Development and Validation of a Self-Assessment Tool for Convergence Competencies in Humanities, Arts, and Social Sciences for Sustainable Futures

Addressing global challenges such as climate change and inequality requires convergence competencies that enable learners to devise sustainable solutions. Such competencies have been emphasized in Science, Technology, Engineering, Mathematics (STEM) fields, but empirical research and assessment tools tailored to Humanities, Arts, and Social Sciences (HASS) remain scarce. This study aimed to develop and validate a self-assessment tool to measure convergence competencies among HASS learners. A three-round Delphi survey with domain experts was conducted to evaluate and refine an initial pool of items. Items with insufficient content validity were revised or deleted, and all retained items achieved a Content Validity Ratio (CVR) of ≥ .800, with most scoring 1.000. The validated instrument was administered to 455 undergraduates participating in a convergence education program. Exploratory factor analysis identified five key dimensions: Convergent Commitment, Future Problem Awareness, Future Self-Efficacy, Convergent Learning, and Multidisciplinary Inclusiveness, explaining 69.72% of the variance. Confirmatory factor analysis supported the model's goodness-of-fit (χ²(160)=378.786, RMSEA=.054, CFI=.952), and the instrument demonstrated high internal consistency (Cronbach’s α = .919). The results confirm that the tool is both reliable and valid for diagnosing convergence competencies in HASS contexts, providing a practical framework for interdisciplinary learning and reflective engagement toward sustainable futures.