@article{BernertWannerFischeretal.2022, author = {Bernert, Philip and Wanner, Matthias and Fischer, Nele and Barth, Matthias}, title = {Design principles for advancing higher education sustainability learning through transformative research}, series = {Transformative learning for Urban Sustainability}, journal = {Transformative learning for Urban Sustainability}, publisher = {Springer Nature}, doi = {10.1007/s10668-022-02801-w}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4279}, pages = {18}, year = {2022}, abstract = {A growing number of transformative research practices that redefine the role of science in engaging with local-mostly urban-transformation processes have emerged in recent decades. However, while education is considered a key driver for sustainability transformations, higher education has been slow to develop and implement dedicated, appropriate and effective transformative education programmes and learning modules. In this paper, we present a framework of design principles for transformative learning modules in higher education. These principles are derived from two growing discourses: higher education sustainability learning, and transdisciplinary and transformative research—both of which are centrally anchored in the field of sustainable development and sustainability science. The principles presented provide guidance for course leaders in higher education to create learning modules aimed at enabling students to become engaged in transdisciplinary and transformative research that fosters sustainability transitions in local and urban contexts. We use the Transformative Innovation Lab (TIL)—a learning course developed and tested at two German universities—as an example of how the design principles can be applied. The module, which runs over two semesters, supports Masters students in their process of developing real-world laboratories and exploring urban sustainability transitions through collaborative experimentation with local practice partners. We discuss the factors that enable and limit the implementation of transformative learning modules and outline aspects of the novel roles adopted by lecturers in transformative teaching environments. Moreover, we highlight the need for both institutional change and transformative teaching formats that go beyond transformative research as key for driving universities to take responsibility for collaboratively fostering sustainability transitions in their local contexts.}, 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} } @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} } @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} } @article{FischerKingRieckmannetal.2022, author = {Fischer, Daniel and King, Jordan and Rieckmann, Marco and Barth, Matthias and B{\"u}ssing, Alexander and Hemmer, Ingrid and Lindau-Bank, Detlev}, title = {Teacher Education for Sustainable Development: A Review of an Emerging Research Field}, series = {Journal of Teacher Education}, volume = {Volume 73}, journal = {Journal of Teacher Education}, number = {Issue 5}, publisher = {Sage}, address = {London}, issn = {0022-4871}, doi = {10.1177/00224871221105784}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4306}, pages = {509 -- 524}, year = {2022}, abstract = {Abstract Teacher Education for Sustainable Development (TESD) is a niche innovation in teacher education that empowers teachers to prepare learners to address global socio-environmental challenges. To advance the diffusion of this niche innovation into general teacher education, this article offers a systematic literature review based on a qualitative analysis of 158 peer-reviewed publications on TESD research. Our results show that TESD research is a growing field characterized by five types of inquiry: designing learning environments, understanding learner attributes, measuring learning outcomes, promoting systems change, and advancing visions for the field. Major innovation potentials of TESD for more general teacher education are its emphasis on the grand socio-environmental challenges of our times, methodologies to engage with knowledge diversity (e.g., inter/transdisciplinarity), and sustainability science learning approaches (e.g., backcasting). We suggest that future work builds from this review to strengthen links between teacher education and TESD in enhancing quality education.}, language = {en} } @article{BrandtBarthHaleetal.2022, author = {Brandt, Jan-Ole and Barth, Matthias and Hale, Annie and Merritt, Eileen}, title = {Developing ESD-specific professional action competence for teachers: knowledge, skills, and attitudes in implementing ESD at the school level}, series = {Environmental Education Research}, volume = {28}, journal = {Environmental Education Research}, number = {12}, publisher = {Taylor \& Francis}, issn = {1350-4622}, doi = {10.1080/13504622.2022.2064973}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4319}, pages = {1691 -- 1729}, year = {2022}, abstract = {Equipping future change agents with the competencies to lead the societal transformation towards sustainability requires competent and committed teachers who effectively implement Education for Sustainable Development (ESD) across the education system. In a comparative case study, this paper investigates how individual ESD courses in teacher education programs at Leuphana University (Germany) and Arizona State University (USA) support the development of ESD-specific professional action competence for teachers. Applying a mixed-method approach, the specific focus is on the links between supporting or hindering factors that affect pre-service teachers' actual achievement of intended learning outcomes. The findings indicate that both courses increased students' competence—yet, to varying degrees. The 4Cs (personal, professional, social, and structural connections) were revealed as the most significant factors affecting students' learning and should be considered when designing course offerings in Teacher Education for Sustainable Development (TESD) with the goal to develop students' knowledge, skills, and attitudes.}, language = {en} } @article{SundermannWeiserBarth2022, author = {Sundermann, Anna and Weiser, Annika and Barth, Matthias}, title = {Meaning-making in higher education for sustainable development: undergraduates' long-term processes of experiencing and learning}, series = {Environmental Education Research}, journal = {Environmental Education Research}, number = {28/11}, publisher = {Taylor \& Francis}, issn = {1350-4622}, doi = {10.1080/13504622.2022.2069679}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4237}, pages = {1616 -- 1634}, year = {2022}, abstract = {Despite the increase in teaching approaches designed to integrate sustainability into higher education, the connection between students' learning experiences and their learning outcomes remains incompletely understood. The present multi-case study complements the discussion by investigating undergraduates' long-term meaning-making processes using the theoretical lens of significant learning and process analysis of students' learning experience. Based on in-depth narrative interviews with 10 students at the end of a three-year study program, we analyzed how and why learning experiences become significant, differentiating perceived personal impact and the subjective value assigned to these experiences. We identified three types of sustainability-related meaning-making processes, ranging from no sustainability-related meaning-making to meaning-making as self-realization. The differentiated view on how meaning-making mediates students' sustainability-related learning experiences and their learning outcomes enhances our understanding of the specific dynamics that may shape the how and why of significant learning. It thus supports the tailored curriculum design for integrating sustainability into higher education.}, language = {en} } @incollection{KingRieckmannFischeretal.2022, author = {King, Jordan and Rieckmann, Marco and Fischer, Daniel and Barth, Matthias and B{\"u}ssing, Alexander Georg and Hemmer, Ingrid and Lindau-Bank, Detlev}, title = {International Trends in Research on Environmental and Sustainability Education in Teacher Education}, series = {Encyclopedia of Teacher Education}, booktitle = {Encyclopedia of Teacher Education}, editor = {Peters, Michael A.}, publisher = {Springer Nature}, isbn = {978-981-13-1179-6}, doi = {10.1007/978-981-13-1179-6_468-1}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4268}, publisher = {Hochschule f{\"u}r nachhaltige Entwicklung Eberswalde}, pages = {1 -- 6}, year = {2022}, abstract = {Calls to reorient learning toward sustainability have gained traction in broad agendas such as the United Nations Sustainable Development Goals (SDGs), activating initiatives by national and international organizations such as UNESCO to integrate concerns for sustainability into educational practices. Specifically, teacher education (TE) has been identified as a priority action area to facilitate the mainstreaming of Environmental and Sustainability Education (ESE). This critical role stems from the notion that educating teachers on the concepts, competencies, and pedagogies related to sustainability and ESE can lead to a multiplier effect in spreading the influence of ESE and fostering greater progress toward sustainability on a societal and global level. This has resulted in the increasing need for, and prominence of, Environmental and Sustainability Education in Teacher Education (ESE-TE). As an area of policy, practice, and research, ESE-TE focuses on the integration...}, language = {en} } @incollection{RieckmannBarth2022, author = {Rieckmann, Marco and Barth, Matthias}, title = {Educators' Competence Frameworks in Education for Sustainable Development}, series = {Competences in Education for Sustainable Development}, booktitle = {Competences in Education for Sustainable Development}, editor = {Vare, Paul and Lausselet, Nadia and Rieckmann, Marco}, publisher = {Springer}, isbn = {978-3-030-91055-6}, doi = {10.1007/978-3-030-91055-6_3}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4255}, publisher = {Hochschule f{\"u}r nachhaltige Entwicklung Eberswalde}, pages = {19 -- 26}, year = {2022}, abstract = {Educators play an important role in the implementation of Education for Sustainable Development (ESD). However, they need to be qualified to work with the concept of ESD, acquiring specific competences to deal with sustainable development issues and to align their pedagogical practice with ESD. This chapter describes different frameworks and models for ESD competences, putting them in relation to each other and discussing them critically. It also situates the RSP framework in the wider context and clarifies the demands made of ESD educators and the competences they need to develop. Heuristic analysis is undertaken to ensure more systematic investigation of the different ESD competence frameworks, on the basis of two descriptors: (1) target group and how specifically a target group is defined and (2) the relation between content knowledge and pedagogical knowledge. Further research is needed, in particular with regard to the theoretical foundations and the operationalization of the competence frameworks.}, language = {en} } @misc{GoettertHobelsbergerKoenigetal.2022, author = {G{\"o}ttert, Thomas and Hobelsberger, Christine and K{\"o}nig, Bettina and N{\"o}lting, Benjamin and Roose, Ilka and Barth, Matthias}, title = {Nachhaltigkeitstransfer: Austausch zwischen Wissenschaft und Praxis zum Wohl der Gesellschaft: Hochschule Eberswalde tritt NaWis-Runde bei}, series = {GAIA - Ecological Perspectives for Science and Society}, journal = {GAIA - Ecological Perspectives for Science and Society}, number = {31/1 (2022)}, publisher = {oekom verlag}, issn = {2625-5413}, doi = {10.14512/gaia.31.1.16}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4077}, pages = {62 -- 64}, year = {2022}, abstract = {Der 2011 gegr{\"u}ndete Verbund f{\"u}r Nachhaltige Wissenschaft (NaWis) strebt die St{\"a}rkung transdisziplin{\"a}rer Nachhaltigkeitswissenschaften an Hochschulen und Forschungsinstituten an. Mit der Hochschule f{\"u}r nachhaltige Entwicklung Eberswalde wird die NaWis-Runde seit September 2021 durch eine Institution gest{\"a}rkt, der wie kaum einer anderen deutschen Hochschule der Nachhaltigkeitsgedanke ins Stammbuch geschrieben steht.}, 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} }