One Platform - Various Tools
Worldwide Free Accessibility
Our mission is to provide global and locally-relevant tools that are accessible to all users, including higher education institutions, organizations, and companies around the world.
Hence, our wish is to ensure that our best-known tools, the "Test", the "Quiz" and "Looping" remain totally free of charge for all users around the world!
Premium Access
However, in order to ensure the development of the Sulitest project, it is necessary to ensure its profitability. By choosing to buy a Premium Access your institution, organization, or company can contribute to the development of this exciting project. In return, it will be granted immediate access to some additional tools and functionalities such as the Explorer and the Customization feature that can be applied on the “Test“and the “Quiz“. Hence, you will be able to adapt Sulitest to your own specific needs, while supporting this initiative!
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Aligning Sulitest with the SDGs framework
All the tools developed by Sulitest are aligned with the SDGs framework.
In addition, to improve awareness of specific goals, various entities - including UN agencies, academic institutions, and civil society - in partnership with Sulitest have taken the lead on the development of several SDG-specific modules. Two new modules have been launched during the July 2018 HLPF (High-level Political Forum) on Sustainable Development: SDG 7 Module and the SDG 11 Module.
Already available Specialized Question Modules on specific SDGs:
- SDG Framework Module: supports an understanding of the interconnectedness of our challenges and targets (in collaboration with UN-DESA)
- SDG7 “Ensure Access to Affordable, Reliable, and Sustainable and Modern Energy for All“ (in collaboration with UN-DESA)
- SDG11 “Make Cities Inclusive, Safe, Resilient, and Sustainable“ (in collaboration with UNEP)
- SDG 12 “Sustainable Consumption and Production Patterns“ (in collaboration with UNEP)
In progress:
- SDG4 “Ensure Inclusive And Quality Education For All and Promote Lifelong Learning“ (in collaboration with UNESCO)
For each organization, one or multiple “Examiners“ are registered who can organize Test sessions with the automated online tool, and invite his/her students or colleagues to participate.
What is it?
Sulitest´s best known tool - the “Test“ - is in an online, easy to use, multiple-choice-question format that is available in Learning Mode and Exam Mode.
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In Learning Mode users are given the right answers with explanations and sources to deepen their learning about Sustainable Development issues. In Learning Mode, examiners set up the time frame for the “Test“ which can be extended over several weeks.
In Exam Mode users will be placed in an exam setting where no resources can be consulted. The time frame is set by an examiner, usually ranging from 30-60 minutes.
Anonymity
When creating a "Test" session, administrators or examiners can choose to make this session “anonymous”. In this case, only the candidate will have access to his/her individual scores, whereas examiners will only have access to general statistics and data on the cohort as a whole.
When a session is not “anonymous”, the examiner has access to all the data concerning the candidate. The candidate is informed when beginning the test if the session is anonymous or not.
Content Options
To understand sustainable development, it is crucial to have a macro understanding of global issues.
The International Core Module of the “Test“ consists of a set of 30 international questions that are selected from an expert-approved database by an algorithm. It is also important to comprehend local or specific issues, and that is why the International Core module is usually combined with a Specialized Core Module consiting of 20 additional questions.
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A closer look at the Sulitest content
What kind of questions will I find in a Sulitest session? What themes and subjects does Sulitest focus on? Which content can I find in the different modules ?
The content is designed to raise and map awareness, and improve sustainability literacy worldwide. It provides an internationally recognized & locally relevant assessment, as well as meaningful information and data.
Understanding sustainability trends and data
Every Sulitest question is linked to at least one of the 17 SDG’s and at least one Tag out of an extensive list. This allows a better understanding of Sustainability Literacy and the Awareness of the SDG’s of candidates taking the Sulitest.
„The Test", composed of the Core Module and a survey, is taken worldwide by diverse cohorts of candidates. It’s database can be mined for trends in Sustainability Literacy and gives researchers, course directors in higher education and policy makers a basis for analysis and decision making.
Find the latest data and analysis in our latest report to the United Nations (http://www.sulitest.org/files/source/hlpf2018.pdf)
Matrix
3 levels of
trends &
data
Tags
SDGs
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Ecosystems
Human systems
Transition
Role to play
Knowledge - 4 Themes
The Knowledge Category represents the backbone of the Core Module.
Covering knowledge on today’s major sustainability stakes it is considered globally relevant and applicable. The content is developed by the community, regularly updated and validated by the senior advisory board.
Sustainable humanity
and ecosystems on
planet Earth
Global and local
human-constructed
systems to answer
peoples needs
Transitions towards
Sustainability
We each have roles to
play to create and
maintain individual
& systemic changes
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Ecosystems
Human systems
Transition
Role to play
Knowledge
Where we are at: Sustainable humanity and ecosystems on planet earth
• Ecosystems: Biosphere, global and local ecosystems, interdependent and diverse community of life, life supporting cycles, system closed (materials)/ open (energy), etc.
• Humanity: Individual human needs, diversity, social fabric, cultures, local and global world, etc.
• Sustainability: Definition of Sustainability / Sustainable development
• Ecological perspective: where are we at, and why sustainability is both an urgency and an opportunity
• Social perspective : where are we at (demography, (in)equalities, gender equality, education..), and sustainability being an urgency and an opportunity
Discover some sample questions here!
What is the meaning of the principle of accountability in a sustainability context?
Giving information to improve the reputation of an organisation
Referring to the law in order to explain an organisation policy
Being responsible for decisions, activities, and their consequences to the organisation's governing bodies, legal authorities and, more broadly, its stakeholders
Being account officer for a firm
I'm not sure
* this is a sample question from the Sulitest Core Module
Hide questions here!
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Ecosystems
Human systems
Transition
Role to play
Knowledge
How we function: Global and local human constructed systems
• Local and global social structures and governance: paradigms; positive results negative impacts; laws; how organisations work; land use; gender equality, etc.
• Within local and global social structures and governance, zooms on Education, and Culture
• Local and global economic systems: paradigms, positive results negative impacts; production, distribution, consumption of goods and services; life cycles; value chains; finances; etc.
• Within local and global economic system, zooms on: Water, Energy, and Food
Discover some sample questions here!
In the last 30 years, the number of connected and mobile devices (both phones and Internet of Things) has significantly increased in the world. Mobile phones have changed the way we work, consume, interact and live. Other connected devices are merely designed to speak to other connected devices (Internet of Things).
How do numbers of all mobile connected devices related to the world's population today?
There are more people living on the planet than there are mobile connected devices
At the moment for one person living on the planet there is one mobile connected device
There are more mobile connected devices than there are people living on the planet
The numbers of mobile connected devices is declining steadily
I'm not sure
* this is a sample question from the Sulitest Core Module
Hide questions here!
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Ecosystems
Human systems
Transition
Role to play
Knowledge
The future we want: Transition towards sustainability
• How to start, reinforce, accelerate systems change
• Initiatives towards sustainability ... more from institution/ int'I level (like UN MDGs, Global Compact, GIEC, GRI, ISo 26000, ESD, etc.)
• Concepts, tools, frameworks ... more from individual NGOs or smaller networks (like Cradle to Cradle, Natural Capitalism, The Natural Step, Ecological Footprint, etc.)
• Examples and ideas we can learn from: case studies of successes or failures; technological, strategic, or social innovation
Discover some sample questions here!
Most marine debris is made up of plastic, and its production and use is likely to continue to grow exponentially in the next few decades.
Among the below, which solution would have the most impact on reducing the presence of plastic on the marine environment?
Implementing responsible disposal policies of existing types of plastic, to prevent end-of-life materials from entering the marine environment
Preventing and reducing by design the production and consumption of environmentally persistent types of plastic such as PET
Increasing awareness and promoting population behavioral change, or giving consumers incentives to recycle persistent materials
Implementing all of the above strategies
I'm not sure
* this is a sample question from the Sulitest Core Module
Hide questions here!
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Ecosystems
Human systems
Transition
Role to play
Knowledge
Together we can! : We each have roles to play to create and maintain individual and systemic changes
• How does one become aware of ones own roles and impacts...whoever "one" is (individual, organisation, south, north, etc.)
• How does one efficiently act to create both individual and system change...whoever "one" is (individual, organisation, south, north, etc.)
Discover some sample questions here!
To understand how change is created, psychological science identifies 'contagious behavior,' defined as the unconscious transmission of actions or emotions from one individual to another.
Which of the following statements does NOT apply to these "contagious behavior"?
We are often unaware of the influence that the emotions and behaviors of others have on ours.
All individuals tend to be equal 'transmitters', and have the same ability to make you feel what they feel.
Repeated exposure to the behavior of others helps to build scripts, or routines, which we then tend to perform in a particular situation.
Rooted in biology and supported by social and situational factors, contagion is a powerful process and an almost inevitable fact of human beings.
I'm not sure
* this is a sample question from the Sulitest Core Module
Hide questions here!
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Personal Skills
Working with others
Think & act systemically
Mindset
Skills (3 themes) and Mindset (6 themes)
Skills and Mindset questions are considered globally relevant but applicable only according to local contexts.
Therefore these categories can be found for now only in some of the specialized modules (country or region specific), developed by Sulitest’s local chapters.
We are also experimenting a beta version of a module on Sustainability Mindset, developed together with PRME. when setting up your session choose „other module“ and use the code Sustainability Mindset (PRME) to access.
It is our aim in the future to find ways of integrating these locally diverse approaches into the globally relevant Core Module.
Skills
Mindset
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Personal Skills
Working with others
Think & act systemically
Mindset
Skills
Personal Skills
• Ability to reflect/self-evaluate alone and in a group; Ability to constantly renew energy; Ability to continuously to learn/develop; Creativity; Critical thinking
• Capacity for empathy, compassion, solidarity; Futures-oriented and strategic thinking
• Dealing with complexity and uncertainty; Practical problem-solving / management / planning skills.
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Personal Skills
Working with others
Think & act systemically
Mindset
Skills
Working with others
• Networking; Communication skills; building effective coalitions for systemic change
• Catalysing / managing change; Inspire a shared vision; Enable/Motivating others to act/participate
• Teamwork; Work in multi-cultural and interdisciplinary (diverse) settings; Participatory skills, decision-making; Conflict resolution skills/consensus building; Focus on process, dialogue, listening;
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Personal Skills
Working with others
Think & act systemically
Mindset
Skills
Think & act systemically
• Ability to put in practice systems thinking concepts; identify and use leverage points
• Ability to zoom in and out in time and details, and to keep the desired future and global perspective in mind
• Ability to understand formal and informal structures, power dynamics, and interactions
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Personal Skills
Working with others
Think & act systemically
Mindset
Mindset
Mindset
• Respect and care for the community of life, now and in the future
• Humans as part of nature and not separate from it
• Holistic versus mechanistic worldview
• Golden rule (treat others as you would like them to treat you)
• Belief one can initiate and reinforce personal and systemic changes towards sustainability
• Active commitment to solve sustainability problems
Mindset Module Beta-Testing (developed with PRME): when setting up your session choose „other module“ in addition to the Core Module and enter the code Sustainability Mindset (PRME) To be used only with classroom feedback (no results will appear when taking this module).
Feedback very welcome on contact@sulitest.org
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Sustainable Development Goals
For more informations about the sustainable development goals click here: http://sdg.iisd.org
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Tags List
Basic definitions
Future generations
Innovation, creative leadership, and vision of a sustainable way of life
Interconnected challenges
Global interdependence and universal responsibility
Biodiversity
Climate
Pollution
Energy
Material resources
Water and sanitation
Demography
Health and basic needs
Human rights
Discrimination of all sorts
Labour practices
Wellbeing and social progress
Cultural diversity and heritage preservation
Formal education and life-long learning
Agriculture and feeding human society
Cities and human settlements
Transportaion
Housing
Tourism
Local and global economic system
Global finance and debt
Trade (local, international, fair, etc.)
Production and consumtion systems
Taxation systems
Corruption
Underground economy
International Governance and institutions
Democratic institutions at all levels
Peace and Justice
Information and role of mass media
Data and how it is used
Knowledge and technology exchanges
Stakeholder/communities involvement
Decision making process
Indicators
Transparency and accountability
Reporting
Solidarity and cooperation
Tags: Background
The SuLiTest V2 architecture is designed with a systemic perspective which seemed more relevant to a learning environment and the definition chosen for Sustainability Literacy which includes deep commitment: “the knowledge, skills, and mindsets that help compel an individual to become deeply committed to building a sustainable future and allow him or her to make informed and effective decisions to this end”.
This new architecture is not based on most important impacts, issues, or solutions. AND, it is important that one test is not all about specific issues such as climate change or social inequalities (for example).
Hence this list of tags which allows to further characterise questions (1) create questions database with good balances, (2) be able to have a thematic perspective about each test’s content, and also (3) provide more elements for further interpretation of the results.
This tag list has been strongly influenced by the Sustainability Literacy Test’s version 1 architecture, the Earth Charter, and the UN SDGs.
Play as a team with the new Sulitest game on SDG's
What is it?
The “Quiz“ is the perfect tool to engage students and staff in only 15 minutes. Played as an interactive game between several teams, the “Quiz“ can be used during board meetings, classes, and other events for quick and fun engagement to help raise awareness on sustainability.
How can I use it?
The facilitator displays the "Quiz" questions on a projector screen and participants use their computer, tablet, or phone to connect. Each question is displayed in real time, and each team member has a certain time frame (normally 1 minute) to respond. After each question is completed, team scores are displayed on a graph, along with a Learning Statement. At the end, a summary displays the overall results and the winning team.
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Player screen (smartphone, computer or tablet)
As soon as the facilitator launches the countdown, players can see the first question and must answer within one minute
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Projector Screen
(video projector)
Questions, possible answers, and percentage of team members who have responded are displayed
Projector Screen
Correct answer & distribution of answer responses from ALL gamers.
Projector Screen
Percentage of correct answers per team per question.
Projector Screen
Summary of overall game results with percentage of correct answers per team and the winning team!
Looping is expected to engage students and academics in co-creating knowledge and thus to improve awareness and understanding of the 17 SDGs.
REVERSE PEDAGOGY FOR THE SDGs
Why using reverse pedagogy
Sustainability and the holistic approch of the SDGs are a perfect example highlighting the limitations of traditionnal « top down » pedagogy. If the facts and figures of sustainability challenges are well documented, answering to sustainability challenges requires facing complexitiy, using creative thinking to find innovative solutions to complex challenges where the background knowledge is not necessarily stable and consensual. Moreover, facing sustainability challenges requires multi-disciplinarity and coping with a fast evolving reality. In essence, pedgogy for the SDGs requires continuous adaptability, critical thinking and an ability to question ourselves, what we know and the way we learn, asking the good questions rather than trying to find a simple or unique solution to a complex issue.
Active learning is a way to overcome the passive role of learners and to start co-creating knowledge and pedagogical experience. Learners become actors of their pedagogical experience and actors of change to answer to the pressing challenges of sustainable development. Active pedagogy is also a way of spreading the potential to create solutions from a vision focused on experts to a vision that includes the new generations.
For which learners and teachers ?
The pedagogical scenario can be used both for a curriculum specificly dedicated to the SDGs or for connecting a specific discipline or expertise to the SDGs, without limitation in terms of discipline or graduation level.
Objectives of this method
This method proposes a pedgogical experience where learners question existing knowledge, where they play an active role in co-creating new knowledge and where they questions themselves and use critical thinking in a peer evaluation process.
Asking the good questions is a pedagogical experiment where learners will have to deal whith key concepts, source the information, explicit the key argument and formulate a learning statement that comes with each questions. By delivering relevant questions, they are in a postion where they become the knowledge transmitters.
The method also allows learners and teachers to use the result of their work as a concrete contribution to an active movement working toward the achievement of the SDGs by feeding the Sulitest question bank.
Go to : http://looping.sulitest.org/
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Customize your questions when using our tools with Premium Access!
What is it?
Sulitest offers institutions, companies, and organizations a premium customization option that allows them to develop own customized Question Modules. By developing their own questions they are able to taylor each question to their own organizational strategy, their organizational culture, and their sector.
How can I use it?
- Adapt your questions to the context or the CSR strategy of your company, your training program, or your course at the university
- Evaluate the Sustainable Development knowledge of your students and your staff in a specific field
- Use the tools as teaching support for your own course at university (e.g. sustainable finance)
- Conduct surveys to obtain data on opinions and attitudes about a particular topic or issue regarding Sustainable Development
- Create awareness of your sustainability policy at university or in your company
As a Premium member you will also:
- Be included in our various communication channels, receive our reports
- Benefit from close user support
- Receive various communication tools to facilitate showcasting Sulitest in your organization or institution
- Get invited to actively contribute to Sulitest’s future
What is it?
The "Explorer" is a discovery tool developed by Sulitest to help raise awareness, assess and improve knowledge, skills and mindset on Sustainable Development. It is used to help elevate the basic concepts and challenges of sustainability and can be taken by anyone – no need to be a specialist in sustainable development! Its short format allows to use the "Explorer" as an introductory tool.
How can I use it?
For organizations and companies, the “Explorer“ is the perfect tool to...
- Raise awareness, amongst your team, a department, the executive board on basic sustainability concepts
- Initiate a Sustainable Development Training Programme
- Engage your staff in your CSR strategy
- Provide indicators and tangible data to external auditors
How do I start?
- Register your University here SIGN UP (before signing up, please check if your university is already registered by another faculty member/ staff)
- If your University is already registered, create a session or manage your account LOG IN
For detailed information, check out the tutorial videos HERE or download the USER GUIDE
