TY - GEN A1 - Cieslewicz, Kira A1 - Lang, Daniel A1 - Barth, Matthias T1 - Der europäische Weg T2 - Ökologisches Wirtschaften N2 - Für 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 hierfür ein alternativer, spezifisch europäischer Weg der Digitalisierung herausbilden kann. KW - Nachhaltigkeit KW - Digitalisierung KW - nachhaltige Entwicklung Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:eb1-opus-4040 IS - 37(1) SP - 8 EP - 9 PB - oekom Verlag CY - München ER - TY - GEN A1 - Barth, Matthias A1 - Gossen, Maike A1 - Lang, Daniel J. A1 - Santarius, Tilman T1 - Sustainable digitalization ‐ fostering the twin transformation in a transdisciplinary way T2 - GAIA - Ecological Perspectives for Science and Society N2 - 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. KW - digitalization; environmental sustainability; transdisciplinarity; transformation Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:eb1-opus-4058 SN - 2625-5413 VL - Volume 32 IS - Supplement 1 SP - 6 EP - 9 PB - oekom verlag ER - TY - JOUR A1 - Birdman, Jodie A1 - Barth, Matthias A1 - Lang, Daniel J. T1 - Connecting curricula and competence through student learning journeys JF - Sustainability: Science, Practice and Policy N2 - 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. KW - Higher education; sustainability education; education for sustainable development; competence development; curriculum Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:eb1-opus-4240 SN - 1548-7733 IS - 18/1 SP - 560 EP - 575 PB - Taylor & Francis ER - TY - JOUR A1 - Fritz, Hilke A1 - Holst, Jorrit A1 - Lang, Daniel J. A1 - Nölting, Benjamin A1 - Parodi, Oliver A1 - Potthast, Thomas A1 - Singer-Brodowski, Mandy T1 - Transformationspfade für eine Kultur der Nachhaltigkeit an deutschen Hochschulen JF - GAIA - Ecological Perspectives for Science and Society N2 - Die Hochschulrektorenkonferenz hat sich 2018 für eine „Kultur der Nachhaltigkeit“ ausgesprochen. Um dieses neue Leitbild für die Hochschulentwicklung auszugestalten, hat sich das Verbundvorhaben Hochschulen in Gesellschaft – Realexperimente transformativer Lern- und Forschungsprozesse für eine Kultur der Nachhaltigkeit an Hochschulen gegründet. Es will alle relevanten Stakeholder von Hochschulen ansprechen und einen wichtigen Impuls für die Nachhaltigkeitstransformation an Hochschulen setzen. KW - culture of sustainability; higher education; real-world-experiments; sustainability transformation Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:eb1-opus-7515 SN - 0940-5550 VL - 31 IS - 4 SP - 254 EP - 256 PB - oekom Verlag ER - TY - JOUR A1 - Barth, Matthias A1 - Jiménez-Aceituno, Amanda A1 - PM Lam, David A1 - Bürgener, Lina A1 - J Lang, Daniel T1 - Transdisciplinary learning as a key leverage for sustainability transformations JF - Current Opinion in Environmental Sustainability N2 - 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. Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:eb1-opus-6483 SN - 1877-3435 VL - 64 PB - Elsevier ER -