International large-scale assessments (ILSAs) have increasingly incorporated aspects of sustainability and climate change education (SCCE) into their frameworks, responding to the growing recognition of the importance of these topics in the global educational agenda (Borgonovi et al., 2022; White et al., 2023; Reynolds & Komakhidze, 2022; Schulz et al., 2023). These data offer a valuable cross-national perspective not only on students' cognitive outcomes but also on how different educational systems approach Education for Sustainable Development (ESD) in terms of educational goals, cognitive and behavioral outcomes, teaching methods, and challenges teachers face in addressing sustainability topics and issues. Mapping study frameworks and questions used in these assessments can enhance understanding of ESD’s implementation and its impact on student learning, allowing for a clearer picture of the educational processes and environments contributing to sustainability education (UNESCO, 2020). However, the challenge lies in that most items used in international assessments are primarily input and output-oriented and scattered across different frameworks. These items focus on quantitative aspects from a comparative perspective but may only partially capture the full range of factors influencing ESD’s effectiveness. Moreover, the contextual factors shaping how ESD is taught and learned, such as cultural values or local environmental challenges, are rarely captured, as international surveys must preserve comparability while balancing national specificities with relevance across all educational contexts. This work aims to provide a comprehensive overview of the current state of information on SCCE as captured by ILSAs such as PISA, TIMSS, ICCS, TALIS, and PIAAC. Using the conceptual framework developed within the IMP>ACT project, the mapping classifies items across the dimensions of context, input, processes, and outputs (Sinakou et al., 2019). With this perspective, relevant data from these ILSAs have been collected and mapped, classifying existing items and study instruments according to the identified dimensions. The analysis highlights overlaps and gaps among frameworks and evaluates the comparability and consistency of data. Particular attention has been given to underrepresented aspects, such as process- and context-related indicators. Based on this mapping, preliminary recommendations have been formulated to enhance the scope and relevance of the contents of existing international tools. These recommendations aim to better capture the impact of educational practices in SCCE, paving the way for developing international reference indicators that address not only inputs and outputs but also the processes and contextual factors shaping education for sustainability and climate change education.

Borgonovi, F., Brussino, O., Seitz, H., Bertoletti, A., et al. (2022). Young people’s environmental sustainability competence: Emotional, cognitive, behavioural, and attitudinal dimensions in EU and OECD countries, OECD Social, Employment and Migration Working Papers, No. 274, OECD Publishing, Paris White, P. J., Ardoin, N. M., Eames, C., & Monroe, M. C. (2023). Agency in the Anthropocene: Supporting document to the PISA 2025 Science Framework, OECD Education Working Papers, No. 297, OECD Publishing, Paris Reynolds, K. A., & Komakhidze, M. (2022). TIMSS 2023 environmental attitudes and behaviors framework. Retrieved from Boston College, TIMSS & PIRLS International Study Center website Schulz, W., Fraillon, J., Losito, B., Agrusti, G., Ainley, J., Damiani, V., & Friedman, T. (2023). IEA International Civic and Citizenship Education Study 2022: Assessment Framework. Springer Sinakou, E., Boeve-de Pauw, J., & Van Petegem, P. (2019). Designing powerful learning environments in education for sustainable development: A conceptual framework. Sustainability, 11(21), 5994. UNESCO, International Association for the Evaluation of Educational Achievement - IEA (2020). Measuring global education goals: How TIMSS helps monitoring progress towards Sustainable Development Goal 4 using TIMSS (Trends in International Mathematics and Science Study)