Development and Validation of a Self-Assessment Tool for Convergence Competencies in Humanities, Arts, and Social Sciences for Sustainable Futures in the South Korean Context

Hyojung Jung (), Inyoung Song and Younghee Noh
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Hyojung Jung: Department of Biohealth Convergence, College of Innovation Convergence, Dankook University, Cheonan 31116, Republic of Korea
Inyoung Song: Next-Generation Display Program, Convergence and Open Sharing System (COSS), College of Innovation Convergence, Dankook University, Cheonan 31116, Republic of Korea
Younghee Noh: Department of Library and Information Science, College of Humanities and Social Convergence, Konkuk University, Chungju 27478, Republic of Korea

Sustainability, 2025, vol. 17, issue 15, 1-22

Abstract: Addressing global challenges such as climate change and inequality requires convergence competencies that enable learners to devise sustainable solutions. Such competencies have been emphasized in Science, Technology, Engineering, Mathematics (STEM) fields, but empirical research and assessment tools tailored to Humanities, Arts, and Social Sciences (HASS) remain scarce. This study aimed to develop and validate a self-assessment tool to measure convergence competencies among HASS learners. A three-round Delphi survey with domain experts was conducted to evaluate and refine an initial pool of items. Items with insufficient content validity were revised or deleted, and all retained items achieved a Content Validity Ratio (CVR) of ≥0.800, with most scoring 1.000. The validated instrument was administered to 455 undergraduates participating in a convergence education program. Exploratory factor analysis identified five key dimensions: Convergent Commitment, Future Problem Awareness, Future Efficacy, Convergent Learning, and Multidisciplinary Inclusiveness, explaining 69.72% of the variance. Confirmatory factor analysis supported the model’s goodness-of-fit (χ 2 (160) = 378.786, RMSEA = 0.054, CFI = 0.952), and the instrument demonstrated high internal consistency (Cronbach’s α = 0.919). The results confirm that the tool is both reliable and valid for diagnosing convergence competencies in HASS contexts, providing a practical framework for interdisciplinary learning and reflective engagement toward sustainable futures.

Keywords: humanities, arts, and social sciences education; interdisciplinary competencies; education for sustainable development (ESD); self-assessment tool; higher education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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