In a groundbreaking study aimed at fostering sustainable transformation through education, researchers have unveiled a comprehensive strategy for developing key competencies among vocational students. This pioneering work, conducted by Chianchana and Na Wichian, centers on cultivating a suite of critical skills essential for navigating and shaping a sustainable future. By employing a rigorous process that integrates expert brainstorming, cross-impact analysis, and innovative dissemination methods, the study offers a replicable framework with potential to revolutionize sustainability education worldwide.
The research commenced with a meticulous exploration of existing literature and documentation, complemented by the insights of 34 experts. These professionals identified and refined an array of strategies targeting nine key competencies vital for sustainability transformation. These included strategy-thinking competence, tolerance for ambiguity, future-thinking skills, integrated problem-solving ability, capacity for creating new value, capacity-building skills, systems-thinking competence, communication aptitude, and intrapersonal competence. Each competency was rigorously ranked within a scale from one to three, based on consensus mode values reflecting strategic priorities.
Following this, the study employed a sophisticated cross-impact analysis to quantify the influence of various factors on competency development. By calculating odds ratios, the researchers were able to isolate specific impactful strategies with odds ratios exceeding 1.00, thereby highlighting their significance in competency enhancement. For instance, strategy-thinking competence benefited notably from training focused on goal-setting clarity and implementation planning. Meanwhile, mindfulness and emotional regulation techniques surfaced as pivotal in enhancing the ability to tolerate ambiguity — a crucial skill amidst the complexities of sustainability challenges.
Further advancing the framework, future-thinking competence was found to be heavily influenced by exercises designed to envision positive change and explorations into novel approaches. Integrated problem-solving proficiency, another cornerstone, was catalyzed through diverse solution-oriented activities paired with probing inquiries like “Why?” which cultivate critical analysis and adaptive thinking. The ability to generate new value was significantly linked with engagement-centric trainings and self-inspiration techniques, nurturing creativity and intrinsic motivation critical for innovative leadership in sustainability contexts.
Capacity-building competencies revealed two main drivers: community-building initiatives and collaborative problem-solving with stakeholders, underscoring the social dimension of sustainability. Systems-thinking competence depended on continual self-improvement and goal-oriented practice. Effective communication, vital for fostering shared understanding and collective action, was predominantly enhanced by strategies emphasizing concise summarization of core messages. Interestingly, intrapersonal competence did not yield distinct impact factors in this analysis, suggesting a potentially complex or diffuse nature warranting further inquiry.
To translate these findings into practical educational tools, the team crafted a short film titled “Transformation,” designed to encapsulate and disseminate the identified strategies. The narrative follows rural students integrating with urban peers, highlighting the development of the nine competencies through relatable scenarios and interactions. This multimedia approach ensures accessibility and engagement, transcending traditional didactic methods by appealing to visual and emotional learners.
Expert evaluation of the short film affirmed its high quality across multiple dimensions including content accuracy, presentation clarity, composition, and sound design. Ratings indicated strong performance, particularly in composition and auditory elements, enhancing its potential as an effective educational medium. Feasibility and propriety assessments, grounded in established educational evaluative criteria, echoed these positive sentiments, supporting the film’s suitability for broad dissemination.
The production was further field-tested through an experimental one-shot case study involving technical college students from diverse regions. Assessments conducted post-viewing demonstrated that students rated the film highly in terms of content understanding, presentation, and engagement. These evaluations not only validated the film’s educational efficacy but also illuminated its capacity to raise student awareness regarding the importance of developing key sustainability competencies.
Quantitative analyses of student knowledge and awareness showed fair academic achievement and consistently high awareness levels across various regions. While knowledge of development strategies remained consistent irrespective of geography, awareness displayed significant regional variation, particularly between northern, northeastern, and central areas. This nuanced insight suggests tailored approaches might be necessary to optimize competency development in different sociocultural contexts.
Statistical testing revealed a moderate, statistically significant correlation between students’ knowledge of development strategies and their awareness, validating the conceptual link between these dimensions. However, tests of covariance homogeneity indicated regional differences warranting cautious interpretation. Employing appropriate multivariate methods, such as Pillai’s trace assessments, the study robustly accounted for these variations, lending confidence to the findings.
Experts reviewing the students’ short film projects further corroborated the educational impact of the media intervention. Evaluations highlighted exceptional accuracy and accountability while recognizing the utility of the film in fostering key competencies. This endorsement from domain specialists emphasizes the effectiveness of combining research-based strategy development with creative dissemination tools.
This integrative effort showcasing the fusion of strategic educational design and innovative media offers a scalable roadmap for enhancing sustainability competencies in vocational education. By addressing cognitive, emotional, and social dimensions, the study provides a holistic model attuned to the complexities of transformative learning essential for sustainable futures. Moreover, the multi-regional testing underscores the importance of contextual sensitivity in educational innovation, aligning with contemporary calls for localized yet globally informed approaches.
The synthesis of precise strategy identification, structured competency development metrics, and creative knowledge transfer via filmmaking represents a notable advancement in sustainability education research. As global challenges intensify, equipping learners with adaptive, systemic thinking and collaborative skills becomes imperative. This study’s methodological rigor, combined with its practical application, positions it as a seminal work influencing policymakers, educators, and practitioners committed to embedding sustainability at the heart of vocational training.
Future research directions invite deeper examination of intrapersonal competence development, expanded cross-cultural validations, and longitudinal impacts of multimedia educational interventions. Additionally, exploring the interplay of regional socio-economic factors on awareness and engagement could refine targeted strategy deployment. The demonstrated success of this short film approach opens avenues for broader adoption encompassing diverse educational contexts and age groups.
In conclusion, the work by Chianchana and Na Wichian marks a critical contribution to the evolving field of sustainability education. Their methodical approach from ideation, through expert consensus, to public-facing media provides both a blueprint and inspiration for transformative educational practices. With growing emphasis on equipping future generations to tackle climate challenges, resource constraints, and social inequities, such integrative models pave the way toward resilient, empowered learners capable of shaping sustainable societies worldwide.
Subject of Research: Development of key competencies for sustainability transformation among vocational students through strategy development and short film creation.
Article Title: Development of key competencies for the transformation towards sustainability of vocational students: strategy development and short film creation.
Article References:
Chianchana, C., Na Wichian, S. Development of key competencies for the transformation towards sustainability of vocational students: strategy development and short film creation. Humanit Soc Sci Commun 12, 1888 (2025). https://doi.org/10.1057/s41599-025-06161-4
Image Credits: AI Generated
