Citizen science is becoming increasingly important as a new and participative mode of knowledge production. An essential element of citizen science is co-creation. Co-creation is by no means limited to a modus operandi for participatory science, but introduces a form of collaborative way of working with society in the sense of citizen science. Results from the H2020 SISCODE project show that co-creation is located inside and between different sectors of society. This article focuses on the question of how co-creation can be better understood in different contexts, and presents a heuristic model that has already been used for case study analyses in the SISCODE project. After an introduction to the field of co-creation and a brief description of the heuristic model, its capability is exemplarily demonstrated via application to two selected cases, followed by a discussion of central learnings and implications for further research on co-creation.

Social innovations and changes in educational systems are the cornerstones for success of emerging countries. Current developments in Brazil and heterogeneity of society make the country a perfect candidate to investigate these topics. Drawing on historical analysis and content analysis, the author builds a model that recognizes patterns of social change. This model enables to analyze social change through the interaction of radical changes, innovations, social movements, and reforms. This model is applied to two periods in Brazil, where social movements, like the revolution in the 1930s and the military coup in the 1960s, triggered a series of social changes. The findings of this study suggest that social change is a cyclical process where social innovations and educational change are involved. These findings have significant implications for our understanding of current changes in the Brazilian society and provide a key instrument for analyzing social change in other societies.

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The ecological and digital transformations of the steel industry intensify already existing skill shortages and create specific skill demands that are currently not being met. One of the main problems in this sector lies in the lack of sufficient information on which skills companies need and which skills trainings are suitable for today’s challenges. In addition, more information is needed to provide more and better information for policy-making processes for getting the sector’s workforce well-equipped for digitalisation and decarbonisation. This paper uses the framework of skills intelligence in the steel sector, reflecting on theoretical developments and the application of concrete tools in the European projects BEYOND 4.0 and ESSA. The main research questions guiding this work are: To what extent is the concept of skills intelligence useful in the steel sector, and how can it be applied in the steel sector in Europe? This paper provides empirical data based on qualitative and quantitative research carried out in the mentioned projects. The main contribution of this paper is the development of concrete reflections on the concept of skills intelligence based on tools in the steel sector. This work operationalises the skills intelligence approach at sectoral level, namely for the steel industry, and shows how this sector approach can be implemented at the European, national and regional levels. The main findings suggest that skills intelligence in the steel sector is not limited to the preparation and presentation of data but creates a governance structure to mitigate skills imbalances.