• Systems thinking is the ability to understand and analyze the complex, interdependent nature of ecological, social, cultural, and economic systems.

• Students attentively observe ‘patterns of change’ and interactions across environmental, social, and economic systems, such as feedback loops, cascading effects, and unintended consequences. They understand how sustainability challenges are shaped by underlying power structures and the unequal distribution of power, which influences who voices are heard and which outcomes are pursued. 

• Students shift from reductionist to holistic thinking, applying interdisciplinary insights, and fostering ‘intellectual flexibility’ to make sense of sustainability challenges and anticipate their impacts across different temporal (short, medium and long-term) and spatial (local to global) scales.

• Students demonstrate an ability to identify, reflect on and apply core sustainability values – such as environmental and social justice, intergenerational and interspecies equity, inclusivity, and respect for all living beings – to guide ethical decisions and actions.

• Students align their actions with personal and collective values, showing integrity, humility, respect, and a deep sense of purpose.   

• This competency involves students applying their values to assess trade-offs, navigate conflicts and communicate decisions transparently in their sustainability work. 

• Created by Mi’kmaq Elder Albert Marshall, Two-Eyed Seeing – Etuaptmumk in Mi’kmaq – is a guiding principle that involves “learning to see from one eye with the strengths of Indigenous ways of knowing, and to see from the other eye with the strengths of Western ways of knowing, and to use both of these eyes together, for the benefit of all”   

• In their leadership experiences, students practice Two-Eyed Seeing / Etuaptmumk by thoughtfully and respectfully bringing Indigenous ways of knowing together with non-Indigenous ideas to inspire themselves and their collaborators to address sustainability challenges. 

• Students demonstrate the ability to enable, motivate, and facilitate collaboration with diverse community members, engaging in open and continuous dialogue to effectively implement sustainability strategies.    

• Students build inclusive, trust-based relationships grounded in mutual respect, empathy, and a shared vision for a sustainability future.    

• They embrace a relationship-centered approach to engagement with community members that prioritizes compassionate communication and co-creation of value. 

Students demonstrate a democratic and collaborative leadership style by actively listening to their peers and stakeholder groups and acknowledging the mutual goals of community members, which leads to the co-creation of sustainability solutions. 

• Students demonstrate the ability to develop and test innovative, feasible strategies that challenge the status quo and support transformations toward regenerative sustainability.   

• This involves identifying leverage points, mobilizing resources – such as social networks and influence across organizational levels – and anticipating barriers like organizational inertia. 

• Students demonstrate the ability to collaboratively develop and apply viable, equitable, and inclusive solutions to sustainability challenges.  

• They engage in collective problem-solving and decision-making processes to advance sustainability outcomes. 

• Students demonstrate abilities to navigate the diverse cultural, social and institutional contexts, interests, and values that shape sustainability challenges and solutions.  

• They recognize that such complexity can lead to tension or conflict within groups but view these moments as opportunities for learning and innovation.   

• By navigating complexity and resolving potential conflicts, students and their peers can translate sustainability strategies into effective action.   

• Students demonstrate their ability to clearly and persuasively communicate about sustainability issues and solutions to diverse audiences.  

• They use storytelling to convey values, inspire action, and articulate a vision of alternative sustainable futures in an emotionally compelling way. 

• Students demonstrate the ability to to take well-informed risks and remain resilient in the face of challenges or setbacks.

• Students are able to guide others through uncertainty by building collective resilience, helping teams recover from challenges in ways that support long-term success and advance sustainability goals.

• Students engage in deep self-reflection to examine personal values, biases, motives, and positionality in relation to their role as sustainability leaders.   

• This competency supports students’ intentional action by fostering mindfulness, empathy, kindness, and non-judgmental listening.   

• Students recognize how their identities and influence shape sustainability solutions and relationships with others, adapting their approaches to lead with care and humility.   

• Students cultivate a grounded and realistic sense of hope that acknowledges the severity of climate change and humanitarian crises, while believing in the possibility of transformation.   

• Students draw on the knowledge and strength of communities that have endured systemic injustice to envision multiple climate resilient futures and inspire action towards them.   

• Rather than avoiding difficult truths, students, together with peers and community groups, confront sustainability challenges with courage and flexibility, channeling fear and grief into engagement and motivation for a just and sustainable future.

Students may propose one competency that is not already identified.