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See detailEnvironmental and Sustainability Education in the Benelux Region
Van Poeck, Katrien; Wals, Arjen E.J.; König, Ariane UL

in Environmental Education Research (in press), (Special Issue),

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See detailSCHOOL FUTURES - using scenario approaches to inform transformation initiatives in the Luxembourg school system
König, Ariane UL; Raber, Bo Manuel UL; Drenth, Gerard et al

in ECA Journal (2021), (1), 194

Alternative, plausible, but challenging visions of the future – called scenarios – help us to explore the future today, to familiarise ourselves with a ‘systems thinking’ approach, and to strengthen our ... [more ▼]

Alternative, plausible, but challenging visions of the future – called scenarios – help us to explore the future today, to familiarise ourselves with a ‘systems thinking’ approach, and to strengthen our ability to address the uncertainties of tomorrow. This anticipation competency, that also includes a capacity for systemsthinking and making normative judgements, isparticularly important for younger generations still at school. In Luxembourg, the Education Scenarios Project served to develop a set of nationalscenarios for education, andthe sequel Schol Futures Project helped to leverage these scenarios in school development processes that engaged students as well as teachers in futureoriented systems thinking. Ariane König, Senior Research Scientist at the University of Luxembourg, Ciaran McGinley, Senior Associate at NormannPartners, Bo ManuelRaber of the University of Luxembourg, Francis Schartz, former president of the Luxembourg National Council for Sustainability, and Gerard Drenth, Senior Associate at Normann Partners, worked with in collaboration with diverse stakeholders in the Luxembourg education system, including with students and teachers from three different schools in Luxembourg. Below they share insights and experiences relating to the scenario approaches used. [less ▲]

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See detailCan citizen science complement official data sources that serve as evidence-base for policies and practice to improve water quality?
König, Ariane UL; Pickar, Karl Arthur UL; Stankiewicz, Jacek UL et al

in Statistical Journal of the IAOS (2020), vol. Pre-Press

Addressing environmental issues in policy making requires recognising these issues as part of a complex socio-ecological system. The evidence base for such policies and associated monitoring and ... [more ▼]

Addressing environmental issues in policy making requires recognising these issues as part of a complex socio-ecological system. The evidence base for such policies and associated monitoring and implementation measures, as well as related official indicators, statistics and environmental accounts are receiving increasing attention. This paper explores the potential of citizen science as a non-traditional source of data to complement the current data production process for evidence-based policy-making, using pollution of surface waters and its effect on associated ecosystems as an example. The paper develops a framework that helps to explore the official data production process in relation to different purposes of environmental policies. This highlights different challenges that the current official data production process sees itself confronted with in relation to the different purposes of the policies and associated monitoring regimes. These questions are explored with reference to the case of evidence-based policy making on water quality of surface freshwater in the EU, with a focus on Luxembourg. The analysis is based on extensive documentary analysis and literature review, as well as a series of interviews and participatory workshops with various stakeholders, and first results of a pilot project work with engaged citizen volunteers to solicit data on water quality with a focus on its nutrient content. On this basis, this paper argues that citizen science has the clear potential to meaningfully contribute both to the evidence base for policy and practice, as well as to an improved governance process. [less ▲]

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See detailA pluralistic and integrated approach to action-oriented knowledge for sustainability
Caniglia, Guido; Luederitz, Christopher; von Wirth, Timo et al

in Nature Sustainability (2020)

Sustainability science needs more systematic approaches for mobilizing knowledge in support of interventions that may bring about transformative change. In this Perspective, we contend that action ... [more ▼]

Sustainability science needs more systematic approaches for mobilizing knowledge in support of interventions that may bring about transformative change. In this Perspective, we contend that action-oriented knowledge for sustainability emerges when working in integrated ways with the many kinds of knowledge involved in the shared design, enactment and realization of change. The pluralistic and integrated approach we present rejects technocratic solutions to complex sustainability challenges and foregrounds individual and social learning. We argue that research institutions devoted to sustainability should focus more on creating the conditions for experimenting with multiple kinds of knowledge and ways of knowing to foster sustainability-oriented learning. [less ▲]

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See detailEnvironmental and Sustainability Education (ESE) in the Benelux region
Van Poeck, Katrien; Wals, Arjen E.J.; König, Ariane UL

in Environmental Education Research (2018), 24(Special Issue 9-10), 1229-1234

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See detailMit Komplexität umgehen lernen: Welche Vorteile bieten computerbasierte Problemlöseszenarien in der Sensibilisierung für typische Probleme im Verstehen und Steuern komplexer Systeme?
Sonnleitner, Philipp UL; König, Ariane UL; Sikharulidze, Tea UL

Scientific Conference (2018, April)

Unbestreitbare Herausforderung der heutigen Zeit, ist der Umgang mit zunehmend komplexeren Systemen. Dem regelmäßigen Ruf, die dafür benötigten Fähigkeiten und mentalen Einstellungen bereits in Schule und ... [more ▼]

Unbestreitbare Herausforderung der heutigen Zeit, ist der Umgang mit zunehmend komplexeren Systemen. Dem regelmäßigen Ruf, die dafür benötigten Fähigkeiten und mentalen Einstellungen bereits in Schule und Studium zu trainieren (bspw. Vester, 2012), folgten - wohl auch aufgrund mangelnder Optionen – kaum Konsequenzen. Der vorliegende Beitrag diskutiert nun die Möglichkeit, vereinfachte aber dynamische Problemlöseszenarien mit weniger (System)Variablen und einfacheren (System)Effekten aber dafür hoch reliablen Performanzindizes für Trainingszwecke im Umgang mit Komplexität einzusetzen. Auf Basis dreier studentischer Kohorten eines Kurses zum Themenkomplex Nachhaltigkeit an der Universität Luxemburg (N=97), wurde erstmals evaluiert, welche Lernerfahrungen mit einem solchen Szenario gemacht und möglich werden. Die Ergebnisse zeigen, dass nicht nur zuverlässig verschiedene Problemlösestrategien erfasst werden, sondern das auch zwischen „aktiven“ und „reflektiven“ StudentInnen unterschieden werden kann, welche unterschiedlich erfolgreich mit den Szenarien umgehen. Die diagnostizierten typischen kognitiven Fehler im Umgang mit den Problemen und die dokumentierten Emotionen der StudienteilnehmerInnen zeigen das große (zukünftige) Potenzial dieser Szenarien. [less ▲]

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See detailSustainability science: Key issues
König, Ariane UL

Book published by Routledge (2018)

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See detailSustainability science as a transformative social learning process
König, Ariane UL

in König, Ariane (Ed.) Sustainability science: Key issues (2018)

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See detailCommunity-based monitoring for improved water governance: A case study in Holbox Island, Quintana Roo State, Mexico
Tran, Kim Chi; König, Ariane UL

in König, Ariane (Ed.) Sustainability Science: Key issues (2018)

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See detailOutlook
König, Ariane UL

in König, Ariane (Ed.) Sustainability science: Key issues (2018)

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See detailSystems approaches for transforming social practice: Design requirements
König, Ariane UL

in König, Ariane (Ed.) Sustainability Science: Key issues (2018)

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See detailEnvironmental and sustainability education in the Benelux countries: Research, policy and practices at the intersection of education and societal transformation
Van Poeck, Katrien; König, Ariane UL; Wals, Arjen E.J.

in Environmental Education Research (2018), 24(Special Issue9-10), 1234-1250

As an introductory article of a Special Issue on Environmental and Sustainability Education (ESE) in the Benelux region, this paper provides an overview of ESE research, policy and practice in Belgium ... [more ▼]

As an introductory article of a Special Issue on Environmental and Sustainability Education (ESE) in the Benelux region, this paper provides an overview of ESE research, policy and practice in Belgium, The Netherlands and Luxembourg. It discusses the different contributions in this collection with regard to how the central theme of this issue, the relation between education and societal transformation, is approached in each paper. The main characteristics of the ESE research fields in the Benelux are described in general terms, and placed within the context of how ESE policy and practice are organised in these countries. Next, different conceptualisations of the relation between educational and political spaces reflected in the collection are discussed and the varied contributions to this issue are positioned in relation to three distinguished traditions of approaching the place of democracy in ESE. The authors conclude with commenting on how this relates to different approaches to the research-policy-practice interface. [less ▲]

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See detailExploring alternative futures with scenarios
Drenth, Gerard; Elahi, Shirin; König, Ariane UL

in König, Ariane (Ed.) Sustainability Science: Key issues (2018)

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See detailHow can Integrated Valuation of Ecosystem Services help understanding and steering agroecological transitions?
Dendoncker, Nicolas; Boeraeve, Fanny; Crouzat, Emilie et al

in Ecology and Society (2018), 23(1), 12

Agroecology has been proposed as a promising concept to foster the resilience and sustainability of agroecosystems and rural territories. Agroecological practices are based on optimizing ecosystem ... [more ▼]

Agroecology has been proposed as a promising concept to foster the resilience and sustainability of agroecosystems and rural territories. Agroecological practices are based on optimizing ecosystem services (ES) at the landscape, farm, and parcel scales. Recent progress in research on designing agroecological transitions highlights the necessity for coconstructed processes that draw on various sources of knowledge based on shared concepts. But despite the sense of urgency linked to agroecological transitions, feedbacks from real-world implementation remain patchy. The ability of integrated and participatory ES assessments to support this transition remains largely underexplored, although their potential to enhance learning processes and to build a shared territorial perspective is widely recognized. The overarching question that will be asked in this paper is thus: what is the potential of the ES framework to support the understanding and steering of agroecological transitions? We argue that conducting collaborative and integrated assessments of ES bundles can (i) increase our understanding of the ecological and social drivers that support a transition toward agroecological systems, and (ii) help design agroecological systems based on ES delivery and effectively accompany transition management based on shared knowledge, codesigned future objectives, and actual on-the-ground implementation. In this paper, we discuss this question and propose a four-step integrated ES assessment framework specifically targeted at understanding and steering agricultural transitions that is generic enough to be applied in different contexts. [less ▲]

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See detailLearning to confront complexity: What roles can a computer-based problem-solving scenario play?
Sonnleitner, Philipp UL; König, Ariane UL; Sikharulidze, Tea UL

in Environmental Education Research (2017)

This paper gives an example of how computer-based problem-solving scenarios can be embedded in a course on sustainability, in order to illustrate the highly versatile way in which such scenarios can be ... [more ▼]

This paper gives an example of how computer-based problem-solving scenarios can be embedded in a course on sustainability, in order to illustrate the highly versatile way in which such scenarios can be used to structure and evaluate learning on complexity on an individual level, as well as learning in diverse groups. After defining criteria, a computer-based problem-solving scenario has to meet in order to be useful for training competencies associated with confronting complexity, the application of one specific scenario, the Genetics Lab, is empirically evaluated on base of three student cohorts. Results suggest that existing approaches to sustainability education can be substantially complemented by computer-based problem-solving scenarios, offering genuine learning opportunities and deepening and personalizing the comprehension of known phenomena in complex problem-solving. The paper closes by offering lessons learned from the presented approach and gives advice and outlook on future applications of such scenarios in sustainability education. [less ▲]

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See detailTransforming the World by Transforming the University: Envisioning the University of 2040
König, Ariane UL; Dyball, Robert; Davila, Federico

in Solutions (2016), 7(3), 12-16

This article is part of a regular section in Solutions in which the author is challenged to envision a future society in which all the right changes have been made.

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See detailLearning through evaluation e A tentative evaluative scheme for sustainability transition experiments
Luederitz, Christopher; Schäpke, Niko; Wiek, Arnim et al

in Journal of Cleaner Production (2016), xxx

Transitions towards sustainability are urgently needed to address the interconnected challenges of economic development, ecological integrity, and social justice, from local to global scales. Around the ... [more ▼]

Transitions towards sustainability are urgently needed to address the interconnected challenges of economic development, ecological integrity, and social justice, from local to global scales. Around the world, collaborative science-society initiatives are forming to conduct experiments in support of sustainability transitions. Such experiments, if carefully designed, provide significant learning opportunities for making progress on transition efforts. Yet, there is no broadly applicable evaluative scheme available to capture this critical information across a large number of cases, and to guide the design of transition experiments. To address this gap, the article develops such a scheme, in a tentative form, drawing on evaluative research and sustainability transitions scholarship, alongside insights from empirical cases. We critically discuss the scheme's key features of being generic, comprehensive, operational, and formative. Furthermore, we invite scholars and practitioners to apply, reflect and further develop the proposed tentative scheme e making evaluation and experiments objects of learning. [less ▲]

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See detailChanging requisites to higher education in the face of 21st century sustainability challenges.
König, Ariane UL

in Current Opinion in Environmental Sustainability (2015), 16

Sustainability science aims to enhance our understanding and increase our repertoire of action on urgent complex problems of how to reconcile our societal metabolism with the biophysical carrying capacity ... [more ▼]

Sustainability science aims to enhance our understanding and increase our repertoire of action on urgent complex problems of how to reconcile our societal metabolism with the biophysical carrying capacity of the earth. Sustainability science thus requires new forms of interaction between the natural and social sciences and between science and society. Universities across the globe are re-thinking their mission accordingly. This paper summarizes changing conceptions of science, knowledge and practice and on this basis it identifies a set of requisites to learning, teaching and research in universities that aim to foster systemic change. This set structures the overview on the fourteen contributions to this special issue on how leading universities across five continents stage transformative learning opportunities. These contributions are developed from a wide range of perspectives from diverse academic disciplines and practice. [less ▲]

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See detailChanging requisites to higher education in the face of 21st century sustainability challenges
König, Ariane UL; Budwig, Nancy

in Current Opinion in Environmental Sustainability (2015), 16

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