1.2. Specific learning objectives for the SDGs

The sustainability key competencies represent what sustainability citizens particularly need to deal with today’s complex challenges. They are relevant to all SDGs and also enable individuals to relate the different SDGs to each other – to see “the big picture” of the 2030 Agenda for Sustainable Development.

The specific learning objectives outlined below are to be seen in conjunction with the cross-cutting sustainability competencies. For example, one specific learning objective for SDG 1, “No Poverty – End poverty in all its forms everywhere”, can be defined as “The learner knows about causes and impacts of poverty”. This knowledge could be acquired by conducting case studies on poverty in selected countries. At the same time, this learning activity contributes to a person’s system thinking competency by facilitating the perception that multiple factors influence poverty. But system thinking competency is not limited to system thinking concerning poverty. As a key competency, it enables the learner to understand the complex interrelations in the fields of other SDGs as well.

It is vital to set specific learning objectives for the different SDGs. But we must also remember that these objectives must not be viewed as isolated from the sustainability key competencies that will support us in our transition to a sustainable world. Learning objectives and key competencies must be pursued together. The learning approaches and methods outlined in this document are therefore informed by best practice for developing competencies. When using this guidance framework, educators are encouraged to consider what key competencies their educational activities are facilitating, in addition to the specific learning objectives described for each SDG in the following section.

What follows is the description of specific learning objectives for all SDGs. For each SDG, learning objectives are described in the cognitive, socio-emotional and behavioural domains.

The cognitive domain comprises knowledge and thinking skills necessary to better understand the SDG and the challenges in achieving it.

The socio-emotional domain includes social skills that enable learners to collaborate, negotiate and communicate to promote the SDGs as well as self-reflection skills, values, attitudes and motivations that enable learners to develop themselves.

The behavioural domain describes action competencies.

Additionally, for each SDG, indicative topics and pedagogical approaches are outlined.