Sulitest

Sulitest was created to address a foundational challenge in education and society: ensuring that all learners—regardless of discipline, geography, or institutional background—develop a shared, evidence-based understanding of sustainability challenges and the transformations required to meet them. The accelerating polycrisis, the system-wide demand for regenerative education, and the global movement toward embedding sustainability into all curricula make our mission more urgent than ever. A major development in our context is the launch of TASK™ – The Assessment of Sustainability Knowledge (March 2023). TASK establishes a new global standard for assessing core sustainability literacy across all fields of study. Its ambition is to accelerate systemic transformation by ensuring that sustainability understanding becomes a baseline competency for every learner, not an optional pathway reserved for those already motivated or studying dedicated programs.

With increasing uptake across higher education institutions, companies, and national networks, we are committed to scaling responsible, credible and accessible sustainability literacy assessment globally. We seek to deepen our partnerships, strengthen our linkages to mission-aligned networks, and explore shared pathways toward transforming education systems.

2. What might others in the GRLI community help us with?

We believe that GRLI’s ecosystem—spanning business schools, universities, networks, and mission-driven organisations—can support Sulitest in key areas:

a) Deepening the integration of sustainability literacy into leadership education

GRLI brings two decades of inquiry into globally responsible leadership. We seek partnership in exploring how sustainability literacy can be more closely aligned with frameworks of leadership development, responsible management education, and regenerative education.

b) Engaging schools in transformation beyond assessment

Sulitest tools often serve as gateways to deeper institutional change. GRLI’s community can help convert assessment insights into collaborative action—curriculum renewal, institutional learning journeys, or multi-school experiments such as those in the BE The Tipping Point initiative.

c) Strengthening regional reach and context sensitivity

Given GRLI’s broad geographic distribution and its commitment to contextual relevance, we would welcome support in forming new regional committees and deepening adoption of TASK in underrepresented areas.

d) Exploring systems-level change pathways

GRLI’s emphasis on acting as a living system and its ecosystem stewardship approach can help Sulitest understand the systemic levers needed to shift whole educational systems and accelerate transformation globally.

e) Peer exchange and community building

We value the GRLI’s safe, reflective, and truth-seeking community. Engagement with GRLI partners can support us in cultivating spaces where assessment, reflection and action are mutually reinforcing.

3. What proposal—if any—do we have for collaboration that we cannot achieve alone?

We propose to explore a collaborative initiative tentatively titled:

“Embedding Sustainability Literacy in Regenerative Education: A Joint GRLI–Sulitest Inquiry.”

This collaboration could include:

1. Co-created research and insights A joint analysis of global TASK and SLT results through the lens of globally responsible leadership, identifying gaps and opportunities for educational transformation.

2. Integration with the BE The Tipping Point learning experiments Piloting the use of TASK as an input and outcome measure for changemakers redesigning curricula for regenerative education.

3. A shared learning community Establishing a working group or learning circle that brings together GRLI institutions already using Sulitest tools to share insights and co-design next steps.

4. A joint statement or guidance note Developing a shared articulation of why sustainability literacy is foundational to globally responsible leadership, and how institutions can embed it systemically.

5. Long-term ambition: a global standard for responsible leadership competencies Together, Sulitest and GRLI could explore how knowledge (TASK), skills, values, and behaviours combine into a holistic framework for globally responsible and regenerative leadership education.

This collaboration builds on our longstanding connection to GRLI as an advisor to the Sulitest initiative, and reflects our shared belief that no single organisation can transform education alone.

Your contribution 4. What emergent learning or practice are we prepared to share with others?

Sulitest brings more than a decade of practice in designing, deploying, and continuously improving large-scale assessment tools that measure sustainability knowledge with scientific rigour and global legitimacy.

We are prepared to share:

a) Evidence on sustainability literacy at scale

Through the Sustainability Literacy Test (SLT) and TASK, we have data from hundreds of thousands of learners worldwide. These insights can inform curriculum reform, institutional transformation and policy development across the GRLI ecosystem.

b) A proven model of global collaboration

Our governance model is shaped by diverse contributors, including senior advisors from GRLI, UNEP, UNDESA, PRME, UNESCO, and IAU. We can share learnings on multi-stakeholder co-creation, distributed authorship, and regional adaptation of a global public good.

c) Experience building recognised UN partnerships

As one of the 17 featured initiatives of United Nations Partnerships for the SDGs, we have developed working practices for stewardship, reporting, and scaling in alignment with UN processes.

d) A replicable approach for embedding sustainability literacy into curricula

Institutions use SLT and TASK results to redesign courses, adjust program outcomes, and influence whole-school change. We can contribute case studies, methodologies, and strategic guidance from early adopters.

e) Insights on establishing an international standard

TASK is emerging as a universal baseline for sustainability knowledge in higher education. We can share the journey of designing such a standard and the implications for accreditors, ministries, and institutions.