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Imagining, designing and teaching regenerative futures is challenging. Educators often lack
approaches that allow them to address the complexities of global challenges through new
narratives, which make space for the imagination of desirable futures. Commonly in education,
we retell the story of an apocalyptic future when speaking about global challenges such as
biodiversity degradation and climate change. This narrative, which focuses on the risks and
dangers of global environmental change, is built on the assumption that the induced fear might
lead to action.
This toolkit supports educators who wish to follow a different route. It is based on the assumption
that “we can’t create what we cannot imagine” (quote by Lucile Clifton). Consequently, imagining,
designing, and teaching regenerative futures is the basis and starting point for actualizing
them. The beginning of fundamental change is often hard to track because it first takes place
in our minds. Visible, large-scale change arises from invisible, wild ideas and imaginations.
According to the philosopher and educator John Dewey, imagination is “the ability to look at
things as if they could be otherwise”. This ability to ask “what if?” is central to envisioning and
enacting better lives. The lack of broad-scale action towards regenerative ways of living can
be seen as a lack of imagination to create shared visions of an alternative future. Collectively
envisioning desirable futures provides the motivation and guidance for change, or as the poet
Rainer Maria Rilke put it: “the future enters into us, in order to transform itself in us, long before
it happens.”
This toolkit introduces a broad variety of creative and arts-based methods for regeneration
and transformation that can be used in various educational settings. It harnesses the power
of creative and arts-based practices, which are increasingly seen as a means of expanding
future imaginaries and supporting the development of new scenarios of transformative change.
The toolkit was developed within the COST Action SHiFT Social Sciences and Humanities
for social transformation and climate change as an initiative of Working Group 3: Creative
Practices and Outreach. It comprises a selection of 68 creative methods brought together
in a collaborative effort by 124 authors from 31 countries and 6 continents. Its intention is
to comprise a valuable resource for educators, teachers, lecturers, community workers, and
change-makers who are aiming to empower their learners while providing competencies in
regenerative design, climate action, futures thinking, human-nature connection, wellbeing and
community engagement.
This toolkit is more than a collection of methods but a call to action and a comprehensive
resource developed through the synergistic efforts of contributors worldwide.
Happiness and Innovation
(2023)
From Data to Innovation
(2024)
Data can be the source of innovation. Data can help to analyse the
constitution of the people involved in the innovation process and to give them
recommendations along the innovation process to increase their innovation
performance, productivity in individual and group work and to optimise the
quality of the results. The article proposes a long-term study in which the
innovation potential of young adults in secondary schools, universities and
companies is continuously recorded. The aim is to develop a chatbot that
supports individuals in transforming their innovation potential into innovation
performance, so that innovations develop that transform society. The aim is to
improve the quality of innovation outcomes and the productivity of individuals
involved in solving complex problems.
Understanding Innovation and Sustainability in Digital Organizations: A Mixed-Method Approach
(2024)
In recent years, organizations have increasingly turned to digital transformation (D) to drive innovation (I) and sustainability (S). However, the rapid growth of studies on this topic, particularly since 2019, has made it challenging to clearly define these concepts, operationalize their constructs, and understand their positive organizational impacts. This article addresses these gaps through a systematic literature review (SLR) that combines
quantitative and qualitative analysis. This study begins with a comprehensive bibliometric analysis of 3099 articles published between 2010 and 2023 in the Scopus database containing the terms “digital,” “innovation,” and “sustainability” (or “sustainable”). It then covers a detailed qualitative review of 20 high-quality articles from VHB-JOURQUAL-C-ranked journals or higher. By employing an inductive–deductive approach, the authors identify
consistent and conflicting definitions, diverse constructs for each D-I-S concept, and numerous positive organizational effects. This article provides a structured overview of existing D-I-S definitions and introduces a model to distinguish environmental, organizational, and solution levels. Additionally, it presents a visual framework of the direct and mediated positive effects of D-I-S in organizations. Overall, these insights underscore the critical role of digital transformation in advancing innovation and sustainability, offering valuable guidance for researchers and practitioners alike.
Imagining, designing and teaching regenerative futures is challenging. Educators often lack
approaches that allow them to address the complexities of global challenges through new
narratives, which make space for the imagination of desirable futures. Commonly in education,
we retell the story of an apocalyptic future when speaking about global challenges such as
biodiversity degradation and climate change. This narrative, which focuses on the risks and
dangers of global environmental change, is built on the assumption that the induced fear might
lead to action.
This toolkit supports educators who wish to follow a different route. It is based on the assumption
that “we can’t create what we cannot imagine” (quote by Lucile Clifton). Consequently, imagining,
designing, and teaching regenerative futures is the basis and starting point for actualizing
them. The beginning of fundamental change is often hard to track because it first takes place
in our minds. Visible, large-scale change arises from invisible, wild ideas and imaginations.
According to the philosopher and educator John Dewey, imagination is “the ability to look at
things as if they could be otherwise”. This ability to ask “what if?” is central to envisioning and
enacting better lives. The lack of broad-scale action towards regenerative ways of living can
be seen as a lack of imagination to create shared visions of an alternative future. Collectively
envisioning desirable futures provides the motivation and guidance for change, or as the poet
Rainer Maria Rilke put it: “the future enters into us, in order to transform itself in us, long before
it happens.”
This toolkit introduces a broad variety of creative and arts-based methods for regeneration
and transformation that can be used in various educational settings. It harnesses the power
of creative and arts-based practices, which are increasingly seen as a means of expanding
future imaginaries and supporting the development of new scenarios of transformative change.
The toolkit was developed within the COST Action SHiFT Social Sciences and Humanities
for social transformation and climate change as an initiative of Working Group 3: Creative
Practices and Outreach. It comprises a selection of 68 creative methods brought together
in a collaborative effort by 124 authors from 31 countries and 6 continents. Its intention is
to comprise a valuable resource for educators, teachers, lecturers, community workers, and
change-makers who are aiming to empower their learners while providing competencies in
regenerative design, climate action, futures thinking, human-nature connection, wellbeing and
community engagement.
This toolkit is more than a collection of methods but a call to action and a comprehensive
resource developed through the synergistic efforts of contributors worldwide.
Das Buch richtet sich an Hochschullehrende, die Future Skills verstehen und vermitteln möchten. Ziel ist eine präzise Definition dieser Kompetenzen, abgeleitet aus etablierten Frameworks, die Future Skills als essentiell für eine sich wandelnde Welt beschreiben. Es beleuchtet die Aufgaben der Hochschulen und unterschiedliche Perspektiven von Lehrenden und Studierenden. Projekte an verschiedenen Hochschulen bieten Einblicke in die praktischen Herausforderungen und Erkenntnisse. Ein unverzichtbarer Leitfaden für die aktive Gestaltung von Lehre und Hochschulentwicklung.
Der vorliegende Band markiert einen initialen Schritt zur umfassenden Erörterung des Themenfelds ‚Vertrauen in KI‘ aus vielfältigen Blickwinkeln. Dabei wird eine Herangehensweise sowohl aus wirtschafts- und sozialwissenschaftlicher als auch aus informationstechnischer Perspektive gewählt, die zudem interdisziplinäre Aspekte einbezieht. Insgesamt präsentiert der Band fünfzehn Beiträge von 25 renommierten Autorinnen und Autoren, die ihre Expertise aus vierzehn unterschiedlichen Einrichtungen einbringen. Ziel dieser Debatten ist es, Lernende, Lehrende, Forschende sowie Entscheidungsträgerinnen und -träger aus Politik und Wirtschaft dazu zu befähigen, auf Basis von Fakten eine fundierte Meinung zu bilden. Auf dieser Grundlage sollen sie in der Lage sein, gut durchdachte persönliche Entscheidungen im Umgang mit KI zu treffen.
Evaluating the impact of deviating technical standards on business processes, trade and innovation
(2023)
Surrounding the increasingly intense discussions about the emergence of new global standardization regimes in context of China’s rise as a dominant standardization power, there has been much talk about countries purposefully using deviating national standards to impose trade barriers. The discussion of whether and to what degree technical standards deviate from international standards and how this affects business, trade, innovation and the standard system is of global relevance. As research about the impact of deviating technical standards is still strongly underrepresented in the academic community, this research analyses the different “degrees” of deviation and the respective impact of minor or negligible deviation and strong deviation on businesses trading in a global context. By using a mixed research method based on literature review, analysis of standard documents and semi-structured interviews, this study discusses peculiarities and challenges associated with deviating technical standards. This is of relevance with regards to international trade and especially trade with countries that became increasingly important players in the international standardization regime. Our research will therefore add further insights to a better understanding of the close linkage between economic growth and standardization. This paper further highlights how deviating technical standards impact companies around the globe and how these companies could use a newly developed risk indicator to not only engage in the standard game but also to better assess consequences.