Sustainability Learning Labs in Small Island Developing States: A Case Study of the Seychelles

Krütli, Pius; Pohl, Christian; Stauffacher, Michael

doi:10.14512/gaia.27.s1.11

Cited by 15 publications

(15 citation statements)

References 14 publications

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“…This educational strategy is called the "Living Lab" approach at U of T, also called "real-world laboratories," "urban living labs," and "sustainability learning labs" [8][9][10]. HEIs employing the model demonstrate a few consistent principles across "Living Lab" activities [9,11,12]:…”

Section: Contextmentioning

confidence: 99%

Expanding Student Engagement in Sustainability: Using SDG- and CEL-Focused Inventories to Transform Curriculum at the University of Toronto

et al. 2019

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The Expanded Student Engagement Project (ESE) has developed three comprehensive inventories which aim to increase student knowledge of sustainability-related course content and increase student engagement in on- and off-campus, curricular, and non-curricular sustainability projects at the University of Toronto (U of T). The first is a sustainability course inventory (SCI) generated using keyword search based on the UN Sustainable Development Goals (SDGs). This is the first SCI that has been based on the SDGs. The inventory identified 2022 unique sustainability courses and found that SDG 13 had the greatest representation and SDG 6 had the least. The second inventory is a community-engaged learning (CEL) sustainability inventory which found 154 sustainability-focused CEL courses and identified 86 faculty members who teach sustainability CEL. Finally, an inventory of sustainability co-curricular and extracurricular opportunities revealed that U of T has 67 sustainability-focused student groups and identified 263 sustainability-focused opportunities. These inventories are an important foundation for future initiatives to increase student engagement in sustainability on campus and in the community. The ESE will integrate this data into U of T’s course management system and use the inventories to develop a new sustainability pathways program.

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Section: Contextmentioning

confidence: 99%

Expanding Student Engagement in Sustainability: Using SDG- and CEL-Focused Inventories to Transform Curriculum at the University of Toronto

et al. 2019

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“…sustainable development (Wiek and Lang, 2016). Recent studies focus on how teaching content can be integrated into RWLs (Krütli et al, 2018). In fact, Singer-Brodowski et al (2018) see RWLs as full learning environments as defined by Land et al (2012).…”

Section: Introductionmentioning

confidence: 99%

Using research methods courses to teach students about sustainable development – a three-phase model for a transformative learning experience

Müller

Bäumer

Silberer

et al. 2020

IJSHE

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Purpose Learning about sustainable development in dedicated curricula can be beneficial for students’ personal and professional development and societies alike. However, for various reasons the implementation of sustainable development modules in existing curricula can be difficult in many fields of study. This paper aims to propose an alternative route to give students the chance to learn about sustainable development without the need to change the structure of their study program. Design/methodology/approach The current paper elaborates on the idea that many fields of study have mandatory courses on empirical research methods and these courses can function as a platform to teach applied empirical research methods in combination with education on sustainable development. A three-phase model is proposed to implement sustainable development topics in existing curricula, taking students’ current methodological competency level into account. Findings The proposed model provides a chance to combine education on sustainability with thorough training in scientific research methods. Example projects and evaluation results from an existing social science curriculum and its integration into a real-world laboratory on sustainable energy use illustrate the different phases and their goals. Originality/value The model offers the opportunity to implement education on sustainability into existing curricula without the need for difficult structural changes. It extends students’ learning on sustainability without impairing their learning of research methods. A discussion of the model’s limitations and boundary conditions helps to understand its potential use cases and challenges.

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“…Concepts of transdisciplinary research processes are, however, diverse and some include testing, evaluating and adjusting new knowledge in experimental areas as the final step (Rogga et al, 2018). Recently this step has been elaborated and explored under the label of real-world laboratories, learning laboratories, or living laboratories (see Rogga et al (2018), Krütli et al (2018), Renn (2018, Schäpke et al (2018)). Experimental implementation of new knowledge in real-world laboratories extends project boundaries to include more societal (and scientific) actors in processes of knowledge generation, dissemination and utilization.…”

Section: Discussionmentioning

confidence: 99%

Linking transdisciplinary research projects with science and practice at large: Introducing insights from knowledge utilization

Hoffmann

Klein

Pohl

2019

Environmental Science & Policy

Self Cite

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Recent empirical studies show a persistent gap between 'socially robust' knowledge produced by transdisciplinary research projects and its ability to promote change on a large scale. Current discourses about the 'project-to-science-and-practice-at-large gap' have focused mainly on exploring various conditions that need to be fulfilled to produce 'socially robust' knowledge. Yet, those discourses have rarely built on the broader literature of knowledge utilization, which Greenhalgh and Wieringa (2011) emphasize acknowledges 'the fundamentally social ways in which knowledge emerges, circulates, and gets applied in practice.' Their insights are helpful in advancing our understanding of why transdisciplinary research projects do or do not contribute to sustainability on a large scale. Expanding Jahn et al. (2012) model of transdisciplinary research, we present a revised conceptual model of an ideal-typical, interactive, and iterative transdisciplinary research process that adds two new phases from the field of knowledge utilization to their original three-phase model and accounts for the social and relational nature of knowledge utilization. The revised model includes five phases through which transdisciplinary projects operate in different order: (i) defining sustainability problems, (ii) producing new knowledge, (iii) assessing new knowledge, (iv) disseminating new knowledge in realms of both science and practice, and (v) using new knowledge in both realms.

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Sustainability Learning Labs in Small Island Developing States: A Case Study of the Seychelles

Cited by 15 publications

References 14 publications

Expanding Student Engagement in Sustainability: Using SDG- and CEL-Focused Inventories to Transform Curriculum at the University of Toronto

Expanding Student Engagement in Sustainability: Using SDG- and CEL-Focused Inventories to Transform Curriculum at the University of Toronto

Using research methods courses to teach students about sustainable development – a three-phase model for a transformative learning experience

Linking transdisciplinary research projects with science and practice at large: Introducing insights from knowledge utilization

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