability challenges in the 21st century, students need to develop a unique human learning capacity for creativity, responsibility, adaptation, meaningfulness, and lifelong learning. Furthermore, current changes in the societal environment have given rise to the need for a new learning strategy that guides learners in perceiving reality as an interrelated purposeful system with meaningful limits rather than collections of facts or systems without limits, as done so far. This paper aims to verify its hypothesis and introduce the 21st-century Empowering Wholeness Adaptive learning model (21st EWA Edu). This is a unique learning strategy that enables a meaningful transformation of learning capacity and creates a unifying learning system of dynamic content, didactics, knowledge, skills, competencies, understanding, values, and behaviors. Over three years, data from three cohorts of students at the School of Business Administration were collected. To assess the impact of the 21st EWA learning approach, both quantitative and qualitative methods of data collection and analysis were employed. The results suggest that the proposed model creates a learning system enabling the transformation of learning capacity while empowering students to become conscious and engaged lifelong learners, which is much needed for a truly sustainable future. [ABSTRACT FROM AUTHOR]

Project-based sustainability courses require and facilitate diverse interactions among students, instructors, stakeholders, and mentors. Most project-based courses take an instrumental approach to these interactions, so that they support the overall project deliverables. However, as courses primarily intend to build students' key competencies in sustainability, including the competence to collaborate in teams and with stakeholders, there are opportunities to utilize these interactions more directly to build students' interpersonal competence. This study offers insights from project-based sustainability courses at universities in Germany, the U.S., Switzerland, and Spain to empirically explore such opportunities. We investigate how students develop interpersonal competence by learning from (rather than through) their interactions with peers, instructors, stakeholders, and mentors. The findings can be used by course instructors, curriculum designers, and program administrators to more deliberately use the interactions with peers, instructors, stakeholders, and mentors in project-based sustainability courses for developing students' competence to successfully collaborate in teams and with stakeholders. [ABSTRACT FROM AUTHOR]