The consideration and implementation of competencies in educational systems has been an integral part of the shift from input-oriented knowledge-based teaching to outcome-oriented competence-based learning, driven by the Bologna process, the CDIO initiative, and similar activities around the world. Such a shift builds on the idea that education should not only provide knowledge in itself, but also foster the development of competencies as an interplay between knowledge, skills, and attitudes among the learners. The present study is focusing on the exploration of approaches for assessing key competencies for sustainability in particular for use in EE. A literature review was conducted in order to find the state of the art when it comes to research about assessment of competences. Articles found were divided into tree themes, health care, education and other. Health care education, with a specific focus in nurse education, stand out as an area with significantly higher number of articles than engineering education and a perhaps more developed view on the assessment process. The analysing process confirmed that there are few articles covering assessment of any of the key-competencies where sustainable development is the focus. The result does not indicate that the problem-based learning community has focused on competence assessment. As a result of the analysis, the authors propose a framework that will serve as the basis for roundtable discussions on how consensus can be reached across boundaries of disciplines to assess competencies.

How to assess key competences for sustainability in engineering education

[Conference proceedings](https://vbn.aau.dk/en/publications/transforming-pbl-through-hybrid-learning-models-timely-challenges)