This study aims to design and validate a scale (critical and systems thinking scale [CSTS]) to assess critical (CT)and systems thinking (ST) in relation to climate change among pre-service teachers in higher education, given the relevance of these competencies for advancing sustainability education.
A 68-item Likert-type scale was developed based on a literature review and expert consultation. After pilot testing, the instrument was administered to 984 teacher education students from five Spanish faculties. The sample was randomly split for exploratory (Nv = 487) and confirmatory (Nc = 497) factor analyses. Reliability, construct validity (convergent and discriminant) and model fit indices were examined.
The results indicate that the final 17-item scale demonstrates adequate internal consistency (a = 0.768; ω =0.782). Exploratory and confirmatory factor analyses support a four-factor structure with correlated factors: ST, CT, Critical and Systemic Action and Critical and Systemic Education (χ²/df = 2.24; CFI = 0.905; SRMR = 0.050; RMSEA = 0.049). Evidence of convergent and discriminant validity was obtained.
In terms of educational implications, this scale aims to contribute to improving the systemic and critical approach to climate change, taking into account the different dimensions and scales, as well as its relationship with other environmental problems. It also provides information on how to improve information processing and pluralistic debate.
This scale aims to help understand people’s systemic and critical positions and worldviews. It provides information on how they understand climate change but also includes a more action- and education-oriented dimension, meaning that it can contribute to improving education to address this issue. The scale has been designed to determine the positions of teachers, given their key role in education, but it can also be applied to other groups and contexts.
