In the face of global challenges such as climate change, natural resource depletion, and growing social inequality, universities play a key role in preparing specialists with sustainable development competencies. However, a key challenge remains the lack of standardized tools for assessing these competencies, which reduces the effectiveness of the educational process. Traditional knowledge assessment methods, including tests and exams, do not fully assess students' critical thinking, systems analysis, strategic planning, and interdisciplinary skills. To analyze existing tools for assessing students' sustainable development competencies and to formulate recommendations for their adaptation in higher education. The study utilized a systematic review of scientific literature, comparative analysis, and classification of tools. Particular attention is paid to identifying groups of methods: self-assessment, observation, testing, project assignments, portfolios, and digital technologies. The analysis showed that effective competency assessment is achieved through a combination of various tools, which helps to compensate for the limitations of each. The integrated use of testing, project assignments, and self-assessment was recognized as the most promising. The study's results can be used by universities to improve competency assessment practices and develop a national methodology in the field of education for sustainable development. This will improve the objectivity of the educational process and the quality of training specialists for a sustainable economy.