Teaching for tomorrow: transforming assessment for sustainability

Teaching and learning (T&L) assessment is critical to aligning higher education with the growing demands of sustainability and professional relevance. In professional programs such as accounting, traditional assessments often emphasize technical proficiency while neglecting broader competencies such as ethical reasoning, systems thinking, and critical reflection. This study explores the transformation of T&L assessment through the lens of Education for Sustainability (EfS), aiming to empower learners with the competencies required for a sustainable future. A three-phase structured model - Design, Delivery, and Evaluation was adopted to realign T&L assessment transformation. Using a qualitative case study approach, the project involved six lecturers, five facilitators, and 108 students enrolled in a foundation-level accounting program. Data were collected through document analysis, interviews, and classroom observations. The findings reveal a shift from content-based to competency-driven assessment, emphasizing real-world application, interdisciplinary thinking, and participatory learning. Students found the new assessment approach more relevant and engaging, while lecturers noted improved alignment with sustainability and professional values. The study underscores the importance of institutional support, continuous feedback, and educator capacity building in embedding EfS principles effectively. The study contributes to SDG 4 by fostering quality education and preparing graduates to lead sustainable change in their professions and communities.