Learning objectives

CONFIDENTIAL - FOR INTERNAL USE – DO NOT CIRCULATE

 x.1. Knowing and Understanding x.2. Interlinkages
x.1.1 Definitions and Key Concepts x.1.2 Current State and Trends x.2.1 Major Causes x.2.2 Systemic Impacts
Descriptive Knowledge Contextualized Knowledge Causal Knowledge Integrated Knowledge
Sustainability Knowledge
What are we talking about? Where are we now? Why is this happening? What are the related effects?
How does this work? How are things changing? Who is doing what and why? How is this affecting the larger system?

1.1.1 Climate Change A 1.1.1.1.1 C 1.1.1.1.2 D 1.1.1.2.1 E 1.1.1.2.2

1.1 Core Planetary Boundaries
1.1.2 Biosphere Integrity 1.1.2.1.1 1.1.2.1.2 1.1.2.2.1 1.1.2.2.2
1.2.1 Freshwater Use 1.2.1.1.1 1.2.1.1.2 1.2.1.2.1 1.2.1.2.2

1. Earth Systems
1.2.2 Land-System Change 1.2.2.1.1 1.2.2.1.2 1.2.2.2.1 1.2.2.2.2
The Environmental 1.2.3 Ocean Acidification 1.2.3.1.1 1.2.3.1.2 1.2.3.2.1 1.2.3.2.2
Ceiling 1.2 Regulating Planetary
1.2.4 Novel Entities 1.2.4.1.1 1.2.4.1.2 1.2.4.2.1 1.2.4.2.2
Boundaries
1.2.5 Biogeochemical Flows 1.2.5.1.1 1.2.5.1.2 1.2.5.2.1 1.2.5.2.2
1.2.6 Atmospheric Aerosols Loading 1.2.6.1.1 1.2.6.1.2 1.2.6.2.1 1.2.6.2.2
1.2.7 Stratospheric Ozone Depletion 1.2.7.1.1 1.2.7.1.2 1.2.7.2.1 1.2.7.2.2
2.1.1 Nutrition 2.1.1.1.1 2.1.1.1.2 2.1.1.2.1 2.1.1.2.2
2.1.2 Health 2.1.2.1.1 2.1.2.1.2 2.1.2.2.1 2.1.2.2.2
2.1 Safety and Basic Needs 2.1.3 Access to Water and Sanitation 2.1.3.1.1 2.1.3.1.2 2.1.3.2.1 2.1.3.2.2
2.1.4 Housing and Human Settlements 2.1.4.1.1 2.1.4.1.2 2.1.4.2.1 2.1.4.2.2

2. Human Welfare
2.1.5 Access to Energy 2.1.5.1.1 2.1.5.1.2 2.1.5.2.1 2.1.5.2.2
The Social 2.2.1 Basic Income 2.2.1.1.1 2.2.1.1.2 2.2.1.2.1 2.2.1.2.2
Foundation
2.2 Social Welfare 2.2.2 Social Equity 2.2.2.1.1 2.2.2.1.2 2.2.2.2.1 2.2.2.2.2
2.2.3 Gender Equality 2.2.3.1.1 2.2.3.1.2 2.2.3.2.1 2.2.3.2.2
2.3.1 Education and Culture 2.3.1.1.1 2.3.1.1.2 2.3.1.2.1 2.3.1.2.2
2.3 Human Flourishing 2.3.2 Peace, Justice, and Political Voice 2.3.2.1.1 2.3.2.1.2 2.3.2.2.1 2.3.2.2.2
2.3.3 Access to Networks and Social Interaction 2.3.3.1.1 2.3.3.1.2 2.3.3.2.1 2.3.3.2.2
3.1.1 Laws, Policies, and Institutions B 3.1.1.1.1 3.1.1.1.2
3.1 Governance
3.1.2 Infrastructure, Planning, and Natural Resource Management 3.1.2.1.1 3.1.2.1.2
3. Levers of 3.2.1 Macroeconomic Considerations and Finance 3.2.1.1.1 3.2.1.1.2
3.2 Economy and Finance
Opportunity
3.2.2 Microeconomic Considerations, Business, and Industry 3.2.2.1.1 3.2.2.1.2
That Make
Sustainability 3.3.1 Sustainability Science 3.3.1.1.1 3.3.1.1.2
3.3 Science and Technology
Possible 3.3.2 Technology and Innovation 3.3.2.1.1 3.3.2.1.2

3.4 Individual and Collective 3.4.1 Transformative Change 3.4.1.1.1 3.4.1.1.2

The letters indicate in which order the
Action 3.4.2 Cognitive Capacity for Sustainable Development 3.4.2.1.1 3.4.2.1.2 sections appear in the assessment.
 Design Criteria for Articulating Learning Outcomes in Alignment
with the TASK Matrix (Earth Systems & Social Foundations)
The sustainability literate learner will be able to:

1. Define the principal concept and properties of the matrix topic and identify key corresponding bibliographical references
2. Describe major processes related to the topic
Definitions 3. Identify and differentiate key concepts and processes closely-related to the topic
4. Identify and explain the control variable used to determine the Planetary Boundary or Social Foundation

1. Determine human's current location vis-à-vis the Planetary Boundary or Social Foundation (i.e., short of, at, or beyond the
Current boundary or foundation)
2. Describe past, current, and projected trends of the principal concept and processes of the matrix topic (via orders of magnitude)
State 3. Describe past, current, and projected trends of key concepts and processes closely-related to the matrix topic (via orders of
& Trends magnitude)
4. Identify geographical and historical disparities of the main processes of the matrix topic

1. List and rank the direct causes of the transgression of the Planetary Boundary or Social Foundation
2. List and rank the underlying drivers of the transgression of the Planetary Boundary or Social Foundation
Major
3. Identify the main related processes contributing to—or mitigating—the transgression of the Planetary Boundary or Social
Causes Foundation
4. Identify major actors contributing to—or resisting—the transgression of the Planetary Boundary or Social Foundation

Systemic 1. Identify and evaluate the major consequences of respecting or transgressing the Planetary Boundary or Social Foundation
Impacts 2. Describe the systemic interactions—such as feedback loops—between the matrix topic and other topics or the larger system
 Design Criteria for Articulating Learning Outcomes in Alignment
with the TASK Matrix (Levers of Opportunity)

The sustainability literate learner will be able to:

1. Define the principal concepts and properties that make this matrix topic a lever of opportunity
2. Describe major processes related to the lever and the systemic interactions with other systems
Definitions
3. Identify and differentiate key concepts and processes closely-related to the lever
4. Identify the key actors involved in the lever

1. Describe past, current, and projected trends of the impact produced by the lever to make
sustainability possible (via orders of magnitude)
Current
2. Describe past, current, and projected trends of processes closely-related to the lever (via orders
State &
of magnitude)
Trends
3. Identify geographical and historical disparities of the impact produced by the lever
4. Identify practical examples of enabling or hindering factors for triggering the lever
 1.1.1 Climate Change
The sustainability literate learner will be able to:

1. Explain the meaning of climate change and describe the key characteristics of the phenomenon
2. Describe the physical principles, processes, and significance of greenhouse gases (GHG) and the greenhouse effect
3. Explain the origin and meaning of the terms Anthropocene and anthropogenic
Definitions 4. Identify and differentiate among the factors that contribute to either climate stability or climate disruption
5. Differentiate climate change from weather and seasonal meteorological change
6. Identify and explain the control variable used to establish the Planetary Boundary for climate change (I.e., both temperature and CO2)

1. Determine humanity's current location vis-à-vis the Planetary Boundary for climate change
2. Describe the amount, rate of change, and significance of anthropocentric global temperature rise compare it to previous periods of climate
Current change
3. Identify the main natural and anthropogenic greenhouse gases present in the Earth's atmosphere that contribute to climate change
State 4. Describe trends in GHG emission reductions since the 2015 Paris Agreement and follow-up climate commitments
& Trends 5. Categorize countries and regions with high/low GHG emissions and situate each in terms of responsibility for—and vulnerability to—climate
disaster
6. Identify key local, state, and non-state actors and the role each plays in either driving or mitigating climate change

1. Identify the main sources of anthropogenic GHG by sector of human activity (i.e., individual, local, national, and global)
2. Describe the physical factors and feedback loops that increase or decrease the speed and/or intensity of climate change
Major 3. Identify systemic economic and market-related factors that contribute to GHG emissions and global warming
Causes 4. Articulate related structural, attitudinal, and behavioral patterns that contribute to—or help mitigate—climate change
5. Identify related drivers of climate change other than anthropogenic GHG emissions
6. Identify major actors and activities that contribute to—or help mitigate—climate change

1. Describe the types, nature, and intensity of climate change hazards at the local, national, and global levels
Systemic 2. Define the concept and significance of tipping points and provide examples related to climate change
3. Explain the consequences on other Earth systems of CO2 emissions and additional increments of climate change
Impacts 4. Categorize climate change hazards into immediate, mid-term, and long-term threats
5. Describe the most probable disaster scenarios—and related risks to human health—of climate change
 1.1.2 Biosphere Integrity
The sustainability literate learner will be able to:
1. Explain the meaning of biosphere integrity and describe the key characteristics of the phenomenon
2. Describe the related structures, components, and processes of the biosphere and biodiversity
3. Define ecosystem services and provide examples from marine and terrestrial ecosystems that benefit humans
Definitions 4. Differentiate among preservation, conservation, and restoration vis-à-vis biosphere integrity
5. Describe positive and negative aspects of local, national, and international strategies in preservation, conservation, and restoration
6. Identify and explain the control variable used to establish the Planetary Boundary for biosphere integrity (i.e., functional & genetic biodiversity)

1. Determine humanity's current location vis-à-vis the Planetary Boundary for biosphere integrity
Current 2. Describe past, current, and projected rates of life-form extinctions and compare the current extinction rate to the historical background rate
State 3. Describe past, current, and projected trends of degradation to Earth habitats and ecosystems due to human activity
4. Identify countries and/or regions that are particularly valuable to biosphere integrity and/or vulnerable to biosphere degradation
& Trends 5. Identify and describe current impediments to respecting the Planetary Boundary on biosphere integrity as well as the stakes of transgressing it

1. Identify and rank the factors that contribute to biosphere integrity and—in their absence—to biodiversity loss and life-form extinctions
2. Identify rank the multiple forms and sources of human-generated pollution leading to habitat destruction and biodiversity loss
Major 3. Explain the importance of ignoring the fragility, balance, and interlinkages of Earth systems and natural biosphere processes
Causes 4. Estimate to what extent humans engage in responsible production, consumption, and waste management vis-à-vis biosphere integrity
5. Account for the apparent lack of concern by humans of the rights, needs, and intrinsic value of the animal and plant kingdoms
6. Identify major local, state, and non-state actors and the role each plays in either driving or mitigating biosphere integrity

1. Identify the principles, processes, and components of Earth's principal ecosystems and describe their respective roles in climate regulation
2. Identify the multiple hazards and consequences of biodiversity loss for both Earth's regulating systems and human welfare systems
Systemic 3. Describe the impact on biodiversity from excessive use and/or misuse by humans of the land, oceans, and atmosphere
Impacts 4. Categorize the hazards of biosphere degradation and biodiversity loss into immediate, mid-term, and long-term threats to human well-being
5. Imagine and describe the risks and worst-case scenarios stemming from the collapse of biodiversity
6. Describe the impact on biodiversity of human-generated land-use change and ocean-use
 1.2.1 Freshwater Use
The sustainability literate learner will be able to:
1. Explain the meaning of freshwater use and describe the key characteristics of the phenomenon
2. Describe the multiple types and characteristics of freshwater use and freshwater poverty
3. Characterize the importance of access to freshwater to life, human welfare, and Earth systems
Definitions 4. Describe the natural cycles, processes, distribution, sources, and proportion to total water on Earth of freshwater resources
5. Identify multiple types of health-related services and ecosystem services provided to humans by freshwater resources
6. Identify and explain the control variable used to establish the Planetary Boundary for freshwater use

1. Determine humanity's current location vis-à-vis the Planetary Boundary for freshwater use
Current 2. Explain the role that freshwater plays in supporting ecosystems, habitats, and biodiversity
State & 3. Estimate past, current, and projected freshwater needs, and corresponding available resources
4. Identify countries and/or regions that are particularly rich in freshwater resources and/or vulnerable to water poverty or water quality
Trends 5. Identify and describe impediments to respecting the Planetary Boundary on freshwater use as well as the stakes of transgressing it

1. Identify and rank the main causes of freshwater use, misuse, and water quality deterioration
Major 2. Identify and rank the underlying structural drivers of freshwater deterioration by economic sector
3. Explain the factors and processes leading to increased demand for freshwater
Causes 4. List the major causes of water stress, declining water quality, and the deterioration of water-related ecosystems
5. Identify major local, state, and non-state actors and the role each plays in contributing to preserving or depleting freshwater resources

1. Identify and evaluate the major consequences of respecting or transgressing the Planetary Boundary for freshwater use
Systemic 2. Identify and evaluate the consequences of disrupting natural water cycles and freshwater resources
3. Identify the multiple hazards and consequences of freshwater loss for both Earth's regulating systems and human welfare systems
Impacts 4. Categorize the hazards of freshwater loss into immediate, mid-term, and long-term threats to human well-being and ecosystem stability
5. Imagine and describe the risks and worst-case scenarios stemming from the decline of freshwater resources
 1.2.2 Land-System Change
The sustainability literate learner will be able to:
1. Explain the meaning of land-system change and describe the key characteristics of the phenomenon
2. Identify, describe, and differentiate among the major types of land ecosystems, major land uses, and land-system change processes
3. Explain and differentiate among agriculture concepts such as irrigation, cropland, arable land, soil health, land rights, and ownership
Definitions 4. Describe the basic principles of sustainable agriculture as well as the main drivers of, and obstacles to, sustainable agricultural practices
5. Identity and describe ecosystem services and the beneficial role they play in climate adaptation and mitigation
6. Identify and explain the control variable used to establish the Planetary Boundary for land-system change

1. Determine humanity's current location vis-à-vis the Planetary Boundary for land-system change
Current 2. Describe past, current, and projected changes in land-system use by geographical region
State & 3. Estimate the global proportional distribution of land types for both major ecosystems and land use and describe how they are changing
4. Identify countries and/or regions that have experienced the greatest amount of land-system change over time
Trends 5. Identify and describe impediments to respecting the Planetary Boundary on land-system change as well as the stakes of transgressing it

1. Identify and rank the main factors contributing to land-system change at respective local, national, and global levels
Major 2. Identify and rank the underlying structural drivers of land-system change by economic sector
3. Describe the role land-use efficiency plays in contributing to or exacerbating land-system change
Causes 4. Explain the factors and processes contributing to and incentivizing land-system change
5. Identify major local, state, and non-state actors and the role each plays in contributing to—or resisting—land-system change

1. Identify and evaluate the major consequences of respecting or transgressing the Planetary Boundary for land-system change
Systemic 2. Evaluate and relate the potential of ecosystem services for climate mitigation and adaptation and provide examples of nature-based solutions
3. Evaluate and relate the necessity of sustainable agricultural practices and be able to give examples and argue for such practices
Impacts 4. Describe the impact of agricultural policies and market principles on other planetary boundaries
5. Describe the consequences of land-system change on climate change and biodiversity
 1.2.3 Ocean Acidification
The sustainability literate learner will be able to:

1. Explain the meaning of ocean acidification and describe the key characteristics of the phenomenon
2. Describe the natural and human-generated chemical processes that lead to ocean acidification
Definitions 3. Explain the process by which oceans act as a carbon sink via the absorption of atmospheric CO2
4. Describe the role carbonate plays in the developmental processes of the marine ecosystem including corals, shellfish, and marine fauna
5. Identify and explain the control variable used to establish the Planetary Boundary for ocean acidification

1. Determine humanity's current location vis-à-vis the Planetary Boundary for land-system change
Current 2. Describe past, current, and projected changes in the amount and pace of ocean acidification
State & 3. Estimate current levels of greenhouse gas emissions absorbed by the oceans
4. Estimate the level of increased atmospheric heat absorbed by the oceans
Trends 5. Identify and describe impediments to respecting the Planetary Boundary on ocean acidification as well as the stakes of transgressing it

1. Identify and rank the main factors contributing to global ocean acidification
Major 2. Identify and rank the underlying structural drivers of ocean acidification by economic sector and national origin
3. Describe how the oceans respond to increased atmospheric greenhouse gases
Causes 4. List the main effects of climate change on oceans and ocean adicification
5. Identify major local, state, and non-state actors and the role each plays in contributing to—or resisting—ocean acidification

1. Identify and evaluate the major consequences of respecting or transgressing the Planetary Boundary for ocean acidification
Systemic 2. List and rank the main consequences of acidification of the oceans
3. Describe specific potential economic, social and geopolitical consequences of acidification of the oceans
Impacts 4. Describe the systemic interactions—such as feedback loops—of ocean acidification
5. Estimate the level of coral destruction at a climate warming of 1.5°C and 2°C
 1.2.4 Novel Entities
The sustainability literate learner will be able to:
1. Explain the meaning of novel entities and describe the key characteristics of the phenomenon
2. Describe the origins, varieties, properties, variables, toxicity, and uses of novel entities (and related chemical pollution)
3. List the main types of novel entities and categorize them as old/new and natural/man-made
Definitions 4. Explain why novel entities are considered "new" or "novel" and why this "newness" is significant
5. Describe official government initiatives and popular cultural efforts to alert the public of the dangers of novel entities
6. Identify and explain the control variable used to establish the Planetary Boundary for novel entities

1. Determine humanity's current location vis-à-vis the Planetary Boundary for novel entities
2. Quantify the current state of the human use of novel entities: (e.g., types, number, producers, volumes, uses, release into nature, regulation, etc.)
Current 3. Articulate the dangers that novel entities present to the health of humans, flora, fauna, habitats, and ecosystems
State & 4. Categorize the potential dangers of novel entities into immediate, short-term, long-term, and unknown hazards
5. Assess the current state of knowledge about the potential dangers of novel entities
Trends 6. Describe the historical use and misuse of novel entities over the past century
7. Identify and describe impediments to respecting the Planetary Boundary on novel entities as well as the stakes of transgressing it

1. Identify the primary technological and market forces driving the invention and commercialization of novel entities
Major 2. Describe the impediments to the regulatory process of monitoring, testing, and certifying the safety of novel entities
3. Identify the principles of good practice ignored in regulating novel entities such as the Precautionary Principle
Causes 4. Explain the tension between the potentially positive and negative attributes of novel entities that contribute to innovation in developing them
5. Analyze and account for human mindsets, values, and attitudes that encourage the development, commercialization, and release of NEs

1. Provide examples of the harmful impacts of the unregulated use of novel entities in the recent past
2. Describe the potential current impacts of novel entities on human health, biodiversity, habitats, and ecosystems
Systemic 3. Imagine and describe the risks and worst-case scenarios stemming from the release of novel entities into nature
Impacts 4. Articulate attitudinal, commercial, regulatory, and systemic responses designed to reduce the dangers of novel entities
5. Defend the proposition that novel entities is among the most extensively transgressed planetary boundaries (with Biosphere extinctions &
Biogeochemical flows)
 1.2.5 Biogeochemical Flows
The sustainability literate learner will be able to:

1. List the main atoms for life-giving elements

2. Describe and distinguish the global natural Phosphorus and Nitrogen cycles
Definitions 3. Identify the main human perturbation of the N and P cycles
4. Explain eutrophication and its expressions (red tides, dead zones)
5. Describe the role of N and P in agriculture

1. Estimate the part of agriculture output related to fertilizer inputs globally

Current 2. Characterize the global distribution of phosphorus fertilizers
State & 3. Describe past, current, and predictable use of N and P
Trends 4. Characterize the sustainability of P and N production
5. Identify if the planetary boundary of biogeochemical flows has been crossed

Major 1. Identify the main cause of biogeochemical flows disruption

2. Identify the main drivers of biogeochemical flows disruption
Causes 3. Analyse and distinguish the sustainability of N and P fertilizers

1. List the ecological consequences of fertilizer production and use

Systemic 2. Describe the impacts of eutrophication and its expressions
Impacts 3. Identify the relations between N fertilizer, climate change and stratospheric ozone depletion
4. Define the notion of chemical precursor in the context of agriculture fertilizers
 1.2.6 Atmospheric Aerosols Loading
The sustainability literate learner will be able to:

1. Define aerosols and particulate matter

2. Describe the differences between particulate matter such as PM 10 and PM 2.5
Definitions 3. Identify the differences between primary and secondary pollutants
4. Distinguish between natural and human-induced aerosols
5. Distinguish between greenhouse gas and air pollutants

Current 1. Describe geographical disparities to air pollution at different scale

State & 2. Describe recent trends in urban PM 2.5 air pollution
Trends 3. Identify current challenges to reduce air pollution to a safe level

1. Hierarchize the aerosols according to their hazardousness

2. Describe why different particulate matters have differentiated impacts of health
Major
3. Identify the primary sources of human-induced air pollution
Causes 4. Identify key actors in the fight against air pollution
5. List the main gas classified as precursors of secondary pollutants

1. Estimate the number of deaths due to outdoor air pollution per year
Systemic
2. Identify major health issues related to air pollution
Impacts 3. Explain the interactions between aerosols and climate change
 1.2.7 Stratospheric Ozone Depletion
The sustainability literate learner will be able to:

1. Describe the physical principle of the stratospheric ozone effect on solar radiation
2. Define the ozone hole and the ozone layer
Definitions 3. Identify the key international protocol and its amendments to address stratospheric ozone depletion
4. Distinguish the differences between tropospheric and stratospheric ozone
5. Distinguish the stratospheric ozone depletion from climate change

Current 1. List the mains sources of ozone-depleting substances by sector of human activities
2. Describe past and current state of stratospheric ozone depletion
State & 3. Identify current challenges to eradicate ozone-depleting substances
Trends 4. Describe the inertia of ozone-depleting substance in the stratosphere

1. Identify the primary source of anthropogenic ozone-depleting substances

Major 2. Identify current most significant ozone-depleting substance emission
Causes 3. Describe the process of stratospheric ozone depletion
4. Identify key actors in the fight against stratospheric ozone depletion

1. Enumerate the consequences and hazards of stratospheric ozone depletion

Systemic 2. Describe the relations between ozone-depleting substances and climate change
Impacts 3. Identify the emerging threats to stratospheric ozone remediation
4. Outline the main mitigation and adaptation strategies
 2.1.1 Nutrition
The sustainability literate learner will be able to:

1. Define undernutrition, malnutrition, wasting and stunting

2. Identify those most vulnerable to undernutrition
Definitions 3. List the principles of sustainable agriculture
4. Distinguish food loss and food waste

Current 1. Estimate past, recent & current population, especially children, exposed to malnutrition, stunting and wasting
2. Identify current challenges to eradicate undernutrition and malnutrition
State & 3. Determine the relation between diets and wealth
Trends 4. Estimate the prevalence of obesity and related health issues

1. Estimate the percentage of food production lost and wasted

2. Identify the main causes of undernutrition and malnutrition
Major
3. Identify key actors in the fight against undernutrition
Causes 4. Identify current issues with food aid
5. Articulate the concept of food sovereignty with global food trade

1. Identify education and gender effects of undernutrition

2. Identify health consequences of malnutrition and associated deaths
Systemic
3. Detail the diverse impacts of nature patenting and standardization of seeds and species in agriculture
Impacts 4. Estimate the carbon and the ecological footprints of diets
5. Estimate climate consequences of food loss
 2.1.2 Health
The sustainability literate learner will be able to:

1. Define and differentiate health, hygiene, and well-being

2. Define and distinguish different types of health and diseases such as communicable disease, mental health,
and reproductive health
Definitions 3. Identify health quality measures such as maternal mortality, child mortality, or life expectancy.
4. Identify the diversity of philosophical conceptions of life quality, including the right to health, and discriminatory
attitudes against illness like ableism

Current 1. Describe past, current and predictable trends of major global health issues and indicators
State & 2. Determine gender, social and geographical health disparities
Trends 3. Identify current challenge to address major health issues such as obesity, mental health, or emergent diseases

1. List the main causes of health issues by types of illness

2. List the main drivers of health issues such as sedentariness, malnutrition or environmental degradations
Major
3. Explain the relation between clean water and health, especially in health care facilities
Causes 4. Identify key actors and main strategies to address health issues such as the World Health Organization and the
Universal Health Coverage

1. Identify (and estimate) major consequences of health issues, such as the cost of mental health issues
Systemic 2. Identify the leading causes of Years Lived with Disability
Impacts 3. Describe the systemic interactions between health and education, especially in the case of covid-19 pandemic
4. Describe and estimate the relations between covid-19 pandemic and mental health
 2.1.3 Access to Water and Sanitation
The sustainability literate learner will be able to:
1. Describe the natural functions, processes, and characteristics of Earth's global hydrological cycle
2. Locate Earth's principal freshwater resources and water ecosystems and describe their respective roles in both regulating climate and
supporting biodiversity
Definitions 3. Explain the important role water plays in supporting basic human needs and social-economic development
4. Identify the minimal requirements of what constitutes access to safe water, sanitation, and sustainable water management
5. Describe the principal international and regulatory efforts to manage water quality and Earth's freshwater reserves and provide equitable and
sustainable access for all

1. Identify and describe the principal threats to freshwater reserves and water security due to human activity
Current 2. Categorize the many types, sources, and impacts of water pollution and mismanagement
State & 3. Describe structural barriers and inequalities vis-à-vis access to sustainable water and sanitation services
4. Assess the effectiveness of local, state, and international authorities in managing water and providing water security for all
Trends 5. Identify the principal strategies for conserving and managing water under incrementally intense levels of climate change

1. Identify structural impediments to human access to safe water and sanitation services
2. Identify the multiple forms and sources of human-generated pollution affecting water and sanitation
Major 3. Describe the nature and challenges of water use efficiency, water stress, integrated water management, transboundary water cooperation,
and water restoration
Causes 4. Discuss to what extent humans engage in responsible production, consumption, and waste management in order to protect freshwater
resources
5. Explain the relationship between increasing global temperatures and changing patterns in Earth water cycles

1. Identify the role water plays in complex global interrelationships, ecosystem services, and Earth sustainability
Systemic 2. Assess the impact climate-generated water scarcity or water abundance has on human health, food security, and socioeconomic processes
3. Describe the short-term and long-term effects of climate change on water management and water security
Impacts 4. Imagine and describe the risks and worst-case scenarios stemming from altered Earth hydrological cycles
5. Describe the impact on biodiversity from excessive use and misuse by humans of Earth's freshwater resources
 2.1.4 Housing and Human Settlements
The sustainability literate learner will be able to:

1. Define basic human needs, particularly needs related to the issues of Housing and Human Settlement, and how shelter
(structures) are a gateway to the fulfilment of other needs
2. Define and distinguish between different groups deprived in some way of housing and human settlement and in what way their
deprivation leads to unmet needs
Definitions 3. Define resilient human settlement and describe what processes contribute to their resilience
4. Describe major processes influencing the sustainability of human settlements: food, energy, transportation, construction, water,
safety, waste treatment, inclusion and accessibility, education, integration of green spaces, disaster risk reduction, political
decision-making and participation, community dynamics
5. Identify and argue for sustainable and inclusive planning of human settlements across the major processes

1. Estimate and describe the historical and current trends for settlement patterns (urbanization, rural exodus, large movements of
Current populations) and their impact on the settlement’s sustainability
2. Estimate the current and predictable trends in demographics deprived of their human settlement-related needs
State & 3. Estimate the role and impact of urban settlements world-wide on the major processes influencing the sustainability of human
Trends settlements
4. Identify current good practices of sustainable human settlement

1. List the major causes behind unsustainable human settlement patterns (war, natural disasters, inequality, …)
Major 2. Argue the main drivers of unsustainable human settlements across the major processes at play
Causes 3. Identify key actors to address the un-sustainability of human settlements

1. Explain the role of local decision-makers, of public governance and the importance of inclusive participation
Systemic 2. Identify key characteristics of communities and their dynamics that participate in furthering the sustainability of human
Impacts settlements and give examples of local initiatives
 2.1.5 Access to Energy
The sustainability literate learner will be able to:

1. Describe the multiple types, origins, and mix of energy resources—both renewable and non-renewable—used by humans from past to present, and
in various regions of the world
2. List the advantages and disadvantages of each category of energy (i.e., impacts on human health, local ecosystems, and global climate)
3. Define key concepts in human energy use such as energy security, energy efficiency, bridge energy, local energy (LESCOs), peak oil, low carbon
Definitions energy, renewable energy, etc.
4. Identify the principal types, benefits, and drawbacks of innovative and emerging technologies
5. Describe the principal international and regulatory efforts to manage energy needs and reserves and to provide equitable and sustainable access
for all
1. Identify and describe the principal opportunities for, and impediments to energy security for both human and commercial activity
Current 2. Categorize the many types, sources, and impacts of energy technologies and mismanagement
State & 3. Describe structural barriers and inequalities vis-à-vis access to clean and sustainable energy
4. Assess the effectiveness of local, state, and international authorities in managing energy security for all
Trends 5. Identify the principal strategies for conserving and managing energy under incrementally intense levels of climate change
1. Identify structural and practical impediments to accessing to clean and renewable energy by individuals, businesses, and states
2. Identify the multiple forms and sources of human-generated pollution due to energy exploration, extraction, distribution, and use
Major 3. Describe the nature and challenges of energy use efficiency, energy regulation and management, transboundary energy cooperation, and access
by developing countries
Causes 4. Discuss to what extent humans engage in responsible production, consumption, and waste management in order to minimize fossil fuel use and to
favor renewable energies
5. Assess the role of corporate, state, and intergovernmental actors in regulating and monitoring current energy structures, policies, and processes
1. Identify the role energy and energy markets (both renewable and non-renewable) play in framing global interrelationships and responding to the
challenges of climate change
2. Assess the impact energy sufficiency and energy scarcity have on human health, food security, and socioeconomic processes
Systemic 3. Describe the short-term and long-term effects current energy use patterns have on human health, ecosystem sustainability, and global climate
Impacts 4.
change
Imagine and describe the risks and worst-case scenarios stemming from continued use of carbon-based fossil fuel energies compared to zero-
and low-carbon energies
5. Describe the impact on biodiversity from excessive use and misuse by humans of Earth's energy resources
 2.2.1 Basic Income
The sustainability literate learner will be able to:

1. Define and distinguish relative and extreme poverty

2. Define and distinguish deficit-based and strength-based approach
Definitions 3. Define and distinguish formal and informal employment
4. Identify characteristics and debates of the Universal Basic Income

1. Estimate past, recent and current number of people exposed to extreme poverty
Current 2. Estimate current relative poverty lines according to the World Bank classification
State & 3. Describe the global distribution of poverty
4. Determine if a country has already implemented a Universal Basic Income
Trends 5. Describe the geographical and social determinants of unemployment

1. Identify the reasons for recent interest in Universal Basic Income

Major 2. List the main causes of poverty
Causes 3. Identify the relations between inequality and poverty
4. Identify the causes of unemployment

1. Identify the poverty consequences of human rights and needs

2. Identify the implications of poverty regarding climate change vulnerabilities
Systemic
3. Describe the interactions between the Universal Basic Income and poverty
Impacts 4. Enumerate the impacts of extreme wealth disparities
5. Explain why informal employment contributes to poverty
 2.2.2 Social Equity
The sustainability literate learner will be able to:

1. List, define and relate different dimensions of inequality (social, political, environmental, economic, spatial, cultural, knowledge)
Definitions 2. Define rights to land, rights to property, access to natural resources
3. Define and express aspects of discrimination, diversity and inclusion, vulnerabilities

Current 1. Quantify (in orders of magnitude) current inequalities globally

State & 2. List and argue different indicators for inequality and their relevance for decision-making
3. Estimate amount of international development aid and its historical and current trends
Trends

1. Identify main drivers of inequality

2. List and relate what local, national and global economic and policy processes promote and hinder diversity: labor laws, fiscal policies,
Major wages, social protection, corporate activities, global trade systems and regulation, tax regimes
Causes 3. List and relate what local, national and global social and political processes promote and hinder diversity: discriminations, diversity and
inclusion efforts, reconciliation, rise of populism and neo-fascism
4. Relate historical inequalities to current state and trends (including multi-national companies)

1. Identify and argue main leverage points for impact on social equity
Systemic 2. Identify and argue vulnerabilities rising from inequalities
3. Describe systemic impact, effectiveness and conditions of international development aid
Impacts 4. Identify and relate inequality with issues around access to education, right to food, peace and institutions, political voice
5. Identify and argue the compounding effect of climate change on existing inequalities
 2.2.3 Gender Equality
The sustainability literate learner will be able to:

1. Explain the concepts of gender, gender equality/inequality, gender discrimination, gender violence, sexual and reproductive rights
2. Provide example of the principal forms of gender violence (FMG, honor killings, trafficking, child marriage, forced marriage, exploitation, unequal
employment, language, etc.)
Definitions 3. Describe both the current and historical origins of traditional gender roles and responsibilities
4. Explain the how gender roles entered into current social, economic, political, and mental structures
5. Describe the legal and cultural principles and practices required to ensure that gender equality is upheld in both private and public settings

1. Identify and describe the principal historical, cultural, sociology-psychological, and structural barriers to gender equality
Current 2. Categorize the many types, sources, and manifestations of gender discrimination and compare them state to state and region to region
3. Define the global standards for gender equality and assess the current state of local, state, and international compliance
State & 4. Assess the effectiveness of local, state, and international authorities in defending and assuring gender equality
Trends 5. Articulate the benefits of gender equality as concerns individual well-being, social welfare, economic development, public and private decision-making,
and climate change resilience

1. Describe the role education, technology, and legislation play in advancing or—in their absence—hindering gender equality
Major 2.
3.
Identify traditional and cultural impediments to enacting gender equality as defended by individuals, businesses, and states
Identify the multiple active and permissive causes, forms, and sources of gender discrimination and violence to women and girls
Causes 4. Describe the origins, manifestations, distribution, and defenses of patriarchy from state to state and region to region
5. Assess the role of local, state, and intergovernmental actors in educating, legislating, monitoring, and repressing violations vis-à-vis gender equality

1. Relate the impact of gender inequality to patterns of poverty, food insecurity, financial dependence, women's health, water scarcity, energy insecurity,
etc.
2. Situate gender discrimination at the intersection of other social categories such as race, religion, ability, identity
Systemic 3. Describe the impact of gender equality on community dynamics, political voice, democratic processes, and human flourishing
Impacts 4. Relate the concept of masculinity and its corresponding outcome—gender inequality—to the decline of biosphere integrity, the pace of climate change,
and the lack of social equality
5. Estimate the impact on child health, early development, education, and social development of the marginalization and relative poverty of women in
society
 2.3.1 Education and Culture
The sustainability literate learner will be able to:

1. Describe the basic conditions and elements that are required for designing, delivering, and demonstrating (assessing) a quality education
2. Identify the principal attributes of a quality education (i.e., inclusive, equitable, lifelong, ICT-based, affordable, accessible, etc.)
3. Compare and contrast the multiple forms of providing education (formal, informal, non-formal)
4. Explain the important role education plays in supporting basic human needs, improving lives, driving social-economic development, and
Definitions achieving sustainable development
5. Identify the minimal requirements of what constitutes access education
6. Describe the principal strategies and mechanisms for providing equitable and affordable access to education
7. Define the nature, purpose, and pedagogies of Education for Sustainable Development

1. Describe the extent and effectiveness of education from state to state and region to region
Current 2. Describe the principles, practices, and outcomes of environmental education and corresponding eco-pedagogy
State & 3. Describe the structural barriers, principal impediments, and traditional inequalities vis-à-vis access to education
4. Assess the effectiveness of local and state, and international authorities in providing quality education for all
Trends 5. Identify the principal strategies for providing quality education to marginalized groups

1. Identify the multiple forms and sources of discrimination in providing quality education
2. Identify actors, institutions, policies, and belief systems respectively supporting educational opportunity or hindering such access to quality
Major education
Causes 3. Account for the lack of teaching training in Education for Sustainable Development
4. Discuss to what extent humans engage in responsible production, consumption, and waste management in order to protect freshwater resources
5. Explain the relationship between increasing global temperatures and changing patterns in Earth water cycles

1. Describe the role education plays in creating societies able to innovate for sustainability development and provide resilience in time of climate
change
Systemic 2. Identify the role education plays in fostering complex global interrelationships, ecosystem services, and Earth sustainability
Impacts 3.
4.
Assess the impact gender inequality and poor education have on human health, food security, and socioeconomic processes
Imagine and describe the risks and worst-case scenarios stemming from low levels of education
5. Describe the impact of both individual and human collective misunderstanding of the ecosystem services provide to humans
 2.3.2 Peace, Justice and Political Voice
The sustainability literate learner will be able to:

1. Identify key institutions and treaties for peace

2. Identify the diversity of conceptions of justice
Definitions 3. Define ableism and human-right approach to disability
4. Define climate justice and identify the role of NGOs in COP
5. Identify public participation concerns in SDGs

1. Estimate the number and trends of child labor, especially the worst forms
Current 2. List and estimate the economic weight of the main international illegal trades
State & 3. Identify and estimate the number of countries still practicing death penalty
4. Estimate recent trends related to forced migration
Trends 5. Describe recent trends of the number of violent conflicts, and people living in conflict-affected areas

1. Identify common practices that put human rights defenders at risk

Major 2. Describe the nature of international law in relation to sovereignty
Causes 3. Identify the levers to stop child labor and modern slavery

1. Identify external consequences of war in Ukraine

Systemic 2. Identify measures of climate adaptation contributing to peace
Impacts 3. Identify the specificities of indigenous peoples relating to participation in the SDGs
 2.3.3 Access to Networks and Social
Interactions
The sustainability literate learner will be able to:

1. Define access to network, social interactions and digital inclusion

2. Distinguish digital social network from social networks
Definitions 3. Determine the main components of access to networks
4. Define and distinguish isolation from loneliness

Current 1. Describe past, current and predictable trends of internet access

2. Describe past, current and predictable trends of global public transportation
State & 3. Determine geographical disparities of internet access
Trends 4. Identify current main mean to access internet in low-income countries

1. List and rank the main causes and barriers of lack of internet access
Major 2. List the main consequences of quarantine and social distancing policies
Causes 3. Identify the characteristics of people disproportionately affected by social distancing policies
4. Identify key actors to address lack of internet access

Systemic 1. Identify and rank major consequences of lack of social interactions

2. Characterize great public transportation and its consequences
Impacts 3. Describe the systemic loop of social exclusion
 3.1.1 Laws, Policies and Institutions
The sustainability literate learner will be able to:

1. Describe the human rights framework.

2. Define the concepts related to the rule of law, such as state of exception or corruption
3. Identify the methodologies for measuring sustainability progress
Definitions 4. Identify major policy options and their limits to reduce carbon emissions
5. Identify the consequences of fossil fuel subsidies
6. Define the concepts related to tax evasion such as tax haven or tax optimization
7. Identify global institutions and frameworks for sustainability

1. Estimate recent trends of corruption perception and human rights defenders' murders
2. Estimate past and current money lost by states due to tax evasion
Current 3. Estimate recent trends of official development assistance
State & 4. Estimate the value of subsidies directed to fossil fuels
Trends 5. Identify major recommendations to fight corruption
6. Identify sustainability issues with global free markets
7. Explain the problems posed by the prisoner's dilemma and the tragedy of the commons in governance
 3.1.2 Infrastructure, Planning, and Natural
Resource Management
The sustainability literate learner will be able to:

1. Define Domestic material consumptions and ecological footprint

2. Describe maladaptation examples
Definitions 3. Define Earth carrying capacity
4. Describe the method of cost-benefit analysis
5. Define and distinguish reusing from recycling

1. Describe past, current and predictable trends of ecological footprint and material consumption
Current 2. Precise the relations between country income and vulnerability to a catastrophes such as covid-19 pandemic
3. Specify the social and geographical disparities of ecological footprint and material consumption
State & 4. Determine if we overshoot the Earth carrying capacity and its potential consequences
Trends 5. Describe the dynamic interactions between ecological footprint, climate change and the Earth carrying
capacity
 3.2.1 Macroeconomic Considerations and
Finance
The sustainability literate learner will be able to:

1. Define the principles of economic prosperity, development and social progress

2. Identify the methodologies and indicators measuring economic prosperity, development and social progress,
their roles and limitations
3. Define the principles of sustainability-driven and alternative economic models (i.e., the Doughnut Economics)
Definitions 4. Describe the structure of employment (i.e., formal / informal) and the concept of decent work
5. Describe the importance of sustainability driven employment, sometimes referred to as “green jobs”
6. Identify the link between Finance and Earth Systems / Human Welfare
7. Identify the macroeconomic implications of transgressing Planetary Boundaries and Social Foundations and
transitioning toward sustainability

1. Describe past, current, and projected trends of macroeconomic implications of transgressing Planetary
Boundaries and Social Foundations (via orders of magnitude)
Current 2. Describe past, current, and projected trends of sustainability driven economic indicators (i.e., Investments in
transitioning toward sustainability, development of sustainability-driven employment, via orders of
State &
magnitude)
Trends 3. Identify geographical and historical disparities of economic prosperity, development and social progress
indicators
4. Identify practical examples of financial systems enabling or hindering the transition toward sustainability
 3.2.2 Microeconomic Considerations,
Business, and Industry
The sustainability literate learner will be able to:

1. Define the concepts of responsible consumption and production and associated business model (i.e.,
circular economy, symbiotic economy…)
2. Describe the major pitfalls of unsustainable industrialization and in contrast the importance of resilient,
inclusive, sustainable infrastructures and industries
Definitions 3. Identify sustainability-driven and responsible business and management practices (i.e., Corporate Social
Responsibility and its associated standards, Stakeholders engagement…)
4. Identify the business models and management practices that are hindering the transition toward
sustainability (i.e., Greenwashing)

1. Describe past, current, and projected trends of the impact produced by unsustainable business models,
industries or managerial practices (via orders of magnitude)
Current 2. Describe past, current, and projected trends of implementing responsible consumption and production and
State & sustainability driven business models, industries or managerial practices (via orders of magnitude)
Trends 3. Identify geographical and historical disparities of the impact of responsible consumption and production
4. Identify practical examples of business models, industries or managerial practices that are enabling or
hindering sustainability
 3.3.1 Sustainability Science
The sustainability literate learner will be able to:

1. Explain the meaning of sustainability science and describe the key characteristics of the phenomenon
2. Describe the scientific method and explain its importance within the context of climate change
3. Explain the meaning, purpose, and significance of the Peer Reviewed editorial process
Definitions 4. Identify the principal NGO, state, and IGO bodies engaged in research and publishing in sustainability
5. Explain the link between science and the implementation of the Sustainable Development Goals
6. Describe the principles and processes of what is called the science-policy interface
1. Identify and describe the vested interests and correspond techniques used—both past and current—to impede
climate science
2. Assess to what extent the precautionary principle has been applied, or ignored, in humanity's stewardship of
Planet Earth since 1945
Current 3. Describe the scientific techniques and control variables used to measure our proximity to—or transgression
of—the nine established Planetary Boundaries
State & 4. Identify and the main sources of funding focused on climate science and describe the general trends in the
Trends amounts made available
5. Explain the controversy surrounding the concept of the "Anthropocene Epoch" and highlight arguments from
both sides of the debate
6. Describe the role technology and innovation play in climate science and describe the specific case of
geoengineering
 3.3.2 Technology and Innovation
The sustainability literate learner will be able to:

1. Define sustainable technology and innovation

2. Define sustainability concepts related to technology and innovation such as modularity, redundancy,
diversity, rebound effect and transfer of technology
Definitions 3. Determine the conditions enabling a technology and innovation to be sustainable
4. Describe and distinguish Carbon Capture and Storage (CCS), Carbon Dioxide Removal (CDR) and
geoengineering technologies

1. Describe past, current and predictable trends of carbon intensity of products

2. Precise the relations between technology intensity and recovering from Covid19 pandemics
Current 3. Identify the barriers against and the levers for equitable efforts to transfer of technology
State & 4. Precise the role of Carbon Dioxide Removal to achieve net zero emissions by 2050
Trends 5. Identify the risks related to geoengineering technologies
6. Explain the systemic relation between efficiency progress of technologies and increased global energy
consumption
 3.4.1 Transformative Change
The sustainability literate learner will be able to:

1. Define transformational change with a specific focus on the qualities that allow transformation as opposed
to other forms of change
2. Explain how human society can be viewed from a systems perspective as a complex adaptive system, and
what this means for individual action
3. List and define the key characteristics of complex social adaptive systems and the way they are being
eroded in current systems
Definitions 4. (From the key characteristics) Argue boundary conditions for social sustainability, those boundaries that
prevent the erosion of key characteristics of complex adaptive systems
5. Argue for the need for trans-disciplinary and radical collaboration in tackling wicked sustainability issues
6. List and argue intra-personal skills that further Sustainable Development such as Relationship to Self,
Empathy, Leadership and Driving Change
7. List and argue inter-personal skills that further Sustainable Development such as Collaborative and Social
Skills, Conflict Resolution

1. Describe past approaches to Sustainable Change in global context, and argue their benefits and
drawbacks
Current 2. Give examples of alternative modes of community management, new forms of collaboration, innovative
State & ways of governance and political participation, and identify within them the qualities that make them
Trends transformational
3. Describe situations in local context where intra- and inter-personal skills permitted Transformational
Change towards Sustainable Development
 3.4.2 Cognitive Capacity for Sustainable
Development
The sustainability literate learner will be able to:

1. Define and argue the potential systemic leverage of (implementing) Cognitive Capacities for Sustainable
Development
2. Define and distinguish key competencies for sustainable development: systems thinking, anticipatory,
normative, strategic, collaboration, critical thinking, self-awareness, integrative problem solving, and argue
for their relevance
Definitions 3. Define and distinguish cognitive capacities for Sustainable Development from other capacities (practical,
human, inner, value-based...) and how they are complementary
4. Distinguish key differences in various educational approaches seeking to transmit the key competencies:
environmental education, Nature education, Education for Sustainable Development, Transformational
Education (and others)

1. Identify past, current and predictable trends in Education for Sustainable Development and how cognitive
Current capacities are integrated in
2. Identify key (local) actors facilitating the implementation of cognitive capacities for Sustainable
State & Development in local context and approach
Trends 3. Give examples of (innovative) implementation of approaches seeking to transmit key competencies for
Sustainable Development