Transformative Research and Education in Living Labs Using the SDGs as a Compass

Autor/inn/en	Heijmans, Annelies; Eweg, Rik
Titel	Transformative Research and Education in Living Labs Using the SDGs as a Compass
Quelle	In: International Journal of Sustainability in Higher Education, 24 (2023) 9, S.335-354 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-11-2022-0350
Schlagwörter	Foreign Countries; Laboratories; Interdisciplinary Approach; Educational Environment; Higher Education; International Education; Climate; Conservation (Environment); Agriculture; Sustainable Development; Netherlands; Indonesia; India; Ethiopia; Kenya + Suchen Sie Ihr Suchwort? Ausland; Laboratory; Laboratorium; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Erziehung; Klima; Conservation; Environment; Konservierung; Bewahung; Umwelt; Landwirtschaft; Nachhaltige Entwicklung; Niederlande; Indonesien; Indien; Äthiopien; Kenia
Abstract	Purpose: This study aims to investigate how Living Labs of Van Hall Larenstein UAS perform as sustainability-oriented, transdisciplinary learning environments. It shows how the sustainable development goals (SDGs) can be used as a compass and debates the sustainability impact of applied research. Design/methodology/approach: A case study approach was adopted, including a literature review, scoping visits, online workshops and peer-to-peer inter-vision/learning, using the SDGs as a compass and framework for analysis. Findings: Most Living Labs use a "silo-approach" on the SDGs and are designed from a technological-expert perspective. This results in blind spots, particularly on SDGs related to reducing socio-economic inequality and just institutions. Debating unsustainable systems, cultures and practices is avoided. To contribute to sustainability transitions, universities need to invest in developing transformative capacity. This refers to SDG-transition competences such as collaborative communication, constructively engaging with diversity and conflicts, discussing values, norms and ethics and encouraging reflexivity. Research limitations/implications: Mainly lecturer-researchers were involved in the study. COVID-19 travel restrictions hindered the research at the grassroots level in India and Indonesia. Originality/value: The study revealed the importance of creating Living Labs as safe and brave inter- and transdisciplinary learning environments to practice reflexivity: encouraging students, researchers and stakeholders to look at sustainability issues from plural perspectives and questioning unsustainable practices, which combined lead to changing perceptions, practices and relations and a deeper understanding of how change happens. The SDGs as a compass method supports reflexivity among stakeholders and in redirecting strategies towards a sustainable future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01