Following up on the recent post about eco-emotions, the model by Pihkala (2022) can be helpful when thinking and talking about eco-anxiety. There are …

If you are looking for an idea of how to make space for sustainability teaching, connecting students to the place they are in, helping …

Before we get into the how of assessing key competencies for sustainability, let's first look at the why (other than that is part of …

When teaching for sustainability, we need to give students the chance to practice working with Wicked Problems (as many of us are already doing, …

What clash? Carbon emissions must not exceed 2 tons carbon per capita by 2030 to stay within 1.5 degrees of warming, which is at …

The rising concerns around sustainability have led to the urgent need to update higher education curricula with sustainability-related knowledge and skills. Among the various …

We invite you to join the (bring-your-own) lunch seminar on the topic, and/or to read this blog post to work through the reflection prompts and examples yourself.

Where do we even start when we are thinking about including discussions related to sustainability in courses that are not explicitly about sustainability? Structural engineers Ivar and Jonas share their own approach, discuss some literature-based recommendations, and invite us into conversation!

The structures we use for discussions have an influence both who speaks and who gets heard. Using structures where everybody is included and where ideas can be evaluated independently of who had them contributes to a more inclusive environment in which a wider range of perspectives is considered and solutions are improved. Here are two examples of such "Liberating Structures"

There are many factors that make it difficult to have conversations about sustainability. In this blogpost, I present the "Spiral of Silence" model, based on work by Crease & Singhasaneh (2023), that shows many of those factors