Intrapersonal competency

As a first step into the key competencies in sustainability framework, we are highlighting the intrapersonal competency by diving deeper into the typical pedagogical approaches it requires, some sample learning outcomes and assignments, and a list of curated learning sequences per broad area of study.
We hope to inspire faculty to infuse education for sustainability content into their courses where applicable. A recent report on Mapping Sustainability in the Curriculum Survey (2024) showed that at Concordia, intrapersonal themes are underrepresented, although 75% of responding faculty expressed a desire to incorporate classwork on attitudes, values, and self-reflection skills. This chapter will provide some tools to do exactly that, addressing inner capabilities which are crucial for behavioural change.

What is the intrapersonal competency?

The intrapersonal competency, also known as the self-awareness competency, is defined by Brundiers et al. (2023, p. 15) as “the ability to consciously and proactively engage as a for sustainability. This involves the ability to be aware of one’s own emotions, desires, thoughts, and behaviours as well as one’s positionality in society and one’s own role in the local community and (global) society. Building on this, the intrapersonal competency involves the ability to reflect and act on that self-awareness and to regulate, motivate, and continually evaluate one’s actions and improve oneself, drawing on and developing emotional intelligence”.

In other words, the intrapersonal competency revolves around ‘”our abilities to be aware of and be able to operationalise our inner landscape” (Giangrande et al., 2019). The authors emphasize the importance of acknowledging stressful, conflicting, or paradoxical situations, while also highlighting attributes such as compassion and empathy. The authors further identify key qualities like , self-awareness, managing stress, deriving meaning, connecting with oneself, fostering inner peace, maintaining mental well-being, and engaging in self-reflection.

On this page:

Pedagogical activities

Role play for self-reflection

An effective teaching method that fosters interpersonal competencies involves acting out different roles and thinking about one’s own thoughts and feelings. Role play as a teaching strategy is rooted in several theories, including Kolb’s (1984) experiential learning theory (Greenleaf Brown & Chidume, 2023), as role play and reflection can be connected to the first stages of Kolb’s Experiential Learning Cycle, namely experiencing and reflecting. Role play has also been used to develop mindfulness and soft skills needed in the clinical setting (Khan & Sheikh, 2021, in Greenleaf Brown & Chidume, 2023).

Creating or mimicking real-world experiences adds personal relevance to academic content, demonstrating to students why the information is important to them (Elmi, 2020). Beyond enhancing academic success, these hands-on activities help develop self-awareness (such as recognizing strengths, identifying biases, and building self-confidence) and self-management skills (like attention to detail, reflection, and perceptiveness) (Elmi, 2020). These inner capabilities, leading to increased emotional intelligence (Elmi, 2020), can thus be fostered by role play.

In education, role play, as defined by the Derek Bok Center for Teaching and Learning at Harvard University, involves students assuming unfamiliar roles to enact case-based scenarios. This method helps to grasp complex concepts and foster a deeper understanding of diverse viewpoints. For instance, in role-switching exercises, students adopt various personas to understand different perspectives and motivations (Roa & Stupans, 2012). By immersing themselves in others’ roles, students enhance their ability to empathize and gain perspective, leading to increased self-reflection and awareness. It helps students reflect on their actions: they think about what’s important to them, understand different viewpoints, and develop a deep understanding of how to live well. They might also think about their experiences, notice their biases, attitudes, and how they fit into society. This thinking can help people understand how their actions affect global issues like sustainability and change how they use resources based on what they learn.

Other activities to enhance self-awareness

Aside from role play, some additional pedagogical activities that will foster intrapersonal competencies could be:

  • Contemplative practices including mindfulness
  • Debates, fishbowl exercises and discussions
  • Reflexive activities (such as questioning, journaling, reflective writing)
  • Storytelling (see also Sandenoro et al. 2012)
  • Visualization activities (du Plessis, 2015 in Jaakkola et al., 2022)
  • Improvisational group exercises, focusing on mind, body, feelings, and intuition (du Plessis, 2015 in Jaakkola et al., 2022)
  • Art-based and creative practices, including sensorial materials for an embodied experience (Jaakkola et al., 2022)
  • Prospective writing, embodied and performative exercises conducted in playful, safe and non-judgmental learning environments (Grocott and McEntee, 2019, in Jaakkola et al., 2022)
  • Anonymous posts (e.g., on forums), inviting students to reflect on how they personally relate or feel
  • Introspection exercise – metacognitive engagement with self through inward -looking questions

Cultivating the ‘Being’ dimension

Related to the intrapersonal competency, the Being dimension of the Inner Development Goals is defined as the “relationship to Self-Cultivating our inner life and developing and deepening our relationship to our thoughts, feelings and body help us be present, intentional and non-reactive when we face complexity” (Stålne and Greca, 2022, p.19).

The Inner Development Goals toolkit promotes mindfulness practices as “the capacity to attend intentionally to present-moment experience, with an attitude of openness, curiosity, and care” (Stålne and Greca, 2022, p. 58). These practices often consist of structured activities like seated meditation, mindful movement, and the ‘body scan,’ alongside casual practices that cultivate awareness in daily tasks—taking moments to pause and respond thoughtfully instead of acting out of habit or impulse. Additionally, there’s a growing incorporation of exercises focused on kindness and compassion.

Another type of exercise described in the toolkit relates to acceptance commitment therapy / training (ACT), a psycho-therapeutic intervention that mediates improvements in individuals’ psychological flexibility’ (Stålne and Greca, 2022, p. 61). An additional example of reflexive thinking would be the Meet Yourself at 90 exercise. This guided exercise prompts readers to imagine themselves at your 90th birthday party. This can help with and prioritizing life goals.

Example learning outcomes

Let’s dive into the details of the intrapersonal competency by looking at specific examples of what students should learn. We’ll cover outcomes for different skill levels—beginner, intermediate, and advanced—and different levels of thinking according to Bloom’s taxonomy. These examples, organized by theme or discipline, provide a glimpse into how students can develop and apply intrapersonal skills throughout their education.

Human Rights

Introductory level

  • Understand: Identify fundamental human rights and their impact on personal well-being.
  • Understand/Apply: Reflect on personal perspectives and prejudices that may affect understanding of human rights concepts.

Intermediate level

  • Analyze: Examine case studies or historical events to distinguish how infringements on human rights impact personal and collective security.
  • Evaluate: Critique personal biases and privilege to enhance advocacy for human rights.

Advanced level

  • Evaluate: Assess how increased self-awareness, emotional intelligence, and resilience impact decision-making and interactions in human rights advocacy, fostering personal growth and effectiveness.
  • Create: Develop comprehensive self-care plans that integrate mindfulness practices, emotional regulation techniques, and community support systems to enhance resilience and sustain engagement in human rights work.

Gender Equality

Introductory level

  • Understand: Identify how gender equality impacts the students’ feelings of safety, compassion, stress, and connection.
  • Understand: Begin to reflect on personal experiences and observations related to gender equality and its effects on inner states and cultural stress levels.

Intermediate level

  • Apply: Demonstrate to what extent cultural levels of stress are affected by gender inequality.
  • Analyze: Critically reflect on personal biases and assumptions related to gender equality and its impact on society.

Advanced level

  • Create: Develop advocacy campaigns or policy proposals informed by mindfulness principles and informed self-reflection, aiming to address root causes of gender-based oppression and promote holistic well-being within diverse cultural contexts.

Statistics

Introductory level

  • Understand: Identify the fundamental principles of statistical analysis, including data collection methods and basic descriptive statistics, while beginning to recognize personal biases and understanding one’s positionality within the community and global society.

Intermediate level

  • Understand/Apply: Describe the application of statistical methods in real-world scenarios, such as hypothesis testing and regression analysis, while demonstrating awareness of personal perspectives and their potential impact on data interpretation within the broader societal context.

Advanced level

  • Evaluate: Critically evaluate complex statistical models and research methodologies, integrating intrapersonal competency by recognizing and mitigating personal biases, acknowledging one’s role in shaping data analysis and interpretation, and considering the ethical implications of statistical findings within the global and local community settings.

Engineering

Introductory level

  • Remember: Recall foundational engineering concepts and principles, such as Newton’s laws of motion and basic circuit analysis, while reflecting on personal biases and recognizing one’s positionality within the engineering profession and society.

Intermediate level

  • Understand: Discuss the application of engineering theories and methodologies in solving practical problems, such as designing structures or developing electrical systems, while demonstrating awareness of personal perspectives and their potential influence on design decisions within broader societal contexts.

Advanced level

  • Create: Innovatively design and implement engineering solutions that address complex challenges, synthesizing diverse perspectives and intrapersonal competencies such as self-awareness and adaptability, to develop sustainable and socially responsible solutions. This involves effectively managing personal biases, collaborating with diverse stakeholders, and demonstrating resilience in the face of uncertainty, while ensuring clear communication and ethical decision-making throughout the design process.

Example assignments and assessments

Based on the assessment questions proposed by Giangrande et al. (2019), here are some example assignments and assessments per level of proficiency (introductory, intermediate, and advanced).

Are learners able to be present in themselves?

Introductory level

  • Keep a daily journal for a week, in which you reflect on your thoughts and emotions at different points during the day. Note down what you were doing, how you felt, and any significant thoughts that crossed your mind.

Intermediate level

  • Practice mindfulness meditation for 10 minutes every day for two weeks. Focus on being present, observing your thoughts and feelings without judgment.

Advanced level

  • Engage in a silent retreat for a weekend where you disconnect from all distractions and spend time solely with your thoughts. Reflect on your experience and how being present in yourself impacts your overall well-being.
  • Conduct a self-reflection exercise where learners create a personal mindfulness journal for a designated period, such as a week or month. In this journal, they will record their daily experiences, emotions, and thoughts, along with any mindfulness practices they engage in. At the end of the period, learners will analyze their journal entries and identify patterns in their mindfulness practice, reflecting on moments of presence, challenges encountered, and strategies for cultivating self-awareness and inner peace.

Can learners hold contradictory feelings and thoughts?

Introductory level

  • Engage in a debate with a friend or family member on a topic where you hold conflicting views. Practice listening to their perspective without immediately trying to refute it.

Intermediate level

  • Write an essay exploring a topic from multiple perspectives, acknowledging the validity of different viewpoints even if they contradict your beliefs.

Advanced level

  • Participate in a group discussion where you intentionally take on a viewpoint opposite to your own and argue for it convincingly, demonstrating your ability to hold contradictory thoughts and empathize with diverse perspectives.
  • Organize a structured debate or discussion forum where learners are presented with controversial topics or ethical dilemmas. Each participant will be assigned a position to argue, which may or may not align with their personal beliefs. Throughout the debate, learners will be evaluated based on their ability to articulate and defend their assigned position, while also demonstrating empathy and respect towards opposing viewpoints. Following the debate, learners will reflect on their experience, acknowledging any internal conflicts or shifts in perspective that arose during the discussion.

Do learners practice self-awareness?

Introductory level

  • Create a list of your strengths and weaknesses, reflecting on situations where each of them comes into play. Discuss your findings with a trusted friend or mentor.

Intermediate level

  • Use a self-assessment tool such as the Myers-Briggs Type Indicator (MBTI) or Emotional Intelligence (EQ) test to gain deeper insights into your personality and emotional tendencies. Reflect on how this self-awareness impacts your interactions with others.

Advanced level

  • Keep a reflective journal for a month in which you analyze your behaviours, motivations, and decision-making processes. Identify patterns and areas for growth, and develop a plan for personal development based on your findings.
  • Create a reflective portfolio assignment where learners compile a collection of personal essays, artwork, or multimedia presentations that explore different aspects of their identity, values, and experiences. Throughout the portfolio, learners will reflect on moments of self-awareness and growth, discussing how they have come to understand themselves better and navigate challenges in their personal and academic lives. As part of the assessment, learners will also set goals for further self-improvement and outline strategies for enhancing their self-awareness and emotional intelligence.

Can learners find strategies to seek inner peace?

Introductory level

  • Introductory Level: Create a list of activities that bring you joy and relaxation. Commit to incorporating one of these activities into your daily routine for a week and reflect on how it impacts your sense of inner peace.

Intermediate level

  • Research different meditation techniques such as mindfulness, loving-kindness, or transcendental meditation. Choose one technique to practice for a month, and keep a journal documenting your experiences and observations.

Advanced level

  • Design and implement a personal retreat day, in which you disconnect from technology and spend time in nature or in a peaceful environment. Develop a structured itinerary including meditation, reflection, and activities that promote inner peace.
  • Design a presentation or infographic outlining different strategies for seeking inner peace, including meditation techniques, stress management practices, and lifestyle changes. Explain the benefits of each strategy and provide examples of how they can be implemented in daily life. Additionally, reflect on your personal experience with one or more of these strategies and discuss how it has contributed to your overall well-being.

Can learners make meaning in the work they do?

Introductory level

  • Write a reflection on your current job or school activities, identifying aspects that give you a sense of purpose and fulfillment. Discuss with a peer or mentor how you can further cultivate meaning in your daily tasks.

Intermediate level

  • Conduct informational interviews with professionals in fields that interest you, exploring how they have found meaning in their careers. Reflect on their insights and consider how you can apply similar principles to your own career path.

Advanced level

  • Undertake a project that aligns with your personal values and passions, whether it’s starting a community initiative, volunteering for a cause you believe in, or pursuing a creative endeavour. Document your journey and reflect on the meaningful impact it has on your life and the lives of others.
  • Write a reflective essay discussing the concept of meaningful work and its importance in personal and professional development. Draw on research and personal anecdotes to explore factors that contribute to finding meaning in one’s career, such as alignment with values, opportunities for growth, and impact on others. Reflect on your own career aspirations and goals, identifying steps you can take to pursue meaningful work and make a positive impact in your chosen field.

Do learners practice love and compassion?

Introductory level

  • Perform random acts of kindness for friends, family, or strangers over the course of a week. Reflect on how these actions make you feel and the impact they have on others.

Intermediate level

  • Engage in empathy-building exercises such as role-playing scenarios or volunteering at a local charity. Reflect on your experiences and how they deepen your understanding of others’ perspectives and needs.

Advanced level

  • Develop and implement a community service project aimed at addressing a social issue or supporting a marginalized group. Collaborate with others to spread love and compassion in your community, and reflect on the challenges and rewards of your efforts
  • Develop a multimedia project (e.g., video presentation, podcast, or art installation) that explores the theme of love and compassion in action. Interview individuals who have demonstrated acts of kindness and compassion in their communities, and showcase their stories alongside reflections on the importance of empathy, altruism, and social responsibility. Reflect on your experiences with practising love and compassion, and discuss how these values can contribute to creating a more compassionate society.The work submitted should include a series of reflection questions for the student to answer and for the educator to grade based on a pre-established and shared rubric. Below are some sample questions for evaluation, you are free to directly copy the activity into Moodle and edit it by clicking the ‘Re-use’ button in the bottom-left corner.

Additional curated resources

For more examples of integration into course content, the InTegrate website offers a selection of valuable insights into designing curricula and assessing student learning. The following links to sample curricula in the area of intrapersonal competency are categorized by subject areas and highlight the central themes of each lesson.

License

Icon for the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

A guide to embedding education for sustainability in higher education courses by Centre for Teaching and Learning is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

Share This Book