Diversity in Sustainability Accounting Education: The Role of Formative Assessment to Promote Inclusion

The chapter proposes a reflection on inclusive teaching, learning, and assessment strategies in sustainability accounting education through an exploration of a case study developed in a master’s course at the University of Trento, Italy. The study applies the principles of the universal design for assessment (UDA) and the sustainable assessment (SA) framework as milestones for developing equitable and inclusive educational paths to promote learning through the lens of sustainability accounting in society. The chapter contributes to sustainability accounting education by showcasing assessment as a formative tool that fosters student agency, thanks to the implementation of a peer review activity that aimed to emphasize a collaborative approach to foster students’ competency development. The structure of the chapter includes theoretical sections dedicated to sustainability accounting education and inclusive pedagogical and methodological approaches to assessment, the methodology used in the master’s course involved, and a final description and discussion of the results.