Sustainability science is an emerging, free-standing scientific discipline. It has introduced a new approach to both sustainability research and educational programmes, while evoking novel perspectives to stronger societal contextualization. Among several other areas of sustainability research, competencies for sustainability have become a focal topic of sustainability education research. This research explores the educational programmes and the representation of the theory-based key competencies for sustainability. Through a qualitative content study of 45 master programmes associated with sustainability science, we aim to understand what kind of sustainability competencies can be found in sustainability science master’s programmes and how they reflect the current discussions of the discipline of sustainability science and possibly drive the future education in the field. The study reveals that commonly suggested competencies including systems thinking, anticipatory, strategic, interpersonal, and normative competencies were frequently mentioned as content and learning outcomes in the curricula and are firmly present and widely employed in sustainability education. Additionally, this study identified three other clusters of competencies: diverse modes of thinking, methodological plurality, and competencies for autonomy. In addition to the contribution to education in the field by suggesting three emerged competencies for sustainability science specifically, we aim to contribute to the ongoing discussion about the discipline by suggesting a process-oriented framing of sustainability science.

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教育中的可持续性科学：硕士课程的分析

可持续发展科学是一门新兴的独立科学学科。它为可持续性研究和教育计划引入了一种新方法，同时唤起了新颖的观点来加强社会环境。在可持续性研究的其他几个领域中，可持续性能力已成为可持续性教育研究的重点。这项研究探索了可持续发展的教育计划和基于理论的关键能力的体现。通过对45个与可持续发展科学相关的硕士课程的定性内容研究，我们旨在了解在可持续发展科学硕士课程中可以找到什么样的可持续发展能力，以及它们如何反映当前对可持续性科学学科的讨论，并有可能推动该领域的未来教育。研究表明，通常建议的能力，包括系统思维，预期能力，战略能力，人际关系能力和规范能力，在课程中经常被提及为内容和学习成果，并在可持续性教育中得到牢固体现和广泛使用。此外，这项研究还确定了其他三个能力集群：思维方式多样，方法论多元化和自主能力。除了通过建议在可持续发展科学方面的三种新兴能力，对实地教育做出贡献之外，