@misc{CieslewiczLangBarth2022, author = {Cieslewicz, Kira and Lang, Daniel and Barth, Matthias}, title = {Der europ{\"a}ische Weg}, series = {{\"O}kologisches Wirtschaften}, journal = {{\"O}kologisches Wirtschaften}, number = {37(1)}, publisher = {oekom Verlag}, address = {M{\"u}nchen}, doi = {10.14512/OEW370108}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4040}, pages = {8 -- 9}, year = {2022}, abstract = {F{\"u}r eine nachhaltige Zukunftsgestaltung spielt es eine zentrale Rolle, Digitalisierung in den Dienst einer nachhaltigen Entwicklung zu stellen. Neben dem chinesischen und dem US‑amerikanischen Modell bleibt die Frage offen, ob sich hierf{\"u}r ein alternativer, spezifisch europ{\"a}ischer Weg der Digitalisierung herausbilden kann.}, language = {de} } @misc{BarthGossenLangetal.2023, author = {Barth, Matthias and Gossen, Maike and Lang, Daniel J. and Santarius, Tilman}, title = {Sustainable digitalization - fostering the twin transformation in a transdisciplinary way}, series = {GAIA - Ecological Perspectives for Science and Society}, volume = {Volume 32}, journal = {GAIA - Ecological Perspectives for Science and Society}, number = {Supplement 1}, publisher = {oekom verlag}, issn = {2625-5413}, doi = {10.14512/gaia.32.S1.3}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4058}, pages = {6 -- 9}, year = {2023}, abstract = {Can digitalization be designed in such a way that it does not harm the environment or promote unsustainable lifestyles? Can it even promote a green transformation? The authors of this GAIA special issue discuss how stakeholder engagement and transdisciplinary approaches can help address digitalization and sustainability in an integrated way. The special issue deepens insights into the state of knowledge on sustainable digitalization in both scientific and political discourses.}, language = {en} } @article{BirdmanBarthLang2022, author = {Birdman, Jodie and Barth, Matthias and Lang, Daniel J.}, title = {Connecting curricula and competence through student learning journeys}, series = {Sustainability: Science, Practice and Policy}, journal = {Sustainability: Science, Practice and Policy}, number = {18/1}, publisher = {Taylor \& Francis}, issn = {1548-7733}, doi = {10.1080/15487733.2022.2097773}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4240}, pages = {560 -- 575}, year = {2022}, abstract = {This research examines the connection between higher education curricula for sustainable development and student development of key competencies for sustainability. The authors conducted a comparative case study that followed ten students from three graduate sustainability programs. Through a combination of student-generated and contextual data, we created a set of learning journeys. These journeys showed that activities which foster reflection, interaction, and real-world connections are especially critical for competence development as part of the whole curriculum. What and how students found most useful depended on individual disposition and we identified four general categories based on prior experience, attitude to learning, and individual goals. Barriers to competency development were frustration, feelings of helplessness, and being unable to link competence to concrete activities or concepts. These barriers could be mitigated through peer interaction and mentorship, environmental support such as spaces for collaboration, and instructor scaffolding. Because no single course can fit the needs of each student, we recommend that beneficial components in the form of courses that support the above-mentioned activities be part of purposeful curriculum design.}, language = {en} } @article{BarthJimenezAceitunoPMLametal.2023, author = {Barth, Matthias and Jim{\´e}nez-Aceituno, Amanda and PM Lam, David and B{\"u}rgener, Lina and J Lang, Daniel}, title = {Transdisciplinary learning as a key leverage for sustainability transformations}, series = {Current Opinion in Environmental Sustainability}, volume = {64}, journal = {Current Opinion in Environmental Sustainability}, publisher = {Elsevier}, issn = {1877-3435}, doi = {10.1016/j.cosust.2023.101361}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-6483}, pages = {8}, year = {2023}, abstract = {Learning and transdisciplinary research are widely acknowledged as key components for achieving sustainability; however, the links between these concepts remain vague in the sustainability literature. Recently, emphasis has been given to transdisciplinary learning, highlighting its potential as an approach that contributes to solving real-world problems. To better understand and foster transdisciplinary learning for sustainability transformations, it is relevant to pay attention to two dimensions that define transdisciplinary learning: social interaction (individual learning in a social setting, as a group, or beyond the group), and learning forms (single-, double-, or triple-loop learning). This article introduces a conceptual framework built upon these two dimensions to understand three specific forms of transdisciplinary learning as a) individual competence development, b) experience-based collaboration, and c) societal interaction. This framework helps to clarify the design of learning processes as well as their interactions in transdisciplinary processes to support transformative change.}, language = {en} }