Universities have the potential, and the responsibility, to take on more ecological and relational approaches to facilitating learning-based change in times of interconnected socioecological crises. Signs for a transition towards these more regenerative approaches of higher education (RHE) that include more place-based, ecological, and relational, ways of educating can already be found in niches across Europe (see for example the proliferation of education-based living labs, field labs, challenge labs). In this paper, the results of a podcast-based inquiry into the design practises and barriers to enacting such forms of RHE are shown. This study revealed seven educational practises that occurred across the innovation niches. It is important to note that these practises are enacted in different ways, or are locally nested in unique expressions; for example, while the ‘practise’ of cultivating personal transformations was represented across the included cases, the way these transformations were cultivated were unique expressions of each context. These RHE-design practises are derived from twenty-seven narrative-based podcasts as interviews recorded in the April through June 2021 period. The resulting podcast (The Regenerative Education Podcast) was published on all major streaming platforms in October 2021 and included 21 participants active in Dutch universities, 1 in Sweden, 1 in Germany, 1 in France, and 3 primarily online. Each episode engages with a leading practitioner, professor, teacher, and/or activist that is trying to connect their educational practice to making the world a more equitable, sustainable, and regenerative place. The episodes ranged from 30 to 70 min in total length and included both English (14) and Dutch (12) interviews. These episodes were analysed through transition mapping a method based on story analysis and transition design. The results include seven design practises such as cultivating personal transformations, nurturing ecosystems of support, and tackling relevant and urgent transition challenges, as well as a preliminary design tool that educational teams can use together with students and local agents in (re)designing their own RHE to connect their educational praxis with transition challenges. van den Berg B, Poldner K, Sjoer E, Wals A. Practises, Drivers and Barriers of an Emerging Regenerative Higher Education in The Netherlands—A Podcast-Based Inquiry. Sustainability. 2022; 14(15):9138. https://doi.org/10.3390/su14159138
Object-based media gaan grote invloed hebben op hoe we media maken en verhalen vertellen. Daar ben ik van overtuigd sinds ik in februari bij een NPO Innovatie -sessie hoorde over deze manier van werken. Het maakt interactieve storytelling mogelijk en stelt de maker centraal in een werkveld waarin AI-tools steeds prominenter worden.
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Sustainable Open Solutions Climate Waterfront is an interdisciplinary project that aims to explore waterfronts in Europe facing extreme situations under the threat of climate change, eg. heat, too much absent rain and sea level rise with all its consequences. The central goal is to exchange adaptive strategies for sustainable solutions for infrastructure and urban planning. The multidisciplinary perspective in cooperation with all possible partners, stakeholders and citizens, leads to a better understanding of the challenges and adaptation strategies.The participating parties are six coastal cities: Lisbon, Rome, Thessaloniki, Gdansk, Stockholm and the Amsterdam region. All these cities, except ‘Amsterdam’, are represented by a university. The Amsterdam area is represented by a multidisciplinary, educated but not necessarily academically employed delegation.
