The search for decisive actions to remain below 1.5 o C of global temperature rise will require profound cultural transformations. Yet our knowledge of how to promote and bring about such deep transformative changes in the minds and behaviours of individuals and societies is still limited. As climate change unravels and the planet becomes increasingly connected, societies will need to articulate a shared purpose that is both engaging and respectful of cultural diversity. Thus, there is a growing need to "raise the temperature" of integration between multiple ways of knowing climate change. We have reviewed a range of literatures and synthesized them in order to draw out the perceived role of the arts in fostering climate transformations. Our analysis of climate-related art projects and initiatives shows increased engagement in recent years, particularly with the narrative, visual and performing arts. The arts are moving beyond raising awareness and entering the terrain of interdisciplinarity and knowledge co-creation. We conclude that climate-arts can contribute positively in fostering the imagination and emotional predisposition for the development and implementation of the transformations necessary to address the 1.5 o C challenge.

Higher Education Institutions (HEIs) have the mandate of promoting sustainability through addressing the Agenda 2030. However, how this is being understood and framed in both discourse and practice by HEIs remains an underexplored issue. This article interrogates the concept of sustainability embraced by ten key HEIs networks at global and regional levels while identifying and discussing the main pathways for action displayed. We rely on HEIs networks' data from available online documents related to the Agenda 2030. "Greening" is the dominant sustainability discourse among the global and many regional HEIs networks, that is, the one that refers to the links between people, planet and profit. Two other discourses are minor and regional, "resilience" and "alternative". The "alternative" discourse is the only one entailing a critical approach to the Agenda 2030 goals. All networks promote changes in HEIs organizational culture to embed sustainability values in strategic planning, academic and managerial work. Yet there is a need for further engagement with society to readdress HEIs societal role. Deep and critical reflection of the worldviews, contradictions and tensions in the discourses and practices proposed by HEIs networks at global and regional scales is also needed to build common pathways toward sustainability.

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Humanity has never lived in a world of global average temperature above two degrees of current levels. Moving towards such High-End Climate Change (HECC) futures presents fundamental challenges to current governance structures and involves the need to confront high uncertainties, non-linear dynamics and multiple irreversibilities in global social-ecological systems. In order to face HECC, imaginative practices able to support multiple ways of learning about and experiencing the future are necessary. In this article we analysed a set of arts-based activities conducted within the five-year EU-funded project IMPRESSIONS aimed at identifying transformative strategies to high-end climate change. The exploratory artistic activities were carried out alongside a science-led participatory integrated assessment process with stakeholders from the Iberian Peninsula. Our arts-based approach combined a range of performative, visual and reflexive practices with the ambition to reach out to more-than-rational but also practical elements of HECC futures. Our study suggests that the arts-based approach helped to bring out new ways of seeing, feeling and interpreting the world which may support the development of individual and collective sensibilities needed to address HECC.

The emerging paradigm of responsible research and innovation (RRI) in the European Commission policy discourse identifies science education as a key agenda for better equipping students with skills and knowledge to tackle complex societal challenges and foster active citizenship in democratic societies. The operationalisation of this broad approach in science education demands, however, the identification of assessment frameworks able to grasp the complexity of RRI process requirements and learning outcomes within science education practice. This article aims to shed light over the application of the RRI approach in science education by proposing a RRI-based analytical framework for science education assessment. We use such framework to review a sample of empirical studies of science education assessments and critically analyse it under the lenses of RRI criteria. As a result, we identify a set of 86 key RRI assessment indicators in science education related to RRI values, transversal competences and experiential and cognitive aspects of learning. We argue that looking at science education through the lenses of RRI can potentially contribute to the integration of metacognitive skills, emotional aspects and procedural dimensions within impact assessments so as to address the complexity of learning.

The recent context of global food emergency and ecological crisis has increased the relevance of people's struggle for food sovereignty (FSv), which promotes the transformation of the dominant food system and claims 'the right of peoples to healthy and culturally appropriate food produced through ecologically sound and sustainable methods, and their right to define their own food and agriculture systems'. Revisiting two Spanish and Catalan articles developing FSv indicators, this article aims at discussing the need and utility of developing FSv indicators at different territorial levels. Confronting these two territorial scales, the paper also identifies common steps that can facilitate other future processes of building FSv indicators. As a conclusion, the paper suggests that these processes of building indicators can contribute to providing political direction at different geographical scales for the implementation of the FSv proposal. At the same time, they favor the movement's self-reflexivity in its practices while supporting the collective shaping of future actions.

ABSTRACT. Providing opportunities for younger generations to voice out their views in the building of our common futures within the limits, opportunities, and dynamics of the biosphere is a central component in sustainability learning. To this aim, a novel methodological approach using participatory theater was implemented to explore future scenarios with young people in the Man and Biosphere Reserve of La Sepultura, Mexico. Three workshops were carried out as part of a broader environmental education process, aimed at enhancing critical awareness and ownership of participants' own futures. Through the reflective enactment of scenarios linked to personal actions and resources, alternative ways to think through the interconnections and the affective bonds between participants and their natural heritage were collectively represented and explored. Our process helped not only to identify different plausible futures and potential barriers to them, but also to realize positive roles that young people could play to overcome such barriers and engage with their desired futures.

Citizen science can raise people's understanding of science while helping scientists conduct their research. Yet its potential for driving transformative learning is empirically underexplored. We present the results of a preliminary study with secondary school students engaged in a long-term citizen science project, from the formulation of the research questions to data analysis and discussion. Students learnt about and increased their interest in neuroscience. They were also able to reflect on the role of science for society and valued their involvement as active participants in the research. We discuss the opportunities and challenges of approaching citizen science for transformative learning.