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The Implementation, Transformative Learning and Sustainability (ITS) master's program is a novel master’s program held at the Centre for Research and Education on Learning for Sustainable Development and Global Health (SWEDESD) at Uppsala University. This program aims to prepare students to be the change makers needed for fostering sustainable development. I have undertaken this master’s program as part of the first student cohort, and my thesis has explored this cohort’s perceptions of the program’s contribution to their continued development of key sustainability competencies and sustainability consciousness – both fundamental for graduates, equipping them to tackle global sustainability challenges effectively. With this exploration, my study aims to inform the program’s future development and potentially offer insights for other sustainability programs as well.

Employing a case study approach, data were collected through student interviews and already existing course evaluations. I then used thematic analysis to find recurring themes in students’ perceptions and experiences. The findings revealed self-perceived contributions to futures thinking, self-awareness, systems thinking, and collaboration competency in particular. While some students noted increased sustainability consciousness, a gap between sustainability awareness and action was identified. 

In summary, this thesis indicates that the ITS program has contributed to students’ self-perceived development of sustainability competencies and sustainability consciousness. The findings also underscore the necessity for curriculum enhancements to balance competency development, narrow the sustainability awareness-action gap, and strengthen the interplay between sustainability competencies and consciousness. Recommendations include greater integration of project-based learning, self-assessments to encourage students’ awareness of competency and consciousness development, and community engagement.