Taking the Complex Dynamics of Human–Environment–Technology Systems Seriously: A Case Study in Doctoral Education at the University of Luxembourg

in Frontiers in Sustainability (2021), 2

Our existential sustainability challenges involve human–environment–technology systems that are complex, dynamic and tightly coupled. But at universities, knowledge, in teaching and research, is mostly ... [more ▼]

Our existential sustainability challenges involve human–environment–technology systems that are complex, dynamic and tightly coupled. But at universities, knowledge, in teaching and research, is mostly organized into discrete parcels, the disciplines. These are further divided into the categories of natural sciences, social science and the humanities. This paper addresses the question of how in their training of researchers, universities can equip them to better understand their roles and also to act as change agents. It describes a doctoral school course in transferable skills that is offered across faculties. The unique aim of the course is to provide a space for reflection on different research paradigms and the way they differ in their framing the role of a scientific researcher in pluralist societies that face existential challenges. The course introduces diverse more recent approaches to scientific inquiry that harness the potential of democratizing science in our networked knowledge society, including critical interdisciplinarity, post-normal science, citizen science and transformative sustainability science, that complement normal disciplinary research practices. [less ▲]

Can citizen science complement official data sources that serve as evidence-base for policies and practice to improve water quality?

in Statistical Journal of the IAOS (2021), 73(1), 189-204

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 ▲]

SCHOOL FUTURES - Using scenario approaches to inform transformation initiatives in the Luxembourg school system

in European Court of Auditors Journal (2021), (1), 193-199

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 ▲]

A pluralistic and integrated approach to action-oriented knowledge for sustainability

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 ▲]

Environmental and Sustainability Education (ESE) in the Benelux region

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

Systems approaches for transforming social practice: Design requirements

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

Sustainability science as a transformative social learning process

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

Community-based monitoring for improved water governance: A case study in Holbox Island, Quintana Roo State, Mexico

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

Environmental and sustainability education in the Benelux countries: Research, policy and practices at the intersection of education and societal transformation

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 ▲]

Learning to confront complexity: What roles can a computer-based problem-solving scenario play?

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 ▲]