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Description
This study aims to analyze the sustainable competencies of prospective teacher students as an effort to develop learning resources and learning processes that support sustainable development. The sustainable competencies that are the focus of this study are knowledge, attitudes, behavior, willingness to act, self-confidence, and affective aspects. The independent variables tested include semester, gender, field of study, and age. The results of the study indicate that sustainable competency scores vary according to semester, gender, field of study, and age category. Analysis of each competency shows that knowledge scores are still low in terms of sustainable thinking strategies. Self-confidence scores are the lowest compared to all other sustainable competencies measured.
