Education for Sustainable Development (ESD) has become a key concept to achieve global sustainable development. ESD aims at enabling people to think and act in a sustainable, future-oriented manner. For this purpose, ESD should not only equip learners with knowledge but is supposed to promote and advance the acquisition of sustainability competencies to address the challenges of the 21st century at a social, environmental, and economic level. Regarding the systematic implementation of ESD and its evidence-based management, an assessment of its outcomes is crucial. So far, however, ESD outcomes have only been partially assessed systematically. We developed a domain-specific ESD outcome indicator test (OIT) which strives to fill this gap. The test is intended to contribute towards the monitoring and further development of ESD in the school system. This article presents the procedure and the central findings of developing a model using an inductive research design. The model comprises the possible outcomes of ESD and thus functions as the basis of the OIT. It considers six thematic action domains for students as well as cognitive, attitudinal, and behavioural outcome components. The six action domains have been defined based on 15 interviews with experts from the arrays of ESD research, practice, and policy and a review of N = 195 sustainability related psychological scales. These were linked to the Sustainable Development Goals (SDGs), so that connectivity between outcomes at the individual level and political respectively societal goals is ensured.

可持续发展教育（ESD）已成为实现全球可持续发展的关键概念。可持续发展教育旨在使人们能够以可持续的、面向未来的方式思考和行动。为此，可持续发展教育不仅应该为学习者提供知识，而且应该促进和推进可持续能力的获得，以 解决 21 世纪在社会、环境和经济层面的挑战。关于可持续发展教育的系统实施及其循证管理，对其结果的评估至关重要。然而，到目前为止，可持续发展教育成果只得到了系统的部分评估。我们开发了一种特定领域的 ESD 结果指标测试 (OIT)，旨在填补这一空白。该测试旨在促进学校系统中 ESD 的监测和进一步发展。本文介绍了使用归纳研究设计开发模型的过程和主要发现。该模型包含 ESD 的可能结果，因此作为 OIT 的基础。它考虑了学生的六个主题行动领域以及认知、态度和行为结果组成部分。N  = 195 个与可持续性相关的心理量表。这些都与可持续发展目标 (SDG) 相关联，从而确保个人层面的成果与政治和社会目标之间的联系。