Abstract
In recent years, there has been a significant focus on research in Education for Sustainable Development (ESD). The purpose of this study is to clarify the construction of sensitivity, imagination, and creativity in ESD, and consider a scale to measure it. We interviewed art and music education experts, and also conducted questionnaire surveys with undergraduates and senior high school students. From the results of the analysis, creative competency for sustainability (CCS) and its four sub-categories were identified. The scale validity was also tested. The CSS scale needs to be investigated further, but is expected to be useful for evaluation criteria of ESD practices as well as other artistic educational programs.
