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Green schoolyards offer unique opportunities for education, yet there is a need for more inspiration on how to incorporate them effectively into daily teaching practices. In this study, we examined the educational subjects and teaching methods used in green schoolyards, the specific elements utilized for teaching and learning, and the characteristics that define these spaces as learning environments. We conducted teacher surveys (n = 51) and observed educational activities (n = 24) at 14 Dutch elementary schools with a green schoolyard. Qualitative analysis revealed that a wide variety of educational subjects and teaching methods were applied. Green schoolyards were mostly used for their spaciousness, which enables activities that require movement such as the frequently observed educational games. Teachers noted distinct advantages of education in green schoolyards, which underscores the importance of balancing indoor and outdoor learning experiences to create a complementary educational approach that maximizes all available learning opportunities. While these results demonstrate the potential of green schoolyards as educational environments, our findings also suggest that their full potential remains underutilized as natural elements are not yet often used. By integrating strategies that leverage the natural elements, green schoolyards can become an even more versatile and enriching learning environment.

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Transdisciplinary approaches are increasingly acknowledged as vital to addressing sustainability challenges for their ability to co-produce knowledge and generate transformative approaches. To overcome the fundamental differences in the shared generation and interpretation of knowledge between academia and actors outside the academic system, researchers and practitioners need to carefully consider the mutual design of ‘transformative spaces’. These spaces are collaborative environments that allow for transformative experimentation and ‘enable dialogue, reflection in action and reflexive learning’ towards transformative change. In this chapter, we unpack the notion of ‘transformative space’ by setting out key principles for its design and impact orientation. We focus on the three principles of (i) acknowledging context sensitivity, (ii) creating a safe space, and (iii) enabling transformative impact. We illustrate the principles in action based on a transdisciplinary case example conducted in different Global South contexts: The T-GroUP project. The case makes also clear how the design of transformative spaces calls for more awareness towards decolonised perspectives in transdisciplinary research.

Publikationen der Stiftung. Practical guide to transformative change making / Marc Saxer. New Delhi : Friedrich-Ebert-Stiftung India Office, June 2017

Groene schoolpleinen, zorgomgevingen en woonwijken dragen niet alleen bij aan gezondheid en leefkwaliteit, maar leveren ook aanzienlijke financiële baten op. Dat blijkt uit Groen op de balans, een nieuwe onderzoekspublicatie die de maatschappelijke en economische waarde van groen in euro’s inzichtelijk maakt.

Filosoof Slavoj Zizek pleit voor het vergroten van chaos en conflicten. Het verzet daartegen zal een samenleving namelijk sterker maken.

This paper approaches climate change as a superordinate concern that should guide a holistic transformation of formal schooling towards integration and sustainability. The call for climate change e...

This book illustrates how humour can be a powerful tool for environmental education. Hailing from eight different countries, the authors’ inquiries are grounded in a range of sites of learning and focus on different comedic forms, offering a variety of perspectives on the ways humour features, or could feature, in environmental education. The chapters adopt an array of methodological approaches and theoretical frames, drawing not only on environmental education research and humour studies, but

Education for sustainable development (ESD) is integrated as a requirement in the school curricula of many countries and subjects. In Germany, the orientation framework for global development with ...

This article provides a case-based critical reflection on integrating transdisciplinary knowledge in entrepreneurship education as a framework for empowering future entrepreneurs and innovators . T...

While there is growing agreement on the competencies sustainability professionals should possess as well as the pedagogies to develop them, the practice of assessing students’ sustainability competencies is still in its infancy. Despite growing interest among researchers, there has not yet been a systematic review of how students’ sustainability competencies are currently assessed. This review article responds to this need by examining what tools are currently used for assessing students’ sustainability competencies to inform future practice. A systematic literature review was conducted for publications through the end of 2019, resulting in 75 relevant studies that detail the use of an assessment tool. We analyzed the described tools regarding their main features, strengths and weaknesses, as well as potential improvements. Based on this analysis, we first propose a typology of eight assessment tools, which fall into three meta-types: self-perceiving, observation, and test-based approaches, providing specific examples of practice for all tools. We then articulate strengths and weaknesses as well as potential improvements for each tool (type). This study structures the field of sustainability competency assessment, provides a criteria-based overview of the currently used tools, and highlights promising future developments. For the practice, it provides guidance to sustainability (science) instructors, researchers, and program directors who are interested in using competencies assessment tools in more informed ways.

While traditional assessment models effectively evaluate student learning objectives within the classroom, they often fail to capture the extent to which students practice civic engagement, critica...

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Over the past two decades, Education for Sustainable Development (ESD) has become a central paradigm in international education policy. From UNESCO frameworks to national curricula, ESD provides a broad umbrella to address the interconnections between environment, economy, and society.

This study aims to explore how education infrastructure and learning environments can be more sustainable and supportive of student health, well-being and learning across the EU. It focuses on institutional and policy-level practices and programmes that help to maximise the positive impact of learning environments. In addition, the study seeks to highlight lessons learned and to showcase good practices in this area to inspire school communities to engage and participate.

The development of learners’ sustainability competencies is critical in fostering more sustainable, socially just and equitable societies. While a growing body of literature exists on sustainabilit...

Special Issue in journal Sustainability: Developing (Transformative) Environmental and Sustainability Education in Classroom Practice

Deze inspiratiegids helpt lerarenopleiders om leerkrachten op te leiden tot veranderbekwame professionals. Vanuit het onderzoeksproject PWO Le(e)rmodern (2022-2025) werd een praktijkgerichte aanpak ontwikkeld met vijf bouwstenen, ondersteund door literatuur, casussen en reflectievragen. De gids b ...

Purpose. Design-thinking (DT) in education has attracted significant interest from practitioners and academics, as it proffers new-age thinking to transform learning processes. This paper synthesises extant literature and identifies the current intellectual frontiers.Design/methodology/approach. First, a systematic-literature-review was undertaken employing a robust process of selecting papers (from 1986 to 2022) by reading titles, abstracts and keywords based on a required criterion, backward–forward chaining and strict quality evaluations. Next, a bibliometric analysis was undertaken using VOSviewer. Finally, text analysis using RStudio was done to trace the implications of past work and future directions.Findings. At first, we identify and explain 12 clusters through bibliometric coupling that include “interdisciplinary-area”, “futuristic-learning”, “design-process” and “design-education”, amongst others. We explain each of these clusters later in the text. Science, Technology, Engineering, Arts and Mathematics (STEAM), management education, design and change, teacher training, entrepreneurship education and technology, digital learning, gifted education and course development) Secondly, through co-word-analysis, we identify and explain four additional clusters that include “business education and pedagogy”, “content and learning environment”, “participants and outcome” and finally, “thinking-processes”. Based on this finding, we believe that the future holds a very positive presence sentiment for design thinking and education (DT&E) in changing the 21st century learning.Research limitations/implications. For investigating many contemporary challenges related to DT&E, like virtual reality experiential learning, sustainability education, organisational learning and management training, etc. have been outlined.Practical implications. Academics may come up with new or improved courses for the implementation of DT in educational settings and policymakers may inculcate design labs in the curricula to fortify academic excellence. Managers who would employ DT in their training, development and policy design, amongst others, could end up gaining a competitive advantage in the marketplace.Originality/value. This study conducted a comprehensive review of the field, which to our limited knowledge, no prior studies have been done so far. Besides, the study also outlines interesting research questions for future research.