SOLUTION ROOM 1.1
DAY 1, 11.00 - 12.30 CEST, SOLUTION ROOMS – SESSION 1
Facilitated by: Mulà, Ingrid; University of Girona, Spain; with contributions by:
- Staniškienė, Eglė; Stankevičiūtė, Živilė; Ramanauskaitė, Joana; Kaunas University of Technology, Lithuania
"Sustainable Development Course Design: Transdisciplinary Perspective"
Challenges addressed: 3 – Knowing, doing and leading - Gonzalez Alriols, Maria; Egües Artola, Itziar; Antxustegi Bengoetxea, M. Mirari; University of the Basque Country, UPV/EHU, Spain
"Sustainable development in engineering studies: towards an open multidisciplinary approach"
Challenges addressed: 3 – Knowing, doing and leading
My colleagues and I want to rethink the courses that we are teaching at the University and/or design new ones based on transformative learning and transdisciplinary approaches. But, will our students learn the specific disciplinary knowledge required? How can we work together to reframe the curriculum using this new lens? What strategies can be used to co-create new knowledge with community stakeholders and integrate it in the curriculum? These are some of the questions that we plan to discuss in this session. Join us to share your experience and get some new tips.SOLUTION ROOM 1.2
DAY 1, 11.00 - 12.30 CEST, SOLUTION ROOMS – SESSION 1
"Students as agents of change – how can the funding programme «U Change» become even more effective?"
Challenges addressed: 2 – Assessing and assuring quality; 3 – Knowing, doing and leading; 4 – Professional development for sustainability competences; 5 – Students as agents of change
Self-facilitated with contributions by:
Gärtner, Yves; Swiss Academies of Arts and Science, Switzerland; Paglia, Gianluca; École Polytechnique Fédérale de Lausanne EPFL, Switzerland; Kastner, Franziska; University of Basel, Switzerland; Niedergerber, Jonas; University of Zurich, Switzerland; Vuichard, Rémi; University of applied Sciences and Arts Western Switzerland (HES-SO); Bühler, Joel; University of Zurich, Switzerland
Students are important stakeholders for a transformation of higher education institutions (HEI) towards sustainable development. They need to get problem-based learning opportunities for testing new ideas, real life experience and project work training. Join a discussion about how to improve a setup for supporting students in Switzerland!
SOLUTION ROOM 1.3
DAY 1, 11.00 - 12.30 CEST, SOLUTION ROOMS – SESSION 1
Facilitated by: Betts, Alicia; Strategic International Projects, Universitat de Girona; with contributions by:
- Sturm, Jules; Lüber, Heinrich; Settele, Bernadett; Küng, Chantal; Krepart, Janina; Zurich University of the Arts, Switzerland
"'Trainings-for-the-not-now.' New Teaching Strategies for Art Education"
Challenges addressed: 1 – Values in transformative teaching and research; 4 – Professional development for sustainability competences - Bautista Pinzón, Alejandra; Corporación Universitaria Minuto de Dios (UNIMINUTO); Henao, Kelly; Columbus Association; Samoilovich, Daniel; Columbus Association; Sonetti, Giulia; Politecnico di Torino, Italy
"Online Teaching Experiences across European and Latin American Higher Education Institutions in sustainability-related courses"
Challenges addressed: 2 – Assessing and assuring quality; 3 – Knowing, doing and leading - Mader, Clemens; University of Zurich, Switzerland
"Artificial Intelligence in Higher Education: Opportunities and Risks for Sustainable Development"
Challenges addressed: 2 – Assessing and assuring quality
Interested in discussing innovative professional development and quality assessment initiatives that use online education modes and artificial intelligence to support the integration of sustainable development, transformative learning, and values in higher education? Join us!SOLUTION ROOM 1.4
DAY 1, 11.00 - 12.30 CEST, SOLUTION ROOMS – SESSION 1
"Towards design principles for transdisciplinary education in sustainable development (TD ESD): Adapting Ostrom's framework for higher education pedagogy"
Challenges addressed: 2 – Assessing and assuring quality
Self-facilitated with contributions by:
Pearce, BinBin Jiang; Mader, Marlene; Nef, Danny; L'Orange, Selma; Brändle, Urs; ETH Zurich, Switzerland
What is a good transdisciplinary curriculum? How do I know it fulfills the learning objectives for sustainable development? If these are your questions, come explore a possible answer with us!
SOLUTION ROOM 1.5
DAY 1, 11.00 - 12.30 CEST, SOLUTION ROOMS – SESSION 1
Facilitated by: Stauffacher, Michael; ETH Zurich, TdLab, Switzerland; with contributions by:
- Kläy, Andreas; University of Bern, Centre for Development and Environment, Switzerland
"Reflexive interaction for a paradigm transformation"
Challenges addressed: 1 – Values in transformative teaching and research; 2 – Assessing and assuring quality - Dereniowska, Małgorzata; Independent scholar, Poland; Kasianiuk, Krzysztof; Collegium Civitas, Poland; Kaleta, Marek; Ashoka, Poland; Romaniuk, Patrycja; The Sustainers, Poland
"Integrating systems thinking into education"
Challenges addressed: 1 – Values in transformative teaching and research
In this solution room we will have two interventions, one from Switzerland and one from Poland. Andreas Kläy (University of Bern) pleas for a learning collective tackling the necessary transformation of science for enabling transformative research and learning. To this end, this learning collective needs a protective space, a strategically managed niche, and a fitting methodology, namely Ruth Cohn’s “Theme Centred Interaction”. Małgorzata Dereniowska and colleagues propose systems thinking as tool for transformative learning in higher education. Bringing both interventions together, we want to explore how systems thinking and Ruth Cohn’s “Theme Centred Interaction” can be related and potentially integrated for making the university more transformative.SOLUTION ROOM 1.6
DAY 1, 11.00 - 12.30 CEST, SOLUTION ROOMS – SESSION 1
"Co-Developing New Pathways to Establish Education for Sustainable Mountain Development: Experience from the Hindu Kush Himalayas"
Challenges addressed: 1 – Values in transformative teaching and research; 6 – Co-producing actionable knowledge with society
Self-facilitated with contributions by:
Truong, Chi; Himalayan University Consortium (Global South), Nepal; Nyo, Nyo; Mandalay University (Global South), Myanmar; Singh, Sangeeta; Tribhuvan University (Global South), Nepal; Muccione, Veruska; University of Zurich, Switzerland
This Solution Room discusses recent experience of universities in the Hindu Kush Himalayan countries in integrating sustainability into their curricula and proposes possible pathways to establish education for sustainable mountain development. Failure and success stories from the region point to the importance of enabling mechanisms at each HEI, country context, and inter-regional collaboration. Join us for discussing how to enable a whole-university approach and regional and international cooperation across multiple borders.
- Staniškienė, Eglė; Stankevičiūtė, Živilė; Ramanauskaitė, Joana; Kaunas University of Technology, Lithuania
SOLUTION ROOM 2.1
DAY 2, 15.30 - 17.00 CEST, SOLUTION ROOMS – SESSION 2
Facilitated by: Stauffacher, Michael; ETH Zurich, TdLab, Switzerland; with contributions by:
- Thieme, Susan; University of Bern, Switzerland; Fry, Patricia; Wissensmanagement GmbH and ETH Zurich
"Transformative Learning by Doing: Insights from Teaching the Social Learning Video Method"
Challenges addressed: 4 – Professional development for sustainability competences; 5 – Students as agents of change; 6 – Co-producing actionable knowledge with society - Caviola, Hugo; University of Bern, CDE, Switzerland
"The Language Compass: Language Reflection as Transformative Learning"
Challenges addressed: 1 – Values in transformative teaching and research
In this solution room we will have two interventions, both focussing on transformative learning using distinct but nicely complementary tools. Susan Thieme and Patricia Fry illustrate how the Social Learning Video method can be applied to bridge between actors from science and practice. Hugo Caviola in contrast uses language, more specifically the Language Compass, to make different disciplinary perspectives explicit. Bringing both interventions together, we want to explore how these two approaches can be related to each other, e.g. by pondering questions like what role plays language in videos, could videos help identifying and reflecting about language.SOLUTION ROOM 2.2
DAY 2, 15.30 - 17.00 CEST, SOLUTION ROOMS – SESSION 2
Facilitated by: Trechsel, Lilian; Centre for Development and Environment (CDE), University of Bern, Switzerland; with contributions by:
- Dalcher, Simon; Swiss Association of Student Organisations for Sustainability, Switzerland; Gärtner, Yves; U Change (Swiss Academies of Arts and Sciences), Switzerland; Wilkins, Nino; VSS-UNES-USU, Switzerland
"Center of Competence for Student Engagement for Sustainability"
Challenges addressed: 4 – Professional development for sustainability competences; 5 – Students as agents of change; 6 – Co-producing actionable knowledge with society - Bratrich, Christine; Iten, Carmen; ETH Zurich, Switzerland
"ETH Week - educating change agents for sustainability"
Challenges addressed: 4 – Professional development for sustainability competences - Weiss, Marie; Birdman, Jodie; Konrad, Theres; Center for Global Sustainability and Cultural Transformation (CGSC), Leuphana University, Lüneburg, Germany
"Educating Change Agents: Transforming University on Course, Curriculum, and Institution Level"
Challenges addressed: 4 – Professional development for sustainability competences; 5 – Students as agents of change
Are you interested in student engagement for sustainability and the possibility of properly embedding this in higher education institutions? Then join this Solution Room! First we’ll hear about a Swiss institutional setup for empowering students on campus; an annual one-week course at ETH Zurich that enables 200 students at a time to address a major societal topic; and a research project at Leuphana University that aims to look at the course, curriculum, and institutional levels that matter when aiming for change-agent-relevant higher education. The major part of this session will be yours: We will call upon you to discuss challenges and possible solutions!SOLUTION ROOM 2.3
DAY 2, 15.30 - 17.00 CEST, SOLUTION ROOMS – SESSION 2
Facilitated by: Diethart, Mario; University of Graz/RCE Graz-Styria, Austria; with contributions by:
- Novak, Michèle; Schürch, Anna; Zanni, Margot; Zürcher Hochschule der Künste, Switzerland
"Art teaching in times of change. Questioning the knowledge of a profession"
Challenges addressed: 4 – Professional development for sustainability competences - Shibakawa, Hiroko; Fujii, Hiroki; Okayama University, Graduate School of Education, Japan
"Toward a New Phase in Teacher Education for ESD: Curriculum Development to Foster Teacher's Sustainability Competences"
Challenges addressed: 4 – Professional development for sustainability competences - Brandt, Jan-Ole; Bürgener, Lina; Leuphana University, Germany
"Teacher education for sustainable development – inquiries, insights and implications"
Challenges addressed: 2 – Assessing and assuring quality; 4 – Professional development for sustainability competences; 5 – Students as agents of change
This Solution Room brings together three contributions, each one shedding a light on teacher education from a different angle. How can a whole profession reorient itself towards sustainability and what pedagogical approaches may contribute to move in that direction? Participants will not solely discuss these questions, but also be part of an arts-based experiment!SOLUTION ROOM 2.4
DAY 2, 15.30 - 17.00 CEST, SOLUTION ROOMS – SESSION 2
Facilitated by: Zimmermann, Anne; University of Bern, CDE, Switzerland; with contributions by:
- Bürgener, Lina; Joon, Deepika; Lang, Daniel; Barth, Matthias; Michelsen, Gerd; Leuphana University Lüneburg, Germany
"Promoting the SDGs through transdisciplinary learning – Innovative approaches of transdisciplinary cooperation in transnational partnerships"
Challenges addressed: 6 – Co-producing actionable knowledge with society - Tim, Sophea; Royal University of Agriculture, Cambodia; Harari, Nicole; Herweg, Karl; Liniger, Hanspeter; Providoli, Isabelle; Centre for Development and Environment, University of Bern Switzerland
"Bringing Sustainability Science to Cambodia – Enabling Transformative Learning and Education through Joint Development of a Curriculum on Sustainable Development"
Challenges addressed: 4 – Professional development for sustainability competences
Come and listen to bold initiatives that promote Education for Sustainable Development in transnational partnerships: Four next practices will be introduced that aim to answer questions related to how transdisciplinary learning can be enabled and analyzed, and an initiative for developing sustainable land management curricula will be presented.SOLUTION ROOM 2.5
DAY 2, 15.30 - 17.00 CEST, SOLUTION ROOMS – SESSION 2
"Navigating the diverse participants and roles in transdisciplinary classes for sustainable development"
Challenges addressed: 5 – Students as agents of change; 6 – Co-producing actionable knowledge with society
Self-facilitated with contributions by:
Pohl, Christian; Mader, Marlene; Pearce, BinBin; Lezuo, Tobia; Andersen, Daniel;
Kriesel, Ben Erik; Brunner, Anne-Cécile; Streit, Jan; Kunstmann, Rachel; Krütli, Pius; ETH Zurich, SwitzerlandCompared to frontal teaching, participants’ roles in transdisciplinary classes are a mess. In this Solution Room we will collect different perspectives on this mess and then – conceptualizing them as systems of actors – try to sort out what new roles and responsibilities make sense.
SOLUTION ROOM 2.6
DAY 2, 15.30 - 17.00 CEST, SOLUTION ROOMS – SESSION 2
"Action-research and participatory research at the University of Lausanne: major opportunities for co-constructing sustainability"
Challenges addressed: 6 – Co-producing actionable knowledge with society
Self-facilitated with contributions by:
Niwa, Nelly; Kaufmann, Alain; University of Lausanne, Switzerland
Action and participatory research are particularly relevant tools for sustainability. They enable the co-production of knowledge and strategies that transcend disciplinary boundaries and fields of practice, provide a systemic and global vision and facilitate interventions in society.
After proposing a brief theoretical framework on action-research and participatory research, we will discuss the conditions necessary for their success, their potential but also the obstacles and challenges of these approaches, based on various projects and initiatives.- Thieme, Susan; University of Bern, Switzerland; Fry, Patricia; Wissensmanagement GmbH and ETH Zurich
