Curriculum assessment system for sustainability (CASS): a theoretical-methodological tool for assessment in higher education institutions

This study aims to present key indicators for curricular analysis that contribute to research and sustainability-focused education, from conceptual to attitudinal and methodological aspects.

This paper conducted an integrative review of mixed studies, using both primary and secondary sources, integrating qualitative and quantitative research. This paper used Bardin’s content analysis to create the analysis categories. The validation of the tool was carried out based on specialist review and application tests.

This study presents the context and gaps of education for sustainability and the importance of assessment tools in higher education. As a result, the study developed a complex and integrative analysis tool. The main components developed refer to the presence of the sustainable development goals and the dimensions of sustainability addressed; the pedagogical-methodological strategies used; the level of literacy encouraged; the inclusion of values, beliefs and emotions; the skills encouraged and the philosophies that guide the sustainable narrative.

This study presents an original curriculum analysis tool that fills gaps left by pre-existing tools. It is the only tool that deepens its analysis of curricular units in a holistic and integrated way, considering philosophies, methodologies, skills and content in favor of sustainability.