Abstract
In 2015, the United Nations introduced the 17 Sustainable Development Goals, one of which was to ensure that all learners acquire the knowledge and skills necessary to take action for sustainable development. Action competence is a desired outcome of education for sustainable development. With this, there arises a need for instruments suited to monitor the development of action competence for sustainability across multiple countries. A group of scientists based in Sweden has developed a promising instrument meant to measure this outcome, which was translated into Norwegian with the idea of including it in the evaluation of the latest curriculum reform in Norway. This thesis aims to evaluate the comparability of the results between Norwegian and Swedish school students. If the results are comparable across these two neighboring countries, the instrument could be of use for monitoring the development of action competence across more diverse educational settings. The findings from this thesis indicate that scores on this instrument are comparable and that the instrument works similarly for both Norwegian and Swedish students.