Avaliação das competências-chave para a sustentabilidade no ensino superior: uma revisão sistemática dos instrumentos e das evidências psicométricas
DOI:
https://doi.org/10.54104/papeles.v19n37.2457Palavras-chave:
Competências essenciais para a sustentabilidade, ensino superior, avaliação, questionário, desenvolvimento sustentávelResumo
A avaliação das competências-chave para a sustentabilidade no ensino superior apresenta avanços conceituais significativos, mas também importantes lacunas metodológicas. A presente revisão sistemática examina como as competências-chave para a sustentabilidade têm sido avaliadas e que tipo de evidência psicométrica os estudos recentes apresentam. Seguindo a declaração PRISMA 2020 e aplicando critérios rigorosos de elegibilidade, foram consultadas as bases de dados Scopus, Dimensions, SciELO, Redalyc e ERIC. A análise combinou um estudo bibliométrico com 294 documentos e uma análise de conteúdo de oito pesquisas, os quais foram avaliados por meio da Lista de Verificação de Risco de Viés COSMIN. A síntese dos resultados foi desenvolvida por meio de uma abordagem descritiva e comparativa. Os achados mostram um predomínio no uso de questionários e uma concentração de processos de validação, como a confiabilidade e a validade de conteúdo. A validade estrutural se mostra heterogênea e, em alguns casos, limitada. Em conjunto, os resultados ressaltam a necessidade de fortalecer a padronização conceitual e diversificar as estratégias de avaliação para além da autopercepção. A principal limitação reside na restrição a cinco bancos de dados. Esta revisão não foi registrada em um banco de dados público de protocolos.
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Direitos autorais (c) 2026 Hugo Pérez Maldonado, Salvador Adame-Martínez, Eva Martha Chaparro Salinas
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