Development and validation of a sustainable education scale

Abstract

This study introduces the Sustainable Education Scale (SES), a novel instrument designed to elicit teachers' perspectives on sustainable education. Grounded in human rights education, sustainable development, social justice, and psychometrics, this survey model‐driven study systematically develops and validates the SES. Drawing on an in‐depth literature review, expert opinions, and pilot testing, the SES comprises 19 items across four sub‐dimensions: Equality in Education, Inclusiveness in Education, Quality in Education, and Democratic Education. Designing a survey based on the quantitative research model, the data was gathered from 573 participating teachers via the criterion sampling method. Demographic analysis indicates that 65.09% of the participating teachers are female (n = 373), while 3.90% are male (n = 200), and most of them have undergraduate degrees with 21 years or more of teaching experience. Construct validity and factor structure were identified through exploratory factor analysis with 273 teacher responses, whereas the validation of the identified structure was performed through CFA from a sample of 300 teachers. Cronbach's alpha and composite reliability coefficient were calculated to ensure the reliability of the scale. The SES scale emerged as valid and reliable data to reveal teachers' perspectives on sustainable education. It stands as an innovative tool for researchers, policymakers, and educators to examine, promote, and advance global goals for inclusive, equitable, and quality learning.