The Embassy of Good Science - User contributions [en]

Instruction:0df3ed4b-4b28-4705-bf4a-274347f4339d

2026-06-11T07:50:24Z

0000-0001-7124-9282:

{{Instruction
|Title=Applying Life Cycle Assessment (LCA) in healthcare and research processes
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces Life Cycle Assessment (LCA) as a structured tool for evaluating environmental impacts across chains. It aims to develop foundational understanding of life cycle thinking, highlight sustainability challenges, and demonstrate how LCA supports evidence-based decision-making, identifies environmental hotspots, and addresses uncertainty in complex systems such as healthcare delivery and agro-food logistics.

At the end of this module, students will be able to:

*Explain the concept and purpose of Life Cycle Assessment (LCA).
*Describe the key stages of supply chains using illustrative cases from healthcare and research practice.
*Apply life cycle thinking (cradle-to-grave) to real-world products.
*Identify major environmental impacts and hotspots across supply chains.
*Understand how LCA supports sustainable and evidence-based decision-making.
|Has Duration=1
|Important For=Citizen Scientists; Ethics reviewers; Researcher; Students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This module introduces the fundamentals of Life Cycle Assessment (LCA) and its application in research supply chains. It explores how products move through stages from raw material extraction to disposal, and how each stage creates environmental impacts. The module highlights sustainability challenges, including energy use, emissions, and waste generation. It also explains how LCA helps identify critical impact points and supports informed decision-making. By integrating real-world examples from healthcare and research practice, the module connects theory to practice, enabling learners to understand how sustainability can be improved in complex, global supply systems.
}}
{{Instruction Step Trainee
|Instruction Step Title=Life cycle assessment(LCA) in healthcare practices
|Instruction Step Text='''Life Cycle Assessment (LCA)''' is a systematic method used to evaluate the environmental impacts of a product, process, or service throughout its entire life cycle from raw material extraction, production, and distribution to use and final disposal. It helps identify where the greatest environmental impacts occur and supports more sustainable and informed decision-making.

Why Conduct LCAs (Purpose)

*Identify areas of high environmental impact within production processes
*Quantify key impacts like greenhouse gas emissions, water use, and energy consumption
*Identify opportunities for waste reduction, energy savings, and the use of more sustainable materials

Benefits of LCA (output)

*Provides data-driven insights for informed decision-making
*Guides process and product design improvements
*Enables hotspot analysis to focus sustainability efforts
*Helps set concrete sustainability goals and measure progress

Please see the following interactive videos for a real-life explanation of how LCA is applied in practice across different supply chains.
|Instruction Step Interactive Content=Resource:H5P-605
}}
{{Instruction Step Trainee
|Instruction Step Title=Research practices: wet and dry laboratories
|Instruction Step Text=Research activities can take place in both wet and dry laboratories, each with distinct processes and environmental impacts.

Wet Laboratory (Wet Lab) Research Practice

A wet lab is a research environment where experiments are conducted using biological materials, chemicals, liquids, and specialized laboratory equipment. These activities often require substantial energy, generate plastic and chemical waste, and consume water and other resources.

Dry Laboratory (Dry Lab) Research Practice

A dry lab is a research environment where research is conducted through computational methods, including data analysis, modeling, simulations, and artificial intelligence. These activities rely on computers, data storage, and digital infrastructure rather than physical experiments.

While considerable attention has been given to reducing environmental impacts in wet laboratories, progress in digital or "dry lab" research has been slower. The growing use of data-intensive approaches in fields such as population health, personalized medicine, and artificial intelligence has increased the environmental footprint of digital research. Beyond the impacts associated with manufacturing computer hardware, digital technologies consume substantial amounts of energy through data centers, cloud storage, and high-performance computing.

Assessing these impacts is important not only for reducing greenhouse gas emissions but also because environmental sustainability considerations are increasingly being incorporated into research funding requirements, ethics frameworks, and research integrity guidelines.
}}
{{Instruction Step Trainee
|Instruction Step Title=Identify the environmental hotspots in a research laboratory
|Instruction Step Text=Click on the hotspots to explore the environmental impacts associated with wet and dry laboratory research practices and discover how Life Cycle Assessment (LCA) can help identify each environmental hotspots and support more sustainable research.
|Instruction Step Interactive Content=Resource:H5P-624
}}
{{Instruction Step Trainee
|Instruction Step Title=Sustainability action: My Green Lab
|Instruction Step Text=LCA helps identify environmental hotspots across research activities. Sustainable laboratory initiatives such as My Green Lab provide practical strategies to reduce these impacts and support more environmentally responsible research.
|Instruction Step Interactive Content=Resource:H5P-623
}}
{{Instruction Step Trainee
|Instruction Step Title=Sustainability Action: algorithm optimization
|Instruction Step Text=Optimizing algorithms improves efficiency by increasing speed and reducing memory usage. Since memory power consumption depends largely on the amount of memory allocated rather than used, minimizing peak memory requirements can significantly reduce energy consumption and support green computing. The Green Algorithms calculator can be used to estimate the carbon footprint of computational tasks and assess the environmental impact of different computing approaches.
[[File:Green Algorithms 1.png|center|frameless|600x600px]]
Figure 1: Green Algorithms calculator taken from [https://calculator.green-algorithms.org/ Green Algorithms (green- algorithms.org)]

'''Further Sustainability Recommendations'''
{{{!}} class="wikitable"
{{!}}+
!'''Recommendations'''
!'''Description'''
{{!}}-
{{!}}Reduce the Pragmatic Scaling Factor
{{!}}Limit the number of times algorithms are executed by minimizing unnecessary reruns, excessive parameter tuning, and debugging on full datasets.

'''Environmental benefits:''' decreases computational workload, energy use, and associated emissions.
{{!}}-
{{!}}Choose Efficient Data Centers
{{!}}Run computations in energy-efficient data centers located in regions with low-carbon electricity and low Power Usage Effectiveness (PUE).

'''Environmental benefits:''' Significantly reduces greenhouse gas emissions from computational activities.
{{!}}-
{{!}}Offset Greenhouse Gas (GHG) Emissions
{{!}}Compensate unavoidable emissions through certified carbon offset projects such as renewable energy, reforestation, or clean cooking initiatives.

'''Environmental benefits:''' Helps achieve carbon neutrality and supports broader sustainability goals.
{{!}}}
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=ALLEA (2023) The European Code of Conduct for Research Integrity – Revised Edition 2023. Berlin. DOI 10.26356/ECOC [accessed 10.05.24]

Baehr, J., Göllner-Völker, L., Baehr, M. ''et al.'' Life cycle assessment of pharmaceutical and clinical packaging required for medication administration practices. ''Int J Life Cycle Assess'' 29, 416–432 (2024). <nowiki>https://doi.org/10.1007/s11367-023-02270-x</nowiki>

European Commission, Joint Research Centre. (2021). ''Life Cycle Assessment (LCA) to evaluate environmental impacts of bioeconomy'' [Video]. Knowledge4Policy.https://knowledge4policy.ec.europa.eu/audiovisual/knowledge-centre-bioeconomy-video-life-cycle-assessment-lca-evaluate-environmental_en

European Commission “Ethics for Researchers: facilitating research excellence in FP7”. Directorate-General for research and innovation, 2013. 10.2777/7491 [accessed 10.05.24]

Grealey, J., Lannelongue, L., Saw, W., Marten, J., Méric, G., Ruiz-Carmona, S., Inouye, M. “The Carbon Footprint of Bioinformatics”, Molecular Biology and Evolution, Volume 39, Issue 3,

[https://eur04.safelinks.protection.outlook.com/?url=https%3A%2F%2Fcalculator.green-algorithms.org%2F&data=05%7C02%7Cm.z.rata%40amsterdamumc.nl%7C0eb238d3934a4cf804ae08dec2313493%7C68dfab1a11bb4cc6beb528d756984fb6%7C0%7C0%7C639161715095599648%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=qkB3MFC8VAhCvo5%2FyE5HN5VWY3HcJmb6uboOOcE3k6w%3D&reserved=0 <u>Green Algorithms (green-algorithms.org)</u>] [accessed 10.05.24]

Lannelongue, L., Grealey, J., Inouye, M. “Green Algorithms: Quantifying the Carbon Footprint of Computation” Adv. Sci. 2021, 8, 2100707. [https://eur04.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.1002%2Fadvs.202100707&data=05%7C02%7Cm.z.rata%40amsterdamumc.nl%7C0eb238d3934a4cf804ae08dec2313493%7C68dfab1a11bb4cc6beb528d756984fb6%7C0%7C0%7C639161715095615464%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=yvnyfQym2Mdwsh7Pfkgdoy2nTldKTtyxGQEj%2Fibc5rU%3D&reserved=0 <u>https://doi.org/10.1002/advs.202100707</u>] [accessed 10.05.24]

Pham T, van der Schans J. A Conceptual Framework for Life-Cycle Health Technology Assessment Value in Health, 2023;26, 612-613

Samuel, G., and Richie, C. “Reimagining research ethics to include environmental sustainability: a principled approach, including a case study of data-driven health research” J Med Ethics, August 2022. 10.1136/jme-2022-108489 [accessed 09.05.24]

Sharma B, Swanton B, Kuo J, Sysawang K, Yagyu S, Motala A, Tolentino D, Meshkati N, Hempel S. Use of Life Cycle Assessment in the Healthcare Industry: Environmental Impacts and Emissions Associated With Products, Processes, and Waste [Internet]. Rockville (MD): Agency for Healthcare Research and Quality (US);2024 Nov. Report No.: 24(25)-EHC027. PMID: 39656897.

UK Research and Innovation. “UK RESEARCH AND INNOVATION fEC GRANTS STANDARD TERMS AND CONDITIONS OF GRANT GUIDANCE” 2021 [https://eur04.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.ukri.org%2Fwp-content%2Fuploads%2F2021%2F04%2FUKRI-021122-fECGrantTermsAndConditionsGuidance.pdf&data=05%7C02%7Cm.z.rata%40amsterdamumc.nl%7C0eb238d3934a4cf804ae08dec2313493%7C68dfab1a11bb4cc6beb528d756984fb6%7C0%7C0%7C639161715095584304%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=SCdN0lphwrWsXdFXIGsomH%2FFSrXN1a51NghyPDgb2xk%3D&reserved=0 <u>UKRI-021122-fECGrantTermsAndConditionsGuidance.pdf</u>] [accessed 10.05.24]
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:B8be5b25-e909-4410-954c-4bb0c6c17586

2026-06-04T13:19:37Z

0000-0001-7124-9282:

{{Instruction
|Title=Food for thought: systems thinking and traditional knowledge
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule builds on the Earth to Research podcast episode “Food for Thought: Systems Thinking and Traditional Knowledge,” exploring food systems as complex, interconnected networks linking environmental sustainability, social justice, and global economic structures. The episode contains themes related to epistemic justice, indigenous knowledge and collaborative research. After engaging with the podcast and following the reflexive activities, learners will be able to:

1. Describe how epistemic injustice occurs in research activities.

3. Analyse how power and responsibility are distributed among actors in research activities.

4. Evaluate ethical issues in food systems research, including knowledge use, inclusion, and benefit sharing.

5. Apply systems thinking in an ethically informed way to identify context-sensitive and just interventions.
|Has Duration=1.5
|Important For=Researcher; Students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This activity builds on the Earth to Research podcast episode “Food for Thought: Systems Thinking and Traditional Knowledge,” featuring food systems researcher Madhura Rao in conversation with Lucy Sabin.

The episode explores food systems as complex, interconnected networks linking environmental sustainability, social justice, and global economic structures. Using examples such as rice, it shows how a single product connects farmers, researchers, global trade, retailers, and consumers across multiple scales.

A central focus of this module is that food systems are not only technical systems, but also ethical and political systems shaped by power, values, and knowledge. Sustainability challenges such as food waste do not arise from one actor alone, but from interactions across the system.

The episode also highlights how innovations in the circular bioeconomy such as Peel Pioneers can turn waste into resources. At the same time, it raises important ethical questions:

*Who benefits from these innovations?
*Whose knowledge is being used, and is it recognised?
*Do these solutions challenge or reproduce existing inequalities?

The discussion introduces the idea that traditional, local, and scientific knowledge systems can complement each other, but only when engagement is respectful, inclusive, and fair.

This discussion is relevant for reflections about epistemic injustice in research and innovation activities. Epistemic injustice refers to unfair knowledge practices "''inflicted upon people in their capacity as knowers, and as producers and recipients of knowledge, owing to structural prejudices in the processes involved in knowledge production, use, and circulation'' ." (Bhakuni & Abimbola 2021).

Bhakuni, H., & Abimbola, S. (2021). Epistemic injustice in academic global health. ''The Lancet Global Health'', ''9'' (10), e1465-e1470.
}}
{{Instruction Step Trainee
|Instruction Step Title=Listen to the podcast
|Instruction Step Text=Listen to the episode and consider both system dynamics and ethical dimensions

If you prefer reading, you can consult the transcript.

Guiding prompt while listening: Pay attention not only to how the food system works, but also to:

* Who has influence within the system
* Whose knowledge is valued or overlooked
* Who benefits from current practices and proposed solutions
|Instruction Step Interactive Content=Resource:H5P-611
}}
{{Instruction Step Trainee
|Instruction Step Title=Understand and reflect critically
|Instruction Step Text=Do the following activity and check your understanding and reflect critically.
|Instruction Step Interactive Content=Resource:H5P-613
}}
{{Instruction Step Trainee
|Instruction Step Title=Ethical and systems reflection
|Instruction Step Text=Work in groups or pairs. If this is not possible, reflect individually. Identify an area of research and reflect on the questions below.

*Power and responsibility
o Who makes decisions related to what is an important research question and which studies get funded?

o Who is most affected by the research?
*Knowledge and inclusion
o What types of knowledge are relevant (scientific, local, traditional)?

o Are any perspectives missing or undervalued?

o How do the ways we do research influence whose knowledge is heard?

o Are community members involved in interpretation and decision-making, or only data collection?
*Fairness and benefits
o Who benefits from current practices?

o Who might be excluded or disadvantaged?

o Have expectations related to the benefits of research (e.g. intellectual property, authorship, and data ownership) been discussed?
}}
{{Instruction Step Trainee
|Instruction Step Title=Extra resources
|Instruction Step Text=Food and Agriculture Organization of the United Nations – Food Systems

European Commission – Bioeconomy Strategy

UNESCO – Local and Indigenous Knowledge Systems (LINKS)
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:775ea760-412c-46b6-9b74-64b5c6893973; Resource:H5P-520
}}
{{Tags
|Has Virtue And Value=Fairness; Respect; justice
}}

Instruction:B8be5b25-e909-4410-954c-4bb0c6c17586

2026-06-04T13:11:50Z

0000-0001-7124-9282:

{{Instruction
|Title=Food for thought: systems thinking and traditional knowledge
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule builds on the Earth to Research podcast episode “Food for Thought: Systems Thinking and Traditional Knowledge,” exploring food systems as complex, interconnected networks linking environmental sustainability, social justice, and global economic structures. The episode contains themes related to epistemic justice, indigenous knowledge and collaborative research. After engaging with the podcast and following the reflexive activities, learners will be able to:

1. Describe how epistemic injustice occurs in research activities.

3. Analyse how power and responsibility are distributed among actors in research activities.

4. Evaluate ethical issues in food systems research, including knowledge use, inclusion, and benefit sharing.

5. Apply systems thinking in an ethically informed way to identify context-sensitive and just interventions.
|Has Duration=1.5
|Important For=Researcher; Students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This activity builds on the Earth to Research podcast episode “Food for Thought: Systems Thinking and Traditional Knowledge,” featuring food systems researcher Madhura Rao in conversation with Lucy Sabin.

The episode explores food systems as complex, interconnected networks linking environmental sustainability, social justice, and global economic structures. Using examples such as rice, it shows how a single product connects farmers, researchers, global trade, retailers, and consumers across multiple scales.

A central focus of this module is that food systems are not only technical systems, but also ethical and political systems shaped by power, values, and knowledge. Sustainability challenges such as food waste do not arise from one actor alone, but from interactions across the system.

The episode also highlights how innovations in the circular bioeconomy such as Peel Pioneers can turn waste into resources. At the same time, it raises important ethical questions:

*Who benefits from these innovations?
*Whose knowledge is being used, and is it recognised?
*Do these solutions challenge or reproduce existing inequalities?

The discussion introduces the idea that traditional, local, and scientific knowledge systems can complement each other, but only when engagement is respectful, inclusive, and fair.

This discussion is relevant for reflections about epistemic injustice in research and innovation activities. Epistemic injustice refers to unfair knowledge practices "''inflicted upon people in their capacity as knowers, and as producers and recipients of knowledge, owing to structural prejudices in the processes involved in knowledge production, use, and circulation'' ." (Bhakuni & Abimbola 2021).

Bhakuni, H., & Abimbola, S. (2021). Epistemic injustice in academic global health. ''The Lancet Global Health'', ''9'' (10), e1465-e1470.
}}
{{Instruction Step Trainee
|Instruction Step Title=Listen to the podcast
|Instruction Step Text=Listen to the episode and consider both system dynamics and ethical dimensions

If you prefer reading, you can consult the transcript.

Guiding prompt while listening: Pay attention not only to how the food system works, but also to:

* Who has influence within the system
* Whose knowledge is valued or overlooked
* Who benefits from current practices and proposed solutions
|Instruction Step Interactive Content=Resource:H5P-611
}}
{{Instruction Step Trainee
|Instruction Step Title=Understand and reflect critically
|Instruction Step Text=Do the following activity and check your understanding and reflect critically.
|Instruction Step Interactive Content=Resource:H5P-613
}}
{{Instruction Step Trainee
|Instruction Step Title=Ethical and systems reflection
|Instruction Step Text=Work in groups or pairs. If this is not possible, reflect individually. Identify an area of research and reflect on the questions below.

*Power and responsibility
o Who makes decisions in this related to what is a valid research question and what gets studied?

o Who is most affected?
*Knowledge and inclusion
o What types of knowledge are relevant (scientific, local, traditional)?

o Are any perspectives missing or undervalued?
*Fairness and benefits
o Who benefits from current practices?

o Who might be excluded or disadvantaged?
*Framing and assumptions
o How is the problem (e.g. “waste”) defined?

o Would this definition change in another context?
*Interventions
o Where could changes be made in the system?

o How can these changes be both effective and ethically responsible?
}}
{{Instruction Step Trainee
|Instruction Step Title=Extra resources
|Instruction Step Text=Food and Agriculture Organization of the United Nations – Food Systems

European Commission – Bioeconomy Strategy

UNESCO – Local and Indigenous Knowledge Systems (LINKS)
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:775ea760-412c-46b6-9b74-64b5c6893973; Resource:H5P-520
}}
{{Tags
|Has Virtue And Value=justice; Respect; Fairness
}}

Instruction:B8be5b25-e909-4410-954c-4bb0c6c17586

2026-06-04T13:03:37Z

0000-0001-7124-9282:

{{Instruction
|Title=Food for thought: systems thinking and traditional knowledge
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule builds on the Earth to Research podcast episode “Food for Thought: Systems Thinking and Traditional Knowledge,” exploring food systems as complex, interconnected networks linking environmental sustainability, social justice, and global economic structures. The episode contains themes related to epistemic justice, indigenous knowledge and collaborative research. After engaging with the podcast and following the reflexive activities, learners will be able to:

1. Describe how epistemic injustices manifest in research.

3. Analyse how power and responsibility are distributed among actors in research processes.

4. Evaluate ethical issues in food systems research, including knowledge use, inclusion, and benefit sharing.

5. Apply systems thinking in an ethically informed way to identify context-sensitive and just interventions.
|Has Duration=1.5
|Important For=Researcher; Students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This activity builds on the Earth to Research podcast episode “Food for Thought: Systems Thinking and Traditional Knowledge,” featuring food systems researcher Madhura Rao in conversation with Lucy Sabin.

The episode explores food systems as complex, interconnected networks linking environmental sustainability, social justice, and global economic structures. Using examples such as rice, it shows how a single product connects farmers, researchers, global trade, retailers, and consumers across multiple scales.

A central focus of this module is that food systems are not only technical systems, but also ethical and political systems shaped by power, values, and knowledge. Sustainability challenges such as food waste do not arise from one actor alone, but from interactions across the system.

The episode also highlights how innovations in the circular bioeconomy such as Peel Pioneers can turn waste into resources. At the same time, it raises important ethical questions:

*Who benefits from these innovations?
*Whose knowledge is being used, and is it recognised?
*Do these solutions challenge or reproduce existing inequalities?

The discussion introduces the idea that traditional, local, and scientific knowledge systems can complement each other, but only when engagement is respectful, inclusive, and fair.

This discussion is relevant for reflections about epistemic injustice in research and innovation activities. Epistemic injustice refers to unfair knowledge practices "''inflicted upon people in their capacity as knowers, and as producers and recipients of knowledge, owing to structural prejudices in the processes involved in knowledge production, use, and circulation'' ." (Bhakuni & Abimbola 2021).

Bhakuni, H., & Abimbola, S. (2021). Epistemic injustice in academic global health. ''The Lancet Global Health'', ''9'' (10), e1465-e1470.
}}
{{Instruction Step Trainee
|Instruction Step Title=Listen to the podcast
|Instruction Step Text=Listen to the episode and consider both system dynamics and ethical dimensions

If you prefer reading, you can consult the transcript.

Guiding prompt while listening: Pay attention not only to how the food system works, but also to:

* Who has influence within the system
* Whose knowledge is valued or overlooked
* Who benefits from current practices and proposed solutions
|Instruction Step Interactive Content=Resource:H5P-611
}}
{{Instruction Step Trainee
|Instruction Step Title=Understand and reflect critically
|Instruction Step Text=Do the following activity and check your understanding and reflect critically.
|Instruction Step Interactive Content=Resource:H5P-613
}}
{{Instruction Step Trainee
|Instruction Step Title=Ethical and systems reflection
|Instruction Step Text=Work in groups or pairs. If this is not possible reflect individually. Identify a food system and reflect on the questions below.

*Power and responsibility
o Who makes decisions in this system?

o Who is most affected by them?
*Knowledge and inclusion
o What types of knowledge are relevant (scientific, local, traditional)?

o Are any perspectives missing or undervalued?
*Fairness and benefits
o Who benefits from current practices or proposed solutions?

o Who might be excluded or disadvantaged?
*Framing and assumptions
o How is the problem (e.g. “waste”) defined?

o Would this definition change in another context?
*Interventions
o Where could changes be made in the system?

o How can these changes be both effective and ethically responsible?
}}
{{Instruction Step Trainee
|Instruction Step Title=Extra resources
|Instruction Step Text=Food and Agriculture Organization of the United Nations – Food Systems

European Commission – Bioeconomy Strategy

UNESCO – Local and Indigenous Knowledge Systems (LINKS)
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:B8be5b25-e909-4410-954c-4bb0c6c17586

2026-06-04T12:37:44Z

0000-0001-7124-9282:

{{Instruction
|Title=Food for thought: systems thinking and traditional knowledge
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule builds on the Earth to Research podcast episode “Food for Thought: Systems Thinking and Traditional Knowledge,” exploring food systems as complex, interconnected networks linking environmental sustainability, social justice, and global economic structures. The episode contains themes related to epistemic justice, indigenous knowledge and collaborative research. After engaging with the podcast and following the reflexive activities, learners will be able to:

1. Describe how epistemic injustices manifest in research.

3. Analyse how power and responsibility are distributed among actors in research processes.

4. Evaluate ethical issues in food systems research, including knowledge use, inclusion, and benefit sharing.

5. Apply systems thinking in an ethically informed way to identify context-sensitive and just interventions.
|Has Duration=1.5
|Important For=Researcher; Students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This activity builds on the Earth to Research podcast episode “Food for Thought: Systems Thinking and Traditional Knowledge,” featuring food systems researcher Madhura Rao in conversation with Lucy Sabin.

The episode explores food systems as complex, interconnected networks linking environmental sustainability, social justice, and global economic structures. Using examples such as rice, it shows how a single product connects farmers, researchers, global trade, retailers, and consumers across multiple scales.

A central focus of this module is that food systems are not only technical systems, but also ethical and political systems shaped by power, values, and knowledge. Sustainability challenges such as food waste do not arise from one actor alone, but from interactions across the system.

The episode also highlights how innovations in the circular bioeconomy such as Peel Pioneers can turn waste into resources. At the same time, it raises important ethical questions:

*Who benefits from these innovations?
*Whose knowledge is being used, and is it recognised?
*Do these solutions challenge or reproduce existing inequalities?

The discussion introduces the idea that traditional, local, and scientific knowledge systems can complement each other, but only when engagement is respectful, inclusive, and fair.
}}
{{Instruction Step Trainee
|Instruction Step Title=Listen to the podcast
|Instruction Step Text=Listen to the episode and consider both system dynamics and ethical dimensions

If you prefer reading, you can consult the transcript.

Guiding prompt while listening: Pay attention not only to how the food system works, but also to:

* Who has influence within the system
* Whose knowledge is valued or overlooked
* Who benefits from current practices and proposed solutions
|Instruction Step Interactive Content=Resource:H5P-611
}}
{{Instruction Step Trainee
|Instruction Step Title=Understand and reflect critically
|Instruction Step Text=Do the following activity and check your understanding and reflect critically.
|Instruction Step Interactive Content=Resource:H5P-613
}}
{{Instruction Step Trainee
|Instruction Step Title=Ethical and systems reflection
|Instruction Step Text=Work in groups or pairs. If this is not possible reflect individually. Identify a food system and reflect on the questions below.

*Power and responsibility
o Who makes decisions in this system?

o Who is most affected by them?
*Knowledge and inclusion
o What types of knowledge are relevant (scientific, local, traditional)?

o Are any perspectives missing or undervalued?
*Fairness and benefits
o Who benefits from current practices or proposed solutions?

o Who might be excluded or disadvantaged?
*Framing and assumptions
o How is the problem (e.g. “waste”) defined?

o Would this definition change in another context?
*Interventions
o Where could changes be made in the system?

o How can these changes be both effective and ethically responsible?
}}
{{Instruction Step Trainee
|Instruction Step Title=Extra resources
|Instruction Step Text=Food and Agriculture Organization of the United Nations – Food Systems

European Commission – Bioeconomy Strategy

UNESCO – Local and Indigenous Knowledge Systems (LINKS)
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:0df3ed4b-4b28-4705-bf4a-274347f4339d

2026-06-04T11:17:33Z

0000-0001-7124-9282:

{{Instruction
|Title=Applying Life Cycle Assessment (LCA) in health and research supply chains
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces Life Cycle Assessment (LCA) as a structured tool for evaluating environmental impacts across chains. It aims to develop foundational understanding of life cycle thinking, highlight sustainability challenges, and demonstrate how LCA supports evidence-based decision-making, identifies environmental hotspots, and addresses uncertainty in complex systems such as healthcare delivery and agro-food logistics.

At the end of this module, students will be able to:

*Explain the concept and purpose of Life Cycle Assessment (LCA).
*Describe the key stages of supply chains using illustrative cases from healthcare and research practice.
*Apply life cycle thinking (cradle-to-grave) to real-world products.
*Identify major environmental impacts and hotspots across supply chains.
*Understand how LCA supports sustainable and evidence-based decision-making.
|Has Duration=1
|Important For=Citizen Scientists; Ethics reviewers; Researcher; Students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This module introduces the fundamentals of Life Cycle Assessment (LCA) and its application in supply chains. It explores how products move through stages from raw material extraction to disposal, and how each stage creates environmental impacts. The module highlights sustainability challenges, including energy use, emissions, and waste generation. It also explains how LCA helps identify critical impact points and supports informed decision-making. By integrating real-world examples from healthcare and research practice, the module connects theory to practice, enabling learners to understand how sustainability can be improved in complex, global supply systems.
}}
{{Instruction Step Trainee
|Instruction Step Title=What is Life Cycle Assessment
|Instruction Step Text='''Life Cycle Assessment (LCA)''' is a systematic method used to evaluate the environmental impacts of a product, process, or service throughout its entire life cycle from raw material extraction, production, and distribution to use and final disposal. It helps identify where the greatest environmental impacts occur and supports more sustainable and informed decision-making. Please see the following interactive videos for a real-life explanation of how LCA is applied in practice across different supply chains.
|Instruction Step Interactive Content=Resource:H5P-601
}}
{{Instruction Step Trainee
|Instruction Step Title=Life Cycle Assessment framework
|Instruction Step Text=The Life Cycle Assessment (LCA) framework is a standardized approach used to evaluate environmental impacts across the entire life cycle of a product or system.

'''The Four Main Stages of the LCA Framework'''

#Goal and Scope Definition: this stage defines the purpose of the study, the system boundaries, and the functional unit. It sets what will be analyzed and ensures the study is clear and focused.
#Life Cycle Inventory (LCI): this stage involves collecting data on all inputs and outputs, such as materials, energy, emissions, and waste across each stage of the life cycle.
#Life Cycle Impact Assessment (LCIA): in this stage, the collected data are analyzed to assess environmental impacts, such as climate change, water use, and pollution.
#Interpretation: This final stage evaluates the results, identifies key environmental hotspots, and provides conclusions and recommendations for decision-making.

The LCA framework is iterative, meaning results from one stage can lead to improvements or adjustments in earlier stages.
|Instruction Step Interactive Content=Resource:H5P-604
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflection on health supply chains
|Instruction Step Text=A health supply chain includes all processes involved in delivering medical products and services, from production to patient use. It covers stages such as manufacturing, storage, transportation, distribution, and healthcare delivery, each requiring significant energy and resources. Research shows these stages can generate greenhouse gas emissions, medical waste, and high energy use , contributing to environmental impact.

Look at the health supply chain diagram below and reflect on the following activities.
[[File:Healthcare1.png|center|frameless|600x600px]]
|Instruction Step Interactive Content=Resource:H5P-605
}}
{{Instruction Step Trainee
|Instruction Step Title=System boundaries in Life Cycle Assessment for health supply chains
|Instruction Step Text=In health supply chains, every product from vaccines to syringes has environmental impacts at different stages of its life. To understand these impacts, we use Life Cycle Assessment at different stages.

*'''Cradle-to-Gate:''' Covers a product’s impact from raw material extraction up to the factory exit.
*'''Gate-to-Gate:''' Focuses on the environmental impact of a single process or stage within the supply chain.

*'''Cradle-to-Grave:''' Assesses the full life cycle from raw materials to final disposal.
To see how these stages are interconnected in practice, watch the following short video.
|Instruction Step Interactive Content=Resource:H5P-606
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=Baehr, J., Göllner-Völker, L., Baehr, M. ''et al.'' Life cycle assessment of pharmaceutical and clinical packaging required for medication administration practices. ''Int J Life Cycle Assess'' 29, 416–432 (2024). <nowiki>https://doi.org/10.1007/s11367-023-02270-x</nowiki>

European Commission, Joint Research Centre. (2021). ''Life Cycle Assessment (LCA) to evaluate environmental impacts of bioeconomy'' [Video]. Knowledge4Policy.https://knowledge4policy.ec.europa.eu/audiovisual/knowledge-centre-bioeconomy-video-life-cycle-assessment-lca-evaluate-environmental_en

Pham T, van der Schans J. A Conceptual Framework for Life-Cycle Health Technology Assessment Value in Health, 2023;26, 612-613

Marques, C.;Güneş, S.;Vilela, A.;Gomes, R. Life-Cycle Assessment in Agri-Food Systems and the Wine Industry—A Circular Economy Perspective. ''Foods'' 2025, ''14'', 1553. <nowiki>https://doi.org/10.3390/foods14091553</nowiki>

Sharma B, Swanton B, Kuo J, Sysawang K, Yagyu S, Motala A, Tolentino D, Meshkati N, Hempel S. Use of Life Cycle Assessment in the Healthcare Industry: Environmental Impacts and Emissions Associated With Products, Processes, and Waste [Internet]. Rockville (MD): Agency for Healthcare Research and Quality (US);2024 Nov. Report No.: 24(25)-EHC027. PMID: 39656897.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:0df3ed4b-4b28-4705-bf4a-274347f4339d

2026-06-04T11:17:06Z

0000-0001-7124-9282:

{{Instruction
|Title=Applying Life Cycle Assessment (LCA) in health and food supply chains
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces Life Cycle Assessment (LCA) as a structured tool for evaluating environmental impacts across chains. It aims to develop foundational understanding of life cycle thinking, highlight sustainability challenges, and demonstrate how LCA supports evidence-based decision-making, identifies environmental hotspots, and addresses uncertainty in complex systems such as healthcare delivery and agro-food logistics.

At the end of this module, students will be able to:

*Explain the concept and purpose of Life Cycle Assessment (LCA).
*Describe the key stages of supply chains using illustrative cases from healthcare and research practice.
*Apply life cycle thinking (cradle-to-grave) to real-world products.
*Identify major environmental impacts and hotspots across supply chains.
*Understand how LCA supports sustainable and evidence-based decision-making.
|Has Duration=1
|Important For=Citizen Scientists; Ethics reviewers; Researcher; Students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This module introduces the fundamentals of Life Cycle Assessment (LCA) and its application in supply chains. It explores how products move through stages from raw material extraction to disposal, and how each stage creates environmental impacts. The module highlights sustainability challenges, including energy use, emissions, and waste generation. It also explains how LCA helps identify critical impact points and supports informed decision-making. By integrating real-world examples from healthcare and research practice, the module connects theory to practice, enabling learners to understand how sustainability can be improved in complex, global supply systems.
}}
{{Instruction Step Trainee
|Instruction Step Title=What is Life Cycle Assessment
|Instruction Step Text='''Life Cycle Assessment (LCA)''' is a systematic method used to evaluate the environmental impacts of a product, process, or service throughout its entire life cycle from raw material extraction, production, and distribution to use and final disposal. It helps identify where the greatest environmental impacts occur and supports more sustainable and informed decision-making. Please see the following interactive videos for a real-life explanation of how LCA is applied in practice across different supply chains.
|Instruction Step Interactive Content=Resource:H5P-601
}}
{{Instruction Step Trainee
|Instruction Step Title=Life Cycle Assessment framework
|Instruction Step Text=The Life Cycle Assessment (LCA) framework is a standardized approach used to evaluate environmental impacts across the entire life cycle of a product or system.

'''The Four Main Stages of the LCA Framework'''

#Goal and Scope Definition: this stage defines the purpose of the study, the system boundaries, and the functional unit. It sets what will be analyzed and ensures the study is clear and focused.
#Life Cycle Inventory (LCI): this stage involves collecting data on all inputs and outputs, such as materials, energy, emissions, and waste across each stage of the life cycle.
#Life Cycle Impact Assessment (LCIA): in this stage, the collected data are analyzed to assess environmental impacts, such as climate change, water use, and pollution.
#Interpretation: This final stage evaluates the results, identifies key environmental hotspots, and provides conclusions and recommendations for decision-making.

The LCA framework is iterative, meaning results from one stage can lead to improvements or adjustments in earlier stages.
|Instruction Step Interactive Content=Resource:H5P-604
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflection on health supply chains
|Instruction Step Text=A health supply chain includes all processes involved in delivering medical products and services, from production to patient use. It covers stages such as manufacturing, storage, transportation, distribution, and healthcare delivery, each requiring significant energy and resources. Research shows these stages can generate greenhouse gas emissions, medical waste, and high energy use , contributing to environmental impact.

Look at the health supply chain diagram below and reflect on the following activities.
[[File:Healthcare1.png|center|frameless|600x600px]]
|Instruction Step Interactive Content=Resource:H5P-605
}}
{{Instruction Step Trainee
|Instruction Step Title=System boundaries in Life Cycle Assessment for health supply chains
|Instruction Step Text=In health supply chains, every product from vaccines to syringes has environmental impacts at different stages of its life. To understand these impacts, we use Life Cycle Assessment at different stages.

*'''Cradle-to-Gate:''' Covers a product’s impact from raw material extraction up to the factory exit.
*'''Gate-to-Gate:''' Focuses on the environmental impact of a single process or stage within the supply chain.

*'''Cradle-to-Grave:''' Assesses the full life cycle from raw materials to final disposal.
To see how these stages are interconnected in practice, watch the following short video.
|Instruction Step Interactive Content=Resource:H5P-606
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=Baehr, J., Göllner-Völker, L., Baehr, M. ''et al.'' Life cycle assessment of pharmaceutical and clinical packaging required for medication administration practices. ''Int J Life Cycle Assess'' 29, 416–432 (2024). <nowiki>https://doi.org/10.1007/s11367-023-02270-x</nowiki>

European Commission, Joint Research Centre. (2021). ''Life Cycle Assessment (LCA) to evaluate environmental impacts of bioeconomy'' [Video]. Knowledge4Policy.https://knowledge4policy.ec.europa.eu/audiovisual/knowledge-centre-bioeconomy-video-life-cycle-assessment-lca-evaluate-environmental_en

Pham T, van der Schans J. A Conceptual Framework for Life-Cycle Health Technology Assessment Value in Health, 2023;26, 612-613

Marques, C.;Güneş, S.;Vilela, A.;Gomes, R. Life-Cycle Assessment in Agri-Food Systems and the Wine Industry—A Circular Economy Perspective. ''Foods'' 2025, ''14'', 1553. <nowiki>https://doi.org/10.3390/foods14091553</nowiki>

Sharma B, Swanton B, Kuo J, Sysawang K, Yagyu S, Motala A, Tolentino D, Meshkati N, Hempel S. Use of Life Cycle Assessment in the Healthcare Industry: Environmental Impacts and Emissions Associated With Products, Processes, and Waste [Internet]. Rockville (MD): Agency for Healthcare Research and Quality (US);2024 Nov. Report No.: 24(25)-EHC027. PMID: 39656897.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:Ba19c399-d3b7-45b1-a8bd-da51cb6b72f1

2026-05-27T20:20:57Z

0000-0001-7124-9282:

{{Instruction
|Title=The Good Researcher: responsibility, discourse, and environmentally aware research
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule outlines how environmental and climate ethical considerations play a role in the different stages of research and innovation projects. By the end of the micromodule, participants will be able to:

* '''Understand''' the rationale for an approach to research ethics that incorporates environmental ethics dimensions.
* '''Reflect''' on what it means to be an environmentally virtuous researcher in one’s own specific field.
* '''Relate''' environmental dimensions of research and innovation to various stages of professional practice and act accordingly.
|Has Duration=1
|Important For=Citizen Scientists; Researchers; Students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This micromodule outlines how environmental- and climate-ethical considerations play a role in the different stages of research and innovation projects (choice of topic, research design, conduct of research, dissemination and implementation of results, impact of work output on environment and society). It explains how responsibility for environmental implications of research and innovation (R&I) can be attributed meaningfully, and what it means for professional conduct. As a key aspect, it introduces a virtue ethics approach to good R&I practice (as the micro-ethical dimension) and a deliberative discourse approach to environmental and societal impact (the macro-ethical dimension).

The micromodule challenges researchers to reflect on what it means to be an environmentally virtuous researcher in one’s own specific field. This is expected to sensitize researchers for their attitude and decision-making in academic and corporate R&I activities, both on the personal professional level and regarding the researcher’s role in tackling the wicked problems of our time. As such, this micromodule serves as an introductory unit for the various other micromodules that go into detail regarding either the professional conduct direction (research integrity) or the methodological aspects of multi-stakeholder discourses (sustainability, risk, ethical impact assessment, etc.) that researchers usually find themselves in.
}}
{{Instruction Step Trainee
|Instruction Step Title=Warm-up reflection
|Instruction Step Text=Before we start, take a moment to reflect.

You can click on the bottom right button to expand the window.
|Instruction Step Interactive Content=Resource:H5P-566
}}
{{Instruction Step Trainee
|Instruction Step Title=Watch: environmental dimensions of and in research
|Instruction Step Text=Watch the following video and reflect on environmental consideration in and form research.
|Instruction Step Interactive Content=Resource:H5P-565
}}
{{Instruction Step Trainee
|Instruction Step Title=Draw the good researcher!
|Instruction Step Text=Take a piece of paper a draw the good researcher. What would characterise a good researcher, scientist, or innovator? What is in their hands, on their mind, in/on their clothes, or their equipment?
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22

2026-05-27T20:18:26Z

0000-0001-7124-9282:

{{Instruction
|Title=Ethics of care and human-nature relations
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces the ethics of care and its relevance for research. By the end of this micromodule participants should be able to:

* '''Understand''' core ethics of care concepts and their basis in feminist and indigenous philosophies
* '''Identify''' care-based practices in your own research setting
* '''Propose''' strategies for strengthening care-based and environmentally aware practices in your own research and research setting.
|Has Duration=1
|Important For=Researchers
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Learn about care ethics
|Instruction Step Text=Watch this short video introducing ethics of care (or care ethics).

You can expand the window by clicking on the botton on the bottom-right corner.
|Instruction Step Interactive Content=Resource:H5P-517
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect about the 5 phases of care in your research
|Instruction Step Text=Look back at the 5 phases of care by Toronto and think about your research. How could you reflect on and integrate the 5 phases of care in your research? You can think about your research design or a specific phase of your research.

For inspiration you can look at [https://www.tandfonline.com/doi/full/10.1080/09650792.2018.1450771?utm_source=researchgate.net&medium=article this article] where a research group describes in detail how they have integrate the and reflected upon the 5 phases of care in their research.[https://www.tandfonline.com/doi/full/10.1080/09650792.2018.1450771?utm_source=researchgate.net&medium=article]
[[File:5 phases.png|center|frameless|600x600px]]
}}
{{Instruction Step Trainee
|Instruction Step Title=Extending care responsibilities to the environment
|Instruction Step Text=As we learned in step 1 care ethics values interconnectedness, interdependence, and rejects the individualistic rational autonomy, typical of the colonial wester perspective.

This way of understanding human relationship and of centering care responsibilities at the core of human flourishing was brought forward by feminist scholars and lies at the core of many indigenous practices and knowledges, where the interdependence among being and the reciprocal responsibilities that connect humans, the natural environment, including water and other beings, is recognized.

The concept of “care” is integrated in the discourse and practices of indigenous environmental movements and provide important paradigms for caring as part of environmental ethics.

According to Whyte and Cuomo (2016) indigenous conceptions of care include:

1) the importance of one’s awareness of their own place within a web of different connections (including humans, non-human beings and entities, and collectives (e.g., forests, seasonal cycles)

2) the understanding of moral connections as including relationships of interdependence that motivate reciprocal responsibilities

3) the valorization of skills and virtues, such as the wisdom of grandparents and elders, attentiveness to the environment, and indigenous stewardship practices

4) the will to restore people and communities wounded by injustices by rebuilding relationships that can generate responsibilities pertinent to the environmental challenges such as biodiversity loss

5) the conception of political autonomy as involving the protection of the right to serve as responsible stewards of lands and the environment.

These conceptions of care align with the idea that in indigenous knowledge, care responsibilities extend to nature and the environment. This is exemplified by the concept of kinship (i.e. the bond that exists between members of a group, often a family, based on which relationships, social structures, rights, obligations, and expectations are determined) which in indigenous traditions extends to the place we live in, including nature, animals and the elements which sustain life. In this view, kinship, is not merely a status (defined belonging to a certain group) but an action, and in particular the reciprocal care that members of the kinship exercise for each other.

Watch the video below (you can expand the image by clicking on the bottom right button):
|Instruction Step Interactive Content=Resource:H5P-506
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect: Extending kinship relationships to Nature
|Instruction Step Text=Extending kinship relationships to Nature implies extending the concept of interdependency to the environment and as a consequence the responsibilities that humans have towards the environment. This perspective, rooted in ancestral scientific foundation, based on experimentation, observation and adaptation is deeply embedded in indigenous systems around the world, including Ubuntu among the Bantu and Xhosa peoples of Africa, Lokahi for Native Hawaiians, All my relations widely used by Tribal and Indigenous nations across Turtle Island and Tendrel of Tibetan Buddhism from Tibet, the Himalayas, and South Asia: it underlines how humans hold care responsibilities toward non-human relatives (Gauthier et al 2005).

This view is defined by Gauthier et al. as “Kincentric ecology”.

Watch the video below. You can expand the window by clicking on the button on the bottom-right corner.
|Instruction Step Interactive Content=Resource:H5P-516
}}
{{Instruction Step Trainee
|Instruction Step Title=Listen to “Acts of Care in Microplastics Science”
|Instruction Step Text=Now that we have learned about care ethics and the way in which care has been conceptualized and enacted by indigenous evironmental movements let's look at a particular story brought to us by a microplastic researcher. In this story we hear few examples of how care-based and environmentally aware practices can be embedded in the context of research.

Listen to the podcast below.
|Instruction Step Interactive Content=Resource:H5P-577
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect on “Acts of Care in Microplastics Science”
|Instruction Step Text=The podcast in step 3 touches on themes relevant to environmental ethics of care in research practice. Revise them using the slides and then answer the questions below.
|Instruction Step Interactive Content=Resource:H5P-520
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=Urban Walker, M. 1998. Moral Understandings. A Feminist Study in Ethics. New York: Routledge.

Tronto, J. 1993. Moral Boundaries. A Political Argument For an Ethic of Care. New York: Routledge.

Noddings, N. 1982. Caring: A Feminine Approach to Ethics and Moral Education. Berkeley: University of CA Press.

Gilligan, C. 1982. In a different voice: Psychological theory and women&#39;s development. Harvard University Press.

Woodly, D., R.H. Brown, M. Marin, S. Threadcraft, C.P. Harris, J. Syedullah, and M. Ticktin. 2021. “The Politics of Care.” Contemporary Political Theory 20 (4): 890–925. <nowiki>https://doi.org/10.1057/s41296-021-00515-8</nowiki>.

Wrigley, K. 2025. Care-full climate justice organising. Environmental Sociology, 1–13. <nowiki>https://doi.org/10.1080/23251042.2025.2484479</nowiki>

Noddings, N. 2015. Care ethics and “caring” organizations. In: Engster D, Hamington M (eds) Care Ethics and Political Theory. Oxford: Oxford University Press, 72–84.

Weil, S. 1977. Simone Weil Reader. New York: Moyer Bell.

Whyte, K. and C. J. Cuomo. 2016. “Ethics of Caring in Environmental Ethics: Indigenous and Feminist Philosophies.” In S. M. Gardiner and A. Thompson (eds) The Oxford Handbook of Environmental Ethics Oxford: Oxford Handbooks, 234–247.

Inguaggiato, G., Pallise Perello, C., Verdonk, P., Schoonmade, L., Andanda, P., van den Hoven, M., <nowiki>&</nowiki>amp;Evans, N. 2024. The experience of women researchers during the Covid-19 pandemic: a scoping review. Research Ethics, 20(4), 780- 811. <nowiki>https://doi.org/10.1177/17470161241231268</nowiki>

Tronto, J.C. (2013). Caring Democracy: Markets, Equality, and Justice. New Yourk: NYU Press.

Gauthier P. E., Chungyalpa D, Goldman RI, Davidson RJ, Wilson-Mendenhall CD. 2025.

Mother Earth kinship: Centering Indigenous worldviews to address the Anthropocene and rethink the ethics of human-to-nature connectedness. Curr Opin Psychol. Aug(64): 102042. doi: 10.1016/j.copsyc.2025.102042. Epub 2025 Apr 11. PMID: 40288260.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Instruction=Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a; Instruction:46351c66-8276-40bf-84da-8cac974a02aa; Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f; Instruction:Dc7e4584-b6f9-4289-a6f5-f308340eda74; Instruction:9b5b6402-1f9c-4433-b431-def307d04db0; Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346
}}
{{Tags}}

Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346

2026-05-27T20:15:37Z

0000-0001-7124-9282:

{{Instruction
|Title=Planetary health: connecting climate, health, and power
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=<div>
<span lang="EN-GB">This micromodule builds on the content of the fourth episode of “Earth to Research”, titled “Planetary Health (Part One): Expelling Shell”. This training activity helps learners critically reflect on the podcast’s insights and apply them to their own research practices, values, and ethical choices. By the end of this micromodule, learners should be able to:</span>
</div><div>
*'''<span lang="EN-GB">Explain</span>''' <span lang="EN-GB">how gender and intersectionality shape health outcomes and vulnerabilities in the context of climate change and planetary health</span>
*'''<span lang="EN-GB">Analyse</span>''' <span lang="EN-GB">how dominant research paradigms produce knowledge gaps and perpetuate inequalities in health research.</span>
*'''<span lang="EN-GB">Reflect on</span>''' <span lang="EN-GB">the ethical responsibilities and potential roles of researchers and students in responding to climate injustice and institutional collaborations with harmful industries.</span>
*'''<span lang="EN-GB">Apply</span>''' <span lang="EN-GB">individual strategies to engage with complex and emotionally challenging topics related to climate change, health, and social justice.</span>
</div>
|Has Duration=1
|Important For=Researchers; Students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=<div>
<span lang="EN-GB">This activity builds on the content of the fourth episode of “Earth to Research”, titled “Planetary Health (Part One): Expelling Shell”. In this episode Host Lucy Sabin speaks with Petra Verdonk, co-founder of the Dutch Society for Gender and Health. They discuss gender, intersectionality, values in research and how universities can divest from fossil fuel interests while nurturing integrity and activism in academia. They reflect on what new possibilities emerge when research is guided by planetary health, gender and intersectionality perspectives.</span>
</div><div>
<span lang="EN-GB">This podcast explores how health and climate research are deeply shaped by social inequalities, showing why gender, intersectionality, and power relations are essential for understanding real-world health outcomes in the context of the climate crisis. Through examples from research, activism, and creative practice, it challenges the idea of neutral science and invites researchers to rethink their roles, methods, and responsibilities.</span>
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Listen to the podcast
|Instruction Step Text=<span lang="EN-GB">Listen to the fourth episode of “Earth to Research” and learn about the connection between health, gender, power and the climate crisis.</span>
|Instruction Step Interactive Content=Resource:H5P-549
}}
{{Instruction Step Trainee
|Instruction Step Title=Reframing Research
|Instruction Step Text=<span lang="EN-GB">After listening to the podcast, now let’s reflect on the key lessons about how research, health, and climate should be approached differently.</span>

For each of the below term or concepts often used in current research, write at least one way that the podcast proposes an alternative to current research practices.
|Instruction Step Interactive Content=Resource:H5P-552
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect on possible changes researchers can make
|Instruction Step Text=<span lang="EN-GB">After completing the table above (step 2) let’s make a quick check. Please answer the questions below.</span>

For each of the below terms or concepts often used in current research, write at least one way that the podcast proposes an alternative to current research practices.

According to the podcast’s guest, why does research that focuses on an “average person” fail?
|Instruction Step Interactive Content=Resource:H5P-551
}}
{{Instruction Step Trainee
|Instruction Step Title=Test your knowledge
|Instruction Step Text=<span lang="EN-GB">Decide whether each statement is True (T) or False (F) based on the podcast. Then read the feedback to check your understanding.</span>
|Instruction Step Interactive Content=Resource:H5P-564
}}
{{Instruction Step Trainee
|Instruction Step Title=Making one small change
|Instruction Step Text=<span lang="EN-GB">Based on the podcast, identify '''one realistic change''' you could make, for example:</span><div>
*<span lang="EN-GB">Asking a different research question</span>
</div><div>
*<span lang="EN-GB">Paying attention to gendered or social contexts you currently overlook</span>
</div><div>
*<span lang="EN-GB">Being more critical about funding sources or collaborations</span>
</div><div>
*<span lang="EN-GB">Using a more creative or reflective method in a workshop, class, or research meeting</span>
</div><div>
<span lang="EN-GB">Keep it small and concrete and '''use these questions''' to check whether your reflection is aligned with the podcast’s messages:</span>
</div><div><div>
*<span lang="EN-GB">Can I explain how this change responds to a limitation the podcast's guest describes in current research practices?</span>
</div><div></div><div>
*<span lang="EN-GB">Does this change move beyond simply “adding” a group, and instead question assumptions or structures?</span>
</div><div></div><div>
*<span lang="EN-GB">Does it reflect the idea that research is connected to real lives, values, and consequences?</span>
</div><div>
<span lang="EN-GB">If you can answer “yes” to at least two, you are applying the podcast’s insights.</span>
</div></div>
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=Verdonk, P. (Ed.) (2024). Coloring Connections. Researching Gender, Intersectionality and Health in the Climate Crisis. Dutch Society Gender & Health in collaboration with Amsterdam UMC, 1 December 2024.https://zenodo.org/records/14047986

Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43(6), 1241–1299. https://doi.org/10.2307/1229039

Hancock A-M. Intersectionality as a Normative and Empirical Paradigm. Politics & Gender. 2007;3(2):248-254. doi:10.1017/S1743923X07000062
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Instruction=Instruction:46351c66-8276-40bf-84da-8cac974a02aa; Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8; Instruction:72053409-4628-4104-ac22-e90bb2166de4
}}
{{Tags}}

Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346

2026-05-27T20:13:54Z

0000-0001-7124-9282:

{{Instruction
|Title=Planetary health: Connecting climate, health, and power
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=<div>
<span lang="EN-GB">This micromodule builds on the content of the fourth episode of “Earth to Research”, titled “Planetary Health (Part One): Expelling Shell”. This training activity helps learners critically reflect on the podcast’s insights and apply them to their own research practices, values, and ethical choices. By the end of this micromodule, learners should be able to:</span>
</div><div>
*'''<span lang="EN-GB">Explain</span>''' <span lang="EN-GB">how gender and intersectionality shape health outcomes and vulnerabilities in the context of climate change and planetary health</span>
*'''<span lang="EN-GB">Analyse</span>''' <span lang="EN-GB">how dominant research paradigms produce knowledge gaps and perpetuate inequalities in health research.</span>
*'''<span lang="EN-GB">Reflect on</span>''' <span lang="EN-GB">the ethical responsibilities and potential roles of researchers and students in responding to climate injustice and institutional collaborations with harmful industries.</span>
*'''<span lang="EN-GB">Apply</span>''' <span lang="EN-GB">individual strategies to engage with complex and emotionally challenging topics related to climate change, health, and social justice.</span>
</div>
|Has Duration=1
|Important For=Researchers; Students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=<div>
<span lang="EN-GB">This activity builds on the content of the fourth episode of “Earth to Research”, titled “Planetary Health (Part One): Expelling Shell”. In this episode Host Lucy Sabin speaks with Petra Verdonk, co-founder of the Dutch Society for Gender and Health. They discuss gender, intersectionality, values in research and how universities can divest from fossil fuel interests while nurturing integrity and activism in academia. They reflect on what new possibilities emerge when research is guided by planetary health, gender and intersectionality perspectives.</span>
</div><div>
<span lang="EN-GB">This podcast explores how health and climate research are deeply shaped by social inequalities, showing why gender, intersectionality, and power relations are essential for understanding real-world health outcomes in the context of the climate crisis. Through examples from research, activism, and creative practice, it challenges the idea of neutral science and invites researchers to rethink their roles, methods, and responsibilities.</span>
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Listen to the podcast
|Instruction Step Text=<span lang="EN-GB">Listen to the fourth episode of “Earth to Research” and learn about the connection between health, gender, power and the climate crisis.</span>
|Instruction Step Interactive Content=Resource:H5P-549
}}
{{Instruction Step Trainee
|Instruction Step Title=Reframing Research
|Instruction Step Text=<span lang="EN-GB">After listening to the podcast, now let’s reflect on the key lessons about how research, health, and climate should be approached differently.</span>

For each Ideas and concepts often used in current research practices, write at least one idea that the podcast proposes as an alternative to current research practices.
|Instruction Step Interactive Content=Resource:H5P-552
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect on possible changes researchers can make
|Instruction Step Text=<span lang="EN-GB">After completing the table above (step 2) let’s make a quick check. Please answer the questions below.</span>

For each of the below terms or concepts often used in current research, write at least one way that the podcast proposes an alternative to current research practices.

According to the podcast’s guest, why does research that focuses on an “average person” fail?
|Instruction Step Interactive Content=Resource:H5P-551
}}
{{Instruction Step Trainee
|Instruction Step Title=Test your knowledge
|Instruction Step Text=<span lang="EN-GB">Decide whether each statement is True (T) or False (F) based on the podcast. Then read the feedback to check your understanding.</span>
|Instruction Step Interactive Content=Resource:H5P-564
}}
{{Instruction Step Trainee
|Instruction Step Title=Making one small change
|Instruction Step Text=<span lang="EN-GB">Based on the podcast, identify '''one realistic change''' you could make, for example:</span><div>
*<span lang="EN-GB">Asking a different research question</span>
</div><div>
*<span lang="EN-GB">Paying attention to gendered or social contexts you currently overlook</span>
</div><div>
*<span lang="EN-GB">Being more critical about funding sources or collaborations</span>
</div><div>
*<span lang="EN-GB">Using a more creative or reflective method in a workshop, class, or research meeting</span>
</div><div>
<span lang="EN-GB">Keep it small and concrete and '''use these questions''' to check whether your reflection is aligned with the podcast’s messages:</span>
</div><div><div>
*<span lang="EN-GB">Can I explain how this change responds to a limitation the podcast's guest describes in current research practices?</span>
</div><div></div><div>
*<span lang="EN-GB">Does this change move beyond simply “adding” a group, and instead question assumptions or structures?</span>
</div><div></div><div>
*<span lang="EN-GB">Does it reflect the idea that research is connected to real lives, values, and consequences?</span>
</div><div>
<span lang="EN-GB">If you can answer “yes” to at least two, you are applying the podcast’s insights.</span>
</div></div>
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=Verdonk, P. (Ed.) (2024). Coloring Connections. Researching Gender, Intersectionality and Health in the Climate Crisis. Dutch Society Gender & Health in collaboration with Amsterdam UMC, 1 December 2024.https://zenodo.org/records/14047986

Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43(6), 1241–1299. https://doi.org/10.2307/1229039

Hancock A-M. Intersectionality as a Normative and Empirical Paradigm. Politics & Gender. 2007;3(2):248-254. doi:10.1017/S1743923X07000062
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Instruction=Instruction:46351c66-8276-40bf-84da-8cac974a02aa; Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8; Instruction:72053409-4628-4104-ac22-e90bb2166de4
}}
{{Tags}}

Instruction:46351c66-8276-40bf-84da-8cac974a02aa

2026-05-27T19:58:05Z

0000-0001-7124-9282:

{{Instruction
|Title=Applying ecofeminist ethics to research practice
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule provides an introduction to Ecofeminist Ethics and its relevance for research. A completing this module, learners will be able to:

* '''Understand''' the role of ecofeminist principles in research,

* '''Apply''' relevant ecofeminist principles to various research dilemmas.
|Has Duration=0.3
|Important For=Citizen Scientists; Ethics reviewers; Researchers
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=<span lang="EN-US">Ecofeminist theories highlight how the structures that create the climate crisis and social inequality are intertwined, therefore, research that wishes to properly unpack these systems must address them together. However, ecofeminist theory can often remain abstract or theoretical when we think of applying it to research practice. By breaking down ecofeminism to highlight the tools it can provide to rethink our research on both the human and non-human, this module provides concrete examples of research dilemmas and how they may be overcome with ecofeminist principles.</span>
}}
{{Instruction Step Trainee
|Instruction Step Title=Understanding ecofeminist principles
|Instruction Step Text=<span lang="EN-US">We will begin with an interactive book on ecofeminist principles. Click through four of the ecofeminist principles for research to learn more about their background!</span> Fill in the blanks to complete the paragraphs.
|Instruction Step Interactive Content=Resource:H5P-481
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect: Ecofeminist Research Dilemmas
|Instruction Step Text=<div>
<span lang="EN-US">Next, click through the various ecofeminist research dilemmas and choose how you would respond to them. There is no right or wrong answer ''per se'', you can also go through this multiple times to see different outcomes. This is just to get you thinking about various research dilemmas and the principles discussed above!</span>
</div>
|Instruction Step Interactive Content=Resource:H5P-483
}}
{{Instruction Step Trainee
|Instruction Step Title=Conclusions
|Instruction Step Text=<span lang="EN-US">Now you have a brief interaction to feminist research processes! Whilst these four principles are by no means all encompassing, we hope they have provided entry points for being more reflective and transformative within research ethics.</span>
}}
{{Instruction Step Trainee
|Instruction Step Title=Further reading
|Instruction Step Text=Cortés Valderrama, G., Peláez Cardona, V., Mirembe, A., Ndoye, F., Victoria Bojacá, M., and Ernestine Leikeki, S. (2022) Transformative Pathways: Climate and Gender-Just Alternatives to Intersecting Crises. Women Engage for a Common Future [Online] [https://www.wecf.org/wp-content/uploads/2022/10/WECF_libro_Transformative_Pathways_221018_compressed.pdf Available here.]

Decolonialidad Europa (2013) Charter of Decolonial Research Ethics. [https://decolonialityeurope.wixsite.com/decoloniality/charter-of-decolonial-research-ethics Available here].

Equinox (2021) Towards Climate Justice Rethinking the European Green Deal from a racial justice perspective. [Online] [https://www.equinox-eu.com/wp-content/uploads/2021/06/Towards-Climate-Justice-Equinox.pdf Available here].

Heffernan, R., Heidegger, P., Köhler, G., Stock, A., and Wiese, K., (2022) “A Feminist European Green Deal: Towards an Ecological and Gender Just Transition” Friedrich-Ebert-Stiftung [Online [https://library.fes.de/pdf-files/iez/18990.pdf Available here].

Heidegger, P., Lharaig, N., Stock, A., Wiese, K., and Heffernan, R. (eds) Why the European Green Deal needs ecofeminism: Moving from gender-blind to gender-transformative environmental policies. European Environmental Bureau [Online] [https://eeb.org/library/why-the-european-green-deal-needs-ecofeminism/ Available here].

Kimberlé, C. (2016) The urgency of intersectionality. Ted Talks. [https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectionality Available here].

Marin, D., Cotts, F., Heidegger, Ruby Silk and Lorena Doghi, Ituen, I, Gallagher, H., Acker, W., and Schüpf, D. (2024) Bearing the brunt: Roma and traveller experiences of environmental racism in Western Europe. European Environmental Bureau [Online] [https://eeb.org/wpcontent/uploads/2024/01/roma-report-WEB-1.pdf Available here].
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:7059d5fb-4d73-41f1-b858-f62519b30072
}}
{{Tags}}

Instruction:29837cc9-47f1-4bd6-9a60-bddf83e201ad

2026-05-27T15:40:29Z

0000-0001-7124-9282:

{{Instruction
|Title=How to use the Sustainability and Eco-Justice in Research course
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=<div>
<span lang="EN-US">This micromodule introduces the overall structure, components, and intended use of the course “Sustainability and Eco-Justice in Everyday Research”. By the end of this micromodule, participants should be able to:</span>
</div><div>
* <span lang="EN-US">Understand the structure and logic of the course design</span>
</div><div>
* <span lang="EN-US">Recognise the different parts and learning components</span>
</div><div>
* <span lang="EN-US">Navigate between micromodules and learning activities</span>
</div><div>
* <span lang="EN-US">Use the course materials effectively according to their learning goals</span>
</div>
|Has Duration=0.2
|Important For=Ethics reviewers; Researchers; Students; Citizen Scientists
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=<div>
<span lang="EN-US">This micromodule explains how the course “Sustainability and Eco-Justice in Everyday Research” is organised and how learners can engage with it in a meaningful way.</span>
</div><div>
<span lang="EN-US">It provides clarity on the architecture of the course, the sequence of learning elements, and expectations for participation.</span>
</div><div>
<span lang="EN-US">The course is composed of a number of individual micromodules. These are short training resources designed for individual self-paced learning, however they can also be used in class to stimulate reflection on sustainability in research. They consist of highly interactive resources combining different types of material (including videos, recorded mini-lectures, podcasts etc.), which stimulate self-reflection and provide knowledge about fundamental issues, theories and practical approaches to sustainable research.</span>
</div><div>
<span lang="EN-US">The micromodules frame research as not only a mechanism of knowledge production but also as a form of practice with material, social, environmental, and ethical consequences. They emphasize that research decisions (such as topic choice and methodology) have real-world impacts on individuals, communities, and ecosystems.</span>
</div><div>
<span lang="EN-US">The course is modular, flexible, learner-driven and allows learners to assemble a profile-specific learning pathway that suits their goals. It includes conceptual grounding, system reflections and practical tools to design concrete actions leading to more sustainable research.</span>
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=What will I accomplish by taking this course?
|Instruction Step Text=<div>
<span lang="EN-US">After taking the “Sustainability and Eco-Justice in Everyday Research” course learners will be able to:</span>
</div><div><div>
* <span lang="EN-US">Explain key concepts and ethical frameworks linking '''research, sustainability, and environmental justice'''.</span>

</div><div>
* <span lang="EN-US">Analyse how research and innovation contribute to '''environmental impacts, inequalities, and sustainability transitions'''.</span>

</div><div>
* <span lang="EN-US">Apply '''systems thinking and intersectional perspectives''' to sustainability challenges in research contexts.</span>

</div><div>
* <span lang="EN-US">Integrate '''justice-oriented and climate-conscious approaches''' into research design, methodology, and innovation.</span>

</div><div>
* <span lang="EN-US">Implement '''practical strategies for sustainable research practices''' in laboratories, fieldwork, technology use, and research culture.</span>
</div></div>
}}
{{Instruction Step Trainee
|Instruction Step Title=How to navigate this course?
|Instruction Step Text=<div>
<span lang="EN-US">The micromodules presented in the course can be used individually or as part of a profile-specific learning path. By clicking on the filters at the top of the page learners can select their learning profile and be guided through the resources specifically designed for their target group. Specific profile-specific learning paths have been designed for 4 different stakeholders' group namely:</span>
</div><div>
*<span lang="EN-US">Researchers</span>
</div><div>
*<span lang="EN-US">Students</span>
</div><div>
*<span lang="EN-US">Citizen scientists</span>
</div><div>
*<span lang="EN-US">Ethics reviewers</span>
</div><div>
<span lang="EN-US">The course is designed as a toolbox. This means that learners are not required to take the whole course top to bottom. Learners are welcome to follow the learning paths designed for their target groups but are also given the chance to deepen their knowledge by taking advantage of the other tools present in the toolbox. To find out which modules have been specifically designed for you, please select your target audience via the filtering menu you will find at the top of the course page.</span>
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=The course in short: What’s in here for me?
|Instruction Step Text=<div>
<span lang="EN-US">The course invites learners to step into the role of the '''Sustainable Researcher''', i.e. a professional who not only understands sustainability as a concept but lives it as a practice. Throughout the programme, you will develop the knowledge, skills, and attitudes needed to respond meaningfully to today’s intertwined social, environmental, and climate challenges.</span>
</div><div>
<span lang="EN-US">The course is organized into four thematic sections that together guide participants from foundational understanding to practical application. Each section contains multiple micromodules that address specific aspects of sustainability and eco-justice in research.</span>
</div><div>
<span lang="EN-US">It begins with '''Embodying Sustainability Values''', exploring personal and professional values such as care, fairness, respect, humility and responsibility shape research practice. From there, it moves to '''Embracing Complexity''', where you will engage with systems thinking, interdisciplinarity, and the dynamic relationships between ecological systems and social justice. In '''Envisioning Sustainable Futures''', you will learn to imagine and critically assess alternative futures, strengthening your capacity to think long-term and work creatively with uncertainty. Finally, '''Acting for Sustainability''' focuses on translating insights into practice, developing the reflexivity, collaboration skills, and community engagement strategies necessary to create tangible impact.</span> [[File:Re2.png|center|frameless|600x600px]]<span lang="EN-US">Image generated by Microsoft Copilot (2026) to illustrate the four sections of a sustainability course.</span>

<div>
<span lang="EN-US">These four domains reflect the professional competence profile of the Sustainable Researcher. This profile was shaped through 28 in-depth interviews and a Delphi survey involving 21 participants ensuring it is grounded in lived experience and collective expertise. The competence profile of the Sustainable Researcher forms the foundation of the course and mirrors the structure of the European sustainability competence framework, GreenComp (Bianchi et al., 2022).</span>
</div><div>
<span lang="EN-US">At the heart of this course is the understanding that sustainability is not only about environmental protection. The Sustainable Researcher recognizes the interconnectedness of ecological integrity and social and climate justice. They cultivate reflexivity in their own practice, collaborate across disciplines, engage meaningfully with communities, and approach complex problems with systems thinking.</span>
</div><span lang="EN-US">This course is an invitation to grow into that role, developing not just expertise, but a way of being and acting in the world that advances sustainability in research and beyond. Even though taking this course can feel like an isolating endeavor, the course developers encourage you to approach it as food for thought and to use it as a conversation starter, sharing and discussing your reflections and learning with others. Knowledge, after all, is a collective process and the first step toward action.</span>

</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Learning Progression
|Instruction Step Text=<div>
<span lang="EN-US">The course follows a progressive logic which mimics the domains of the GreenComp (Bianchi et al., 2022) and is structure is organized as follows:</span>
</div><div>
'''<span lang="EN-US">Section 1 – Embodying Sustainability Values</span>'''
</div><div>
<span lang="EN-US">This section contains six micromodules and introduces the ethical and conceptual foundations of the course. It frames key ethical considerations such as environmental justice, planetary health, and care-based approaches that shape responsible research practices.</span>
</div><div>
'''<span lang="EN-US">Section 2 – Embracing Complexity</span>'''
</div><div>
<span lang="EN-US">With eight micromodules, this section explores systemic thinking and the interconnected nature of sustainability challenges. It includes practical exercises and applied reflection tools that support learners in examining research practices while accounting for the complexity at stake.</span>
</div><div>
'''<span lang="EN-US">Section 3 – Envisioning Sustainable Futures</span>'''
</div><div>
<span lang="EN-US">This section consists of six micromodules focused on transformative thinking, innovation critique, and future-oriented perspectives. Participants are encouraged to reflect on alternative research pathways and consider long-term impacts.</span>
</div><div>
'''<span lang="EN-US">Section 4 – Acting for Sustainability</span>'''
</div><div>
<span lang="EN-US">The final section includes five micromodules dedicated to practical implementation. It translates earlier conceptual insights into actionable changes in research culture, infrastructure, and daily practice.</span>
</div><div>
<span lang="EN-US">Although the sections are designed in sequence to support conceptual development, each micromodule remains largely self-contained. Learners may engage with them in order to follow the trajectory set by the profile-specific learning paths or select modules according to their interests and needs.</span>
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Participation, Reflection, and Completion
|Instruction Step Text=<div>
<span lang="EN-US">Most micromodules include short reflection tasks or applied exercises that allow learners to check their understanding of the content and to connect it to their own context. The responses and results of these tests are not collected by The Embassy. The completion of the tests via The Embassy is meant for self-assessment and not for certification. Teachers who want to use these resources in their trainings for the purpose of certification can embed the modules in their preferred learning management system.</span>
</div><div>
<span lang="EN-US">If you are interested in following a formal course and obtaining a certification, please register your interest via the link below.</span>

https://mailchi.mp/embassy/re4green

https://mailchi.mp/embassy/re4green
</div>
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Instruction=Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a; Instruction:46351c66-8276-40bf-84da-8cac974a02aa; Instruction:8d5e2cc2-6989-499b-b1e9-1954a9d06522; Instruction:3388606c-a826-4f93-984f-9e0052a0cde8; Instruction:F00721f3-6c64-4b3f-b35a-aa2ff4ef3373; Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba; Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815; Instruction:2ca0469a-4ffe-4810-bf04-c5816844a37c; Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22; Instruction:F8c5c27a-a74e-4625-bee4-b5dcd526997d; Instruction:00655cdb-fbcc-49d5-9768-b1f3b769696e; Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f; Instruction:91ce5981-bb8a-4188-97a3-15aa4767307a; Instruction:Dc7e4584-b6f9-4289-a6f5-f308340eda74; Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299; Instruction:F6a872b6-7de2-4a3a-8ee1-f4243469d96f; Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca; Instruction:Dcad977e-3564-4a76-8ea0-ee15a8b391a6; Instruction:9b5b6402-1f9c-4433-b431-def307d04db0; Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8; Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346; Instruction:D00a0833-8e28-41be-ac4a-8b3dc4d1646f; Instruction:C83e85fc-a0aa-45b2-86a0-8466f5768ff1; Instruction:D0a94dfd-0df4-4668-b58b-3943f8c60e67; Instruction:8671603d-f1fd-4e1a-bd10-845bd836a6e1; Instruction:204295c1-8ff0-4ca1-bfb4-4cf4e703c03c
}}
{{Tags}}

Instruction:29837cc9-47f1-4bd6-9a60-bddf83e201ad

2026-05-19T14:57:36Z

0000-0001-7124-9282:

{{Instruction
|Title=How to use the Sustainability and Eco-Justice in Research course
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=<div>
<span lang="EN-US">This micromodule introduces the overall structure, components, and intended use of the course “Sustainability and Eco-Justice in Everyday Research”. By the end of this micromodule, participants should be able to:</span>
</div><div>
* <span lang="EN-US">Understand the structure and logic of the course design</span>
</div><div>
* <span lang="EN-US">Recognise the different parts and learning components</span>
</div><div>
* <span lang="EN-US">Navigate between micromodules and learning activities</span>
</div><div>
* <span lang="EN-US">Use the course materials effectively according to their learning goals</span>
</div>
|Has Duration=0.2
|Important For=Research Ethics Expert; Researchers; Undergraduate Student / Graduate Student
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=<div>
<span lang="EN-US">This micromodule explains how the course “Sustainability and Eco-Justice in Everyday Research” is organised and how learners can engage with it in a meaningful way.</span>
</div><div>
<span lang="EN-US">It provides clarity on the architecture of the course, the sequence of learning elements, and expectations for participation.</span>
</div><div>
<span lang="EN-US">The course is composed of a number of individual micromodules. These are short training resources designed for individual self-paced learning, however they can also be used in class to stimulate reflection on sustainability in research. They consist of highly interactive resources combining different types of material (including videos, recorded mini-lectures, podcasts etc.), which stimulate self-reflection and provide knowledge about fundamental issues, theories and practical approaches to sustainable research.</span>
</div><div>
<span lang="EN-US">The micromodules frame research as not only a mechanism of knowledge production but also as a form of practice with material, social, environmental, and ethical consequences. They emphasize that research decisions (such as topic choice and methodology) have real-world impacts on individuals, communities, and ecosystems.</span>
</div><div>
<span lang="EN-US">The course is modular, flexible, learner-driven and allows learners to assemble a profile-specific learning pathway that suits their goals. It includes conceptual grounding, system reflections and practical tools to design concrete actions leading to more sustainable research.</span>
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=What will I accomplish by taking this course?
|Instruction Step Text=<div>
<span lang="EN-US">After taking the “Sustainability and Eco-Justice in Everyday Research” course learners will be able to:</span>
</div><div><div>
* <span lang="EN-US">Explain key concepts and ethical frameworks linking '''research, sustainability, and environmental justice'''.</span>

</div><div>
* <span lang="EN-US">Analyse how research and innovation contribute to '''environmental impacts, inequalities, and sustainability transitions'''.</span>

</div><div>
* <span lang="EN-US">Apply '''systems thinking and intersectional perspectives''' to sustainability challenges in research contexts.</span>

</div><div>
* <span lang="EN-US">Integrate '''justice-oriented and climate-conscious approaches''' into research design, methodology, and innovation.</span>

</div><div>
* <span lang="EN-US">Implement '''practical strategies for sustainable research practices''' in laboratories, fieldwork, technology use, and research culture.</span>
</div></div>
}}
{{Instruction Step Trainee
|Instruction Step Title=How to navigate this course?
|Instruction Step Text=<div>
<span lang="EN-US">The micromodules presented in the course can be used individually or as part of a profile-specific learning path. By clicking on the filters at the top of the page learners can select their learning profile and be guided through the resources specifically designed for their target group. Specific profile-specific learning paths have been designed for 4 different stakeholders' group namely:</span>
</div><div>
* <span lang="EN-US">Researchers</span>
</div><div>
* <span lang="EN-US">Students</span>
</div><div>
* <span lang="EN-US">Citizen scientists</span>
</div><div>
* <span lang="EN-US">Ethics reviewers</span>
</div><div>
<span lang="EN-US">The course is designed as a toolbox. This means that learners are not required to take the whole course top to bottom. Learners are welcome to follow the learning paths designed for their target groups but are also given the chance to deepen their knowledge by taking advantage of the other tools present in the toolbox. To find out which modules have been specifically designed for you, please select your target audience via the filtering menu above.</span>
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=The course in short: What’s in here for me?
|Instruction Step Text=<div>
<span lang="EN-US">The course invites learners to step into the role of the '''Sustainable Researcher''', i.e. a professional who not only understands sustainability as a concept but lives it as a practice. Throughout the programme, you will develop the knowledge, skills, and attitudes needed to respond meaningfully to today’s intertwined social, environmental, and climate challenges.</span>
</div><div>
<span lang="EN-US">The course is organized into four thematic sections that together guide participants from foundational understanding to practical application. Each section contains multiple micromodules that address specific aspects of sustainability and eco-justice in research.</span>
</div><div>
<span lang="EN-US">It begins with '''Embodying Sustainability Values''', exploring personal and professional values such as care, fairness, respect, humility and responsibility shape research practice. From there, it moves to '''Embracing Complexity''', where you will engage with systems thinking, interdisciplinarity, and the dynamic relationships between ecological systems and social justice. In '''Envisioning Sustainable Futures''', you will learn to imagine and critically assess alternative futures, strengthening your capacity to think long-term and work creatively with uncertainty. Finally, '''Acting for Sustainability''' focuses on translating insights into practice, developing the reflexivity, collaboration skills, and community engagement strategies necessary to create tangible impact.</span> [[File:Re2.png|center|frameless|600x600px]]<span lang="EN-US">Image generated by Microsoft Copilot (2026) to illustrate the four sections of a sustainability course.</span>

<div>
<span lang="EN-US">These four domains reflect the professional competence profile of the Sustainable Researcher. This profile was shaped through 28 in-depth interviews and a Delphi survey involving 21 participants ensuring it is grounded in lived experience and collective expertise. The competence profile of the Sustainable Researcher forms the foundation of the course and mirrors the structure of the European sustainability competence framework, GreenComp (Bianchi et al., 2022).</span>
</div><div>
<span lang="EN-US">At the heart of this course is the understanding that sustainability is not only about environmental protection. The Sustainable Researcher recognizes the interconnectedness of ecological integrity and social and climate justice. They cultivate reflexivity in their own practice, collaborate across disciplines, engage meaningfully with communities, and approach complex problems with systems thinking.</span>
</div><span lang="EN-US">This course is an invitation to grow into that role, developing not just expertise, but a way of being and acting in the world that advances sustainability in research and beyond. Even though taking this course can feel like an isolating endeavor, the course developers encourage you to approach it as food for thought and to use it as a conversation starter, sharing and discussing your reflections and learning with others. Knowledge, after all, is a collective process and the first step toward action.</span>

</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Learning Progression
|Instruction Step Text=<div>
<span lang="EN-US">The course follows a progressive logic which mimics the domains of the GreenComp (Bianchi et al., 2022) and is structure is organized as follows:</span>
</div><div>
'''<span lang="EN-US">Section 1 – Embodying Sustainability Values</span>'''
</div><div>
<span lang="EN-US">This section contains six micromodules and introduces the ethical and conceptual foundations of the course. It frames key ethical considerations such as environmental justice, planetary health, and care-based approaches that shape responsible research practices.</span>
</div><div>
'''<span lang="EN-US">Section 2 – Embracing Complexity</span>'''
</div><div>
<span lang="EN-US">With eight micromodules, this section explores systemic thinking and the interconnected nature of sustainability challenges. It includes practical exercises and applied reflection tools that support learners in examining research practices while accounting for the complexity at stake.</span>
</div><div>
'''<span lang="EN-US">Section 3 – Envisioning Sustainable Futures</span>'''
</div><div>
<span lang="EN-US">This section consists of six micromodules focused on transformative thinking, innovation critique, and future-oriented perspectives. Participants are encouraged to reflect on alternative research pathways and consider long-term impacts.</span>
</div><div>
'''<span lang="EN-US">Section 4 – Acting for Sustainability</span>'''
</div><div>
<span lang="EN-US">The final section includes five micromodules dedicated to practical implementation. It translates earlier conceptual insights into actionable changes in research culture, infrastructure, and daily practice.</span>
</div><div>
<span lang="EN-US">Although the sections are designed in sequence to support conceptual development, each micromodule remains largely self-contained. Learners may engage with them in order to follow the trajectory set by the profile-specific learning paths or select modules according to their interests and needs.</span>
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Participation, Reflection, and Completion
|Instruction Step Text=<div>
<span lang="EN-US">Most micromodules include short reflection tasks or applied exercises that allow learners to check their understanding of the content and to connect it to their own context. The responses and results of these tests are not collected by The Embassy. The completion of the tests via The Embassy is meant for self-assessment and not for certification. Teachers who want to use these resources in their trainings for the purpose of certification can embed the modules in their preferred learning management system.</span>
</div><div>
<span lang="EN-US">If you are interested in following a formal course and obtaining a certification, please register your interest via the link below.</span>
</div>
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Instruction=Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a; Instruction:46351c66-8276-40bf-84da-8cac974a02aa; Instruction:8d5e2cc2-6989-499b-b1e9-1954a9d06522; Instruction:3388606c-a826-4f93-984f-9e0052a0cde8; Instruction:F00721f3-6c64-4b3f-b35a-aa2ff4ef3373; Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba; Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815; Instruction:2ca0469a-4ffe-4810-bf04-c5816844a37c; Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22; Instruction:F8c5c27a-a74e-4625-bee4-b5dcd526997d; Instruction:00655cdb-fbcc-49d5-9768-b1f3b769696e; Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f; Instruction:91ce5981-bb8a-4188-97a3-15aa4767307a; Instruction:Dc7e4584-b6f9-4289-a6f5-f308340eda74; Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299; Instruction:F6a872b6-7de2-4a3a-8ee1-f4243469d96f; Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca; Instruction:Dcad977e-3564-4a76-8ea0-ee15a8b391a6; Instruction:9b5b6402-1f9c-4433-b431-def307d04db0; Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8; Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346; Instruction:D00a0833-8e28-41be-ac4a-8b3dc4d1646f; Instruction:C83e85fc-a0aa-45b2-86a0-8466f5768ff1; Instruction:D0a94dfd-0df4-4668-b58b-3943f8c60e67; Instruction:8671603d-f1fd-4e1a-bd10-845bd836a6e1; Instruction:204295c1-8ff0-4ca1-bfb4-4cf4e703c03c
}}
{{Tags}}

Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815

2026-05-19T14:55:12Z

0000-0001-7124-9282:

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. It uses conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] on responsible research framework for ‘climate change-conscious methodologies. Applying these concepts to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges. By the end of this module, you should be able to:

* '''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.
* '''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Civil Society / NGO Representative; Undergraduate Student / Graduate Student; Citizen Scientists
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation . <span lang="EL"><span lang="EN-US">(Please click on the bottom right of the slides to expand it to full screen and improve your experience).</span></span>
|Instruction Step Interactive Content=Resource:H5P-432
}}
{{Instruction Step Trainee
|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz.
|Instruction Step Interactive Content=Resource:H5P-433
}}
{{Instruction Step Trainee
|Instruction Step Title=Conversation cards
|Instruction Step Text=The climate conscious methodology matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

*'''Stay flexible''', but still do high-quality research
*'''Respect local people and ecosystems'''

*'''Build trust''' through careful planning and honest communication
*'''Support climate justice''' by including affected voices in all stages of research.
In the following steps, five card deks are presented each of them addresses a different methodological component:

* Assessment and measurement strategies
* Data evaluation and interpretation
* Ethical issues and scientific integrity
* Communication of research findings

Have a look at how to use the cards by clicking on the link below.
|Instruction Step Interactive Content=Resource:H5P-434
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the

'''CASE STUDY EXAMPLE:'''

'''Rebuilding with Dignity: A Community Research Project After Flooding'''

'''What happened?'''

Heavy floods hit a neighbourhood called ''Las Marismas'', on the edge of a Mediterranean city. The area is low-lying and often gets flooded. This time, more than '''1,500 people''' had to leave their homes. The hardest hit were people living in informal houses near the river, including '''undocumented migrants''', '''single mothers''', and '''older residents'''.

'''How do people feel?'''

Many people in the neighbourhood '''don’t trust local authorities or researchers'''. In the past, they were promised help that never came. Some say they’ve been treated unfairly or only used for data in research projects without seeing any real benefits.

'''What is the new project about?'''

A group of researchers from different countries is working on a project funded by the '''EU Green Deal programme'''. The goal is to '''co-create low-cost solutions''' to make the area more prepared for future floods. They want to work '''with''' the community, not just study them.

The project includes:

*'''Better early-warning systems''' for floods,
*'''Nature-based solutions''' to help manage water (like green spaces or plant-based barriers),
*'''New ways of making decisions''' that include the voices of local people.

'''Who is involved?'''

The team includes:

*'''Environmental engineers''' (they study flooding and infrastructure),
*'''Social scientists''' (they look at community and behaviour),
*'''Public health researchers''' (they study health risks), and
*'''Local facilitators''' (people who help connect researchers and residents).

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-435
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-436
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-437
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-438
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-439
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text='''1. Main source:'''

Berseth, V. & Letourneau, A. (2025), Climate Change-Conscious Methodologies: Ethical Research in a Changing World. WIREs Clim Change, 16: e933.

https://doi.org/10.1002/wcc.933

'''2. Community-based climate research:'''

McNamara, K. E., & Buggy, L. (2017). Community-based climate change adaptation: a review of academic literature. Local Environment, 22(4), 443–460.

https://doi.org/10.1080/13549839.2016.1216954

'''3. Research in crisis / disaster contexts:'''

<span lang="EN-GB">Levac, J., Toal-Sullivan, D. & O`Sullivan, T.L. (2012) Household Emergency Preparedness: A Literature Review. J Community Health 37, 725–733 https://doi.org/10.1007/s10900-011-9488-x</span>
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

* start with '''[[Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8|'''“Planetary health, human well-being and environmental justice”''']]''' to '''understand ''why communities are affected differently''''' ''(''<span lang="EN-GB">it explains why working carefully and fairly with communities is important)</span>

* use '''[[Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca|'''“Mapping research connections to environmental justice: Crisis Tree exercise”''']]''' to '''grasp ''the bigger system and causes''''' ''(''<span lang="EN-GB">it helps you understand the bigger picture behind the situations you work in)</span>

* continue with '''[[Instruction:D00a0833-8e28-41be-ac4a-8b3dc4d1646f|“Reimagining sustainable field research: Doing science without doing harm”]]''' to '''apply the framework in real world/field contexts''' (<span lang="EN-GB">it helps you learn how to act responsibly (when working with people) in practice)</span>
* complement with '''“<span lang="EN-GB">[[Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f|Incorporating gender, health, and climate justice in your research: A reflexive question card exercise]]</span>”''' to '''strengthen reflexivity and intersectional awareness''' (to <span lang="EN-GB">help you think critically on the decisions you make using the matrix)</span>
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Instruction=Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f; Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca; Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8; Instruction:D00a0833-8e28-41be-ac4a-8b3dc4d1646f
}}
{{Tags}}

Instruction:29837cc9-47f1-4bd6-9a60-bddf83e201ad

2026-05-19T12:05:09Z

0000-0001-7124-9282:

{{Instruction
|Title=How to use the Sustainability and Eco-Justice in Research course
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=<div>
<span lang="EN-US">This micromodule introduces the overall structure, components, and intended use of the course “Sustainability and Eco-Justice in Everyday Research”. By the end of this micromodule, participants should be able to:</span>
</div><div>
* <span lang="EN-US">Understand the structure and logic of the course design</span>
</div><div>
* <span lang="EN-US">Recognise the different parts and learning components</span>
</div><div>
* <span lang="EN-US">Navigate between micromodules and learning activities</span>
</div><div>
* <span lang="EN-US">Use the course materials effectively according to their learning goals</span>
</div>
|Has Duration=0.2
|Important For=Research Ethics Expert; Researchers; Undergraduate Student / Graduate Student; clowns
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=<div>
<span lang="EN-US">This micromodule explains how the course “Sustainability and Eco-Justice in Everyday Research” is organised and how learners can engage with it in a meaningful way.</span>
</div><div>
<span lang="EN-US">It provides clarity on the architecture of the course, the sequence of learning elements, and expectations for participation.</span>
</div><div>
<span lang="EN-US">The course is composed of a number of individual micromodules. These are short training resources designed for individual self-paced learning, however they can also be used in class to stimulate reflection on sustainability in research. They consist of highly interactive resources combining different types of material (including videos, recorded mini-lectures, podcasts etc.), which stimulate self-reflection and provide knowledge about fundamental issues, theories and practical approaches to sustainable research.</span>
</div><div>
<span lang="EN-US">The micromodules frame research as not only a mechanism of knowledge production but also as a form of practice with material, social, environmental, and ethical consequences. They emphasize that research decisions (such as topic choice and methodology) have real-world impacts on individuals, communities, and ecosystems.</span>
</div><div>
<span lang="EN-US">The course is modular, flexible, learner-driven and allows learners to assemble a profile-specific learning pathway that suits their goals. It includes conceptual grounding, system reflections and practical tools to design concrete actions leading to more sustainable research.</span>
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=What will I accomplish by taking this course?
|Instruction Step Text=<div>
<span lang="EN-US">After taking the “Sustainability and Eco-Justice in Everyday Research” course learners will be able to:</span>
</div><div><div>
* <span lang="EN-US">Explain key concepts and ethical frameworks linking '''research, sustainability, and environmental justice'''.</span>

</div><div>
* <span lang="EN-US">Analyse how research and innovation contribute to '''environmental impacts, inequalities, and sustainability transitions'''.</span>

</div><div>
* <span lang="EN-US">Apply '''systems thinking and intersectional perspectives''' to sustainability challenges in research contexts.</span>

</div><div>
* <span lang="EN-US">Integrate '''justice-oriented and climate-conscious approaches''' into research design, methodology, and innovation.</span>

</div><div>
* <span lang="EN-US">Implement '''practical strategies for sustainable research practices''' in laboratories, fieldwork, technology use, and research culture.</span>
</div></div>
}}
{{Instruction Step Trainee
|Instruction Step Title=How to navigate this course?
|Instruction Step Text=<div>
<span lang="EN-US">The micromodules presented in the course can be used individually or as part of a profile-specific learning path. By clicking on the filters at the top of the page learners can select their learning profile and be guided through the resources specifically designed for their target group. Specific profile-specific learning paths have been designed for 4 different stakeholders' group namely:</span>
</div><div>
* <span lang="EN-US">Researchers</span>
</div><div>
* <span lang="EN-US">Students</span>
</div><div>
* <span lang="EN-US">Citizen scientists</span>
</div><div>
* <span lang="EN-US">Ethics reviewers</span>
</div><div>
<span lang="EN-US">The course is designed as a toolbox. This means that learners are not required to take the whole course top to bottom. Learners are welcome to follow the learning paths designed for their target groups but are also given the chance to deepen their knowledge by taking advantage of the other tools present in the toolbox. To find out which modules have been specifically designed for you, please select your target audience via the filtering menu above.</span>
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=The course in short: What’s in here for me?
|Instruction Step Text=<div>
<span lang="EN-US">The course invites learners to step into the role of the '''Sustainable Researcher''', i.e. a professional who not only understands sustainability as a concept but lives it as a practice. Throughout the programme, you will develop the knowledge, skills, and attitudes needed to respond meaningfully to today’s intertwined social, environmental, and climate challenges.</span>
</div><div>
<span lang="EN-US">The course is organized into four thematic sections that together guide participants from foundational understanding to practical application. Each section contains multiple micromodules that address specific aspects of sustainability and eco-justice in research.</span>
</div><div>
<span lang="EN-US">It begins with '''Embodying Sustainability Values''', exploring personal and professional values such as care, fairness, respect, humility and responsibility shape research practice. From there, it moves to '''Embracing Complexity''', where you will engage with systems thinking, interdisciplinarity, and the dynamic relationships between ecological systems and social justice. In '''Envisioning Sustainable Futures''', you will learn to imagine and critically assess alternative futures, strengthening your capacity to think long-term and work creatively with uncertainty. Finally, '''Acting for Sustainability''' focuses on translating insights into practice, developing the reflexivity, collaboration skills, and community engagement strategies necessary to create tangible impact.</span> [[File:Re2.png|center|frameless|600x600px]]<span lang="EN-US">Image generated by Microsoft Copilot (2026) to illustrate the four sections of a sustainability course.</span>

<div>
<span lang="EN-US">These four domains reflect the professional competence profile of the Sustainable Researcher. This profile was shaped through 28 in-depth interviews and a Delphi survey involving 21 participants ensuring it is grounded in lived experience and collective expertise. The competence profile of the Sustainable Researcher forms the foundation of the course and mirrors the structure of the European sustainability competence framework, GreenComp (Bianchi et al., 2022).</span>
</div><div>
<span lang="EN-US">At the heart of this course is the understanding that sustainability is not only about environmental protection. The Sustainable Researcher recognizes the interconnectedness of ecological integrity and social and climate justice. They cultivate reflexivity in their own practice, collaborate across disciplines, engage meaningfully with communities, and approach complex problems with systems thinking.</span>
</div><span lang="EN-US">This course is an invitation to grow into that role, developing not just expertise, but a way of being and acting in the world that advances sustainability in research and beyond. Even though taking this course can feel like an isolating endeavor, the course developers encourage you to approach it as food for thought and to use it as a conversation starter, sharing and discussing your reflections and learning with others. Knowledge, after all, is a collective process and the first step toward action.</span>

</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Learning Progression
|Instruction Step Text=<div>
<span lang="EN-US">The course follows a progressive logic which mimics the domains of the GreenComp (Bianchi et al., 2022) and is structure is organized as follows:</span>
</div><div>
'''<span lang="EN-US">Section 1 – Embodying Sustainability Values</span>'''
</div><div>
<span lang="EN-US">This section contains six micromodules and introduces the ethical and conceptual foundations of the course. It frames key ethical considerations such as environmental justice, planetary health, and care-based approaches that shape responsible research practices.</span>
</div><div>
'''<span lang="EN-US">Section 2 – Embracing Complexity</span>'''
</div><div>
<span lang="EN-US">With eight micromodules, this section explores systemic thinking and the interconnected nature of sustainability challenges. It includes practical exercises and applied reflection tools that support learners in examining research practices while accounting for the complexity at stake.</span>
</div><div>
'''<span lang="EN-US">Section 3 – Envisioning Sustainable Futures</span>'''
</div><div>
<span lang="EN-US">This section consists of six micromodules focused on transformative thinking, innovation critique, and future-oriented perspectives. Participants are encouraged to reflect on alternative research pathways and consider long-term impacts.</span>
</div><div>
'''<span lang="EN-US">Section 4 – Acting for Sustainability</span>'''
</div><div>
<span lang="EN-US">The final section includes five micromodules dedicated to practical implementation. It translates earlier conceptual insights into actionable changes in research culture, infrastructure, and daily practice.</span>
</div><div>
<span lang="EN-US">Although the sections are designed in sequence to support conceptual development, each micromodule remains largely self-contained. Learners may engage with them in order to follow the trajectory set by the profile-specific learning paths or select modules according to their interests and needs.</span>
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Participation, Reflection, and Completion
|Instruction Step Text=<div>
<span lang="EN-US">Most micromodules include short reflection tasks or applied exercises that allow learners to check their understanding of the content and to connect it to their own context. The responses and results of these tests are not collected by The Embassy. The completion of the tests via The Embassy is meant for self-assessment and not for certification. Teachers who want to use these resources in their trainings for the purpose of certification can embed the modules in their preferred learning management system.</span>
</div><div>
<span lang="EN-US">If you are interested in following a formal course and obtaining a certification, please register your interest via the link below.</span>
</div>
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Instruction=Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a; Instruction:46351c66-8276-40bf-84da-8cac974a02aa; Instruction:8d5e2cc2-6989-499b-b1e9-1954a9d06522; Instruction:3388606c-a826-4f93-984f-9e0052a0cde8; Instruction:F00721f3-6c64-4b3f-b35a-aa2ff4ef3373; Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba; Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815; Instruction:2ca0469a-4ffe-4810-bf04-c5816844a37c; Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22; Instruction:F8c5c27a-a74e-4625-bee4-b5dcd526997d; Instruction:00655cdb-fbcc-49d5-9768-b1f3b769696e; Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f; Instruction:91ce5981-bb8a-4188-97a3-15aa4767307a; Instruction:Dc7e4584-b6f9-4289-a6f5-f308340eda74; Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299; Instruction:F6a872b6-7de2-4a3a-8ee1-f4243469d96f; Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca; Instruction:Dcad977e-3564-4a76-8ea0-ee15a8b391a6; Instruction:9b5b6402-1f9c-4433-b431-def307d04db0; Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8; Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346; Instruction:D00a0833-8e28-41be-ac4a-8b3dc4d1646f; Instruction:C83e85fc-a0aa-45b2-86a0-8466f5768ff1; Instruction:D0a94dfd-0df4-4668-b58b-3943f8c60e67; Instruction:8671603d-f1fd-4e1a-bd10-845bd836a6e1; Instruction:204295c1-8ff0-4ca1-bfb4-4cf4e703c03c
}}
{{Tags}}

Instruction:29837cc9-47f1-4bd6-9a60-bddf83e201ad

2026-05-18T13:21:04Z

0000-0001-7124-9282:

{{Instruction
|Title=How to use the Sustainability and Eco-Justice in Research course
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=<div>
<span lang="EN-US">This micromodule introduces the overall structure, components, and intended use of the course “Sustainability and Eco-Justice in Everyday Research”. By the end of this micromodule, participants should be able to:</span>
</div><div>
* <span lang="EN-US">Understand the structure and logic of the course design</span>
</div><div>
* <span lang="EN-US">Recognise the different parts and learning components</span>
</div><div>
* <span lang="EN-US">Navigate between micromodules and learning activities</span>
</div><div>
* <span lang="EN-US">Use the course materials effectively according to their learning goals</span>
</div>
|Has Duration=0.5
|Important For=Research Ethics Expert; Researchers; Undergraduate Student / Graduate Student; clowns
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=<div>
<span lang="EN-US">This micromodule explains how the course “Sustainability and Eco-Justice in Everyday Research” is organised and how learners can engage with it in a meaningful way.</span>
</div><div>
<span lang="EN-US">It provides clarity on the architecture of the course, the sequence of learning elements, and expectations for participation.</span>
</div><div>
<span lang="EN-US">The course is composed of several micromodules. These are short training resources designed for individual self-paced learning which can also be used in class to stimulate reflection on sustainability in research. They consist of highly interactive resources combining different types of material (including videos, recorded mini-lectures, podcasts etc.), which stimulate self-reflection and provide knowledge about fundamental issues, theories and practical approaches to sustainable research.</span>
</div><div>
<span lang="EN-US">The micromodules frame research as not only a mechanism of knowledge production but also as a form of practice with material, social, environmental, and ethical consequences. They emphasize that research decisions (such as topic choice and methodology) have real-world impacts on individuals, communities, and ecosystems.</span>
</div><div>
<span lang="EN-US">The course is modular, flexible, learner-driven and allows learners to assemble a profile-specific learning pathway that suits their goals. It includes conceptual grounding, system reflections and practical tools to design concrete actions leading to more sustainable research.</span>
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=What will I accomplish by taking this course?
|Instruction Step Text=<div>
<span lang="EN-US">After taking the “Sustainability and Eco-Justice in Everyday Research” course learners will be able to:</span>
</div><div><div>
* <span lang="EN-US">Explain key concepts and ethical frameworks linking '''research, sustainability, and environmental justice'''.</span>

</div><div>
* <span lang="EN-US">Analyse how research and innovation contribute to '''environmental impacts, inequalities, and sustainability transitions'''.</span>

</div><div>
* <span lang="EN-US">Apply '''systems thinking and intersectional perspectives''' to sustainability challenges in research contexts.</span>

</div><div>
* <span lang="EN-US">Integrate '''justice-oriented and climate-conscious approaches''' into research design, methodology, and innovation.</span>

</div><div>
* <span lang="EN-US">Implement '''practical strategies for sustainable research practices''' in laboratories, fieldwork, technology use, and research culture.</span>
</div></div>
}}
{{Instruction Step Trainee
|Instruction Step Title=How to navigate this course?
|Instruction Step Text=<div>
<span lang="EN-US">The micromodules presented in the course can be used individually or as part of a profile-specific learning path. By clicking on the filters at the top of the page learners can select their learning profile and be guided through the resources specifically designed for their target group. Specific profile-specific learning paths have been designed for 4 different stakeholders' group namely:</span>
</div><div>
* <span lang="EN-US">Researchers</span>
</div><div>
* <span lang="EN-US">Students</span>
</div><div>
* <span lang="EN-US">Citizen scientists</span>
</div><div>
* <span lang="EN-US">Ethics reviewers</span>
</div><div>
<span lang="EN-US">The course is designed as a toolbox. This means that learners are not required to take the whole course top to bottom. Learners are welcome to follow the learning paths designed for their target groups but are also given the chance to deepen their knowledge by taking advantage of the other tools present in the toolbox. To find out which modules have been specifically designed for you, please select your target audience via the filtering menu above.</span>
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=The course in short: What’s in here for me?
|Instruction Step Text=<div>
<span lang="EN-US">The course invites learners to step into the role of the '''Sustainable Researcher''', i.e. a professional who not only understands sustainability as a concept but lives it as a practice. Throughout the programme, you will develop the knowledge, skills, and attitudes needed to respond meaningfully to today’s intertwined social, environmental, and climate challenges.</span>
</div><div>
<span lang="EN-US">The course is organized into four thematic sections that together guide participants from foundational understanding to practical application. Each section contains multiple micromodules that address specific aspects of sustainability and eco-justice in research.</span>
</div><div>
<span lang="EN-US">It begins with '''Embodying Sustainability Values''', exploring personal and professional values such as care, fairness, respect, humility and responsibility shape research practice. From there, it moves to '''Embracing Complexity''', where you will engage with systems thinking, interdisciplinarity, and the dynamic relationships between ecological systems and social justice. In '''Envisioning Sustainable Futures''', you will learn to imagine and critically assess alternative futures, strengthening your capacity to think long-term and work creatively with uncertainty. Finally, '''Acting for Sustainability''' focuses on translating insights into practice, developing the reflexivity, collaboration skills, and community engagement strategies necessary to create tangible impact.</span> [[File:Re2.png|center|frameless|600x600px]]<span lang="EN-US">Image generated by Microsoft Copilot (2026) to illustrate the four sections of a sustainability course.</span>

<div>
<span lang="EN-US">These four domains reflect the professional competence profile of the Sustainable Researcher. This profile was shaped through 28 in-depth interviews and a Delphi survey involving 21 participants ensuring it is grounded in lived experience and collective expertise. The competence profile of the Sustainable Researcher forms the foundation of the course and mirrors the structure of the European sustainability competence framework, GreenComp (Bianchi et al., 2022).</span>
</div><div>
<span lang="EN-US">At the heart of this course is the understanding that sustainability is not only about environmental protection. The Sustainable Researcher recognizes the interconnectedness of ecological integrity and social and climate justice. They cultivate reflexivity in their own practice, collaborate across disciplines, engage meaningfully with communities, and approach complex problems with systems thinking.</span>
</div><span lang="EN-US">This course is an invitation to grow into that role, developing not just expertise, but a way of being and acting in the world that advances sustainability in research and beyond. Even though taking this course can feel like an isolating endeavor, the course developers encourage you to approach it as food for thought and to use it as a conversation starter, sharing and discussing your reflections and learning with others. Knowledge, after all, is a collective process and the first step toward action.</span>

</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Learning Progression
|Instruction Step Text=<div>
<span lang="EN-US">The course follows a progressive logic. The mimics the one of the GreenComp (Bianchi et al., 2022) and is structure is organized as follows:</span>
</div><div>
'''<span lang="EN-US">Section 1 – Embodying Sustainability Values</span>'''
</div><div>
<span lang="EN-US">This section contains six micromodules and introduces the ethical and conceptual foundations of the course. It frames key ethical considerations such as environmental justice, planetary health, and care-based approaches that shape responsible research practices.</span>
</div><div>
'''<span lang="EN-US">Section 2 – Embracing Complexity</span>'''
</div><div>
<span lang="EN-US">With eight micromodules, this section explores systemic thinking and the interconnected nature of sustainability challenges. It includes practical exercises and applied reflection tools that support learners in examining research practices while accounting for the complexity at stake.</span>
</div><div>
'''<span lang="EN-US">Section 3 – Envisioning Sustainable Futures</span>'''
</div><div>
<span lang="EN-US">This section consists of six micromodules focused on transformative thinking, innovation critique, and future-oriented perspectives. Participants are encouraged to reflect on alternative research pathways and consider long-term impacts.</span>
</div><div>
'''<span lang="EN-US">Section 4 – Acting for Sustainability</span>'''
</div><div>
<span lang="EN-US">The final section includes five micromodules dedicated to practical implementation. It translates earlier conceptual insights into actionable changes in research culture, infrastructure, and daily practice.</span>
</div><div>
<span lang="EN-US">Although the sections are designed in sequence to support conceptual development, each micromodule remains largely self-contained. Learners may engage with them in order to follow the trajectory set by the profile-specific learning paths or select modules according to their interests and needs.</span>
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=Participation, Reflection, and Completion
|Instruction Step Text=<div>
<span lang="EN-US">Most micromodules include short reflection tasks or applied exercises that allow learners to check their understanding of the content and to connect it to their own context. The responses and results of these tests are not collected by The Embassy. The completion of the tests via The Embassy is meant for self-assessment and not for certification. Teachers who want to use these resources in their trainings for the purpose of certification can embed the modules in their preferred learning management system.</span>
</div><div>
<span lang="EN-US">If you are interested in following a formal course and obtaining a certification, please register your interest via the link below.</span>
</div>
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Instruction=Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a; Instruction:46351c66-8276-40bf-84da-8cac974a02aa; Instruction:8d5e2cc2-6989-499b-b1e9-1954a9d06522; Instruction:3388606c-a826-4f93-984f-9e0052a0cde8; Instruction:F00721f3-6c64-4b3f-b35a-aa2ff4ef3373; Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba; Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815; Instruction:2ca0469a-4ffe-4810-bf04-c5816844a37c; Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22; Instruction:F8c5c27a-a74e-4625-bee4-b5dcd526997d; Instruction:00655cdb-fbcc-49d5-9768-b1f3b769696e; Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f; Instruction:91ce5981-bb8a-4188-97a3-15aa4767307a; Instruction:Dc7e4584-b6f9-4289-a6f5-f308340eda74; Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299; Instruction:F6a872b6-7de2-4a3a-8ee1-f4243469d96f; Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca; Instruction:Dcad977e-3564-4a76-8ea0-ee15a8b391a6; Instruction:9b5b6402-1f9c-4433-b431-def307d04db0; Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8; Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346; Instruction:D00a0833-8e28-41be-ac4a-8b3dc4d1646f; Instruction:C83e85fc-a0aa-45b2-86a0-8466f5768ff1; Instruction:D0a94dfd-0df4-4668-b58b-3943f8c60e67; Instruction:8671603d-f1fd-4e1a-bd10-845bd836a6e1; Instruction:204295c1-8ff0-4ca1-bfb4-4cf4e703c03c
}}
{{Tags}}

Training Informations

2026-04-28T10:06:04Z

0000-0001-7124-9282:

<div class="sidebar-item sidebar-anchors">
<h2>On this page:</h2>
<ul class="sidebar-anchors-wrapper">
<li>[[#become-certified|Become a certified trainer on research integrity and ethics]]</li>
<li>[[#CHANGER|CHANGER]]</li>
<li>[[#VIRT2UE|VIRT2UE]]</li>
<li>[[#the-approach|The approach]]</li>
<li>[[#program-requirements|Program requirements]]</li>
<li>[[#registration|Registration]]</li>

</ul>
</div>

<h2 id="become-certified">Become a certified trainer on research integrity and ethics</h2>

On this page you can find current offers of training, both free and for a fee, provided by our partner projects.

<h2 id="CHANGER">CHANGER</h2>

The CHANGER Project is pleased to announce its second online training session, Gene Editing in Research, taking place on 8 June 2026 from 09:30 to 12:30 CET.

Designed for experts in Ethics Reviews, this training will provide an in-depth introduction to the scientific, legal, and ethical dimensions of gene editing in research.

Participants will explore key concepts of gene editing, including somatic and germline approaches and technologies such as CRISPR, along with their potential clinical applications. The session will also examine current regulatory frameworks and highlight important ethical considerations surrounding gene editing research. Through a case study and interactive group discussions, attendees will reflect on how gene editing studies are evaluated within ethics review processes.

For more information about the training see https://changer-project.eu/changer-trainings-gene-editing-in-research/

<h2 id="registration">Registration</h2>
Register here: https://us02web.zoom.us/meeting/register/mLe7an_lQg2FiTJsvXrRGg

<h2 id="VIRT2UE">VIRT2UE</h2>

The VIRT<sup>2</sup>UE Project, founded by the European Commission in 2018, has developed a blended learning train the trainer program on Research Integrity which provides participants with the knowledge and skills to '''conduct a research integrity course.''' Trainers are taught how to '''foster reflection on scientific virtues in researchers, and how to promote understanding of the European Code of Conduct for Research Integrity.'''

This training program is offered at different locations across Europe.

==The training will offer:==
*Face to face lessons by experts near you
*Online toolbox with exercises to train yourself and build your training
*A community of trainers

<h2 id="the-approach">The approach</h2>
====A virtue ethics approach to teaching research integrity====
The train-the-trainer program has an aspirational approach, and focuses on what it means to be a good and virtuous researcher. Instead of teaching about rules and norms, the training focuses primarily on promoting reflection on personal attitudes and behaviors. Participants learn how to train others to reflect on concrete cases and moral dilemmas in research, and to use tools that foster reflection in others. This will foster skills that enable trainees to integrate the European Code of Conduct for Research Integrity in their day-to-day professional life.

====Blended learning====
The VIRT<sup>2</sup>UE train-the-trainer program combines online learning and participatory exercises. Online materials are designed for individual learning and reflection and provide an introduction to the main research issues and philosophical concepts in research integrity. The face-to-face training develops participants’ teaching skills and provides opportunities for interactive, reflective and case-based group activities. The online and face-to-face courses are complementary. Online preparation is required for the face-to-face exercises, and the online exercises need to be supported by experiences provided in the face-to-face meetings.

====Adaptability====
To enable contextualized research integrity teaching across Europe, the VIRT<sup>2</sup>UE train-the-trainer program provides adaptable course material. The exercises represent a toolbox from which trainers can build their own courses tailored to the needs of their students. Trainers are encouraged to adapt the materials and modules, as long as the underlying virtue ethics approach and learner-centeredness are maintained.

The VIRT2UE toolbox is completely open source and is available on The Embassy of Good Science, an online wiki-platform which serves as a hub for all of those committed to ‘good science’. The platform’s wiki functionalities allow for high flexibility because trainers can access the training material directly online, suggest changes, and build new modules and share them with a community of trainers.

<h2 id="program-requirements">Program requirements</h2>
By registering for the VIRT<sup>2</sup>UE train-the-trainer program you have the opportunity to become a certified trainer in the field of research integrity and ethics.

====Online course====
The interactive online modules provide a basic understanding of relevant concepts, like virtues, values, norms, moral dilemmas and moral conflicts. They also provide an overview of the principles underlying the European Code of Conduct for Research Integrity. It is crucial for participants to complete the online course in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.

====Face-to-face training====

<div class="video-button" data-href="https://www.youtube.com/embed/IZMDWGTLXWo"><span class="video-button-label">Preview of one of the exercises</span></div>

In the face-to-face training, participants learn and practice five participatory exercises, supervised by a trainer.

====Certificate====
Program participants receive a certificate when they have completed the online and face-to-face courses and provided evidence of practicing the approach with researchers or colleagues in their own work settings.

==Find a face-to-face training near you==
Please contact us if you would like to participate in the VIRT2UE train-the-trainer.

<h2 id="registration">Registration</h2>
Via e-mail to [mailto:contact@embassy.science contact@embassy.science]<br><br>

__NOEDITSECTION__

Training Informations

2026-04-28T10:05:15Z

0000-0001-7124-9282:

<div class="sidebar-item sidebar-anchors">
<h2>On this page:</h2>
<ul class="sidebar-anchors-wrapper">
<li>[[#become-certified|Become a certified trainer on research integrity and ethics]]</li>
<li>[[#VIRT2UE|VIRT2UE]]</li>
<li>[[#CHANGER|CHANGER]]</li>
<li>[[#the-approach|The approach]]</li>
<li>[[#program-requirements|Program requirements]]</li>
<li>[[#registration|Registration]]</li>

</ul>
</div>

<h2 id="become-certified">Become a certified trainer on research integrity and ethics</h2>

On this page you can find current offers of training, both free and for a fee, provided by our partner projects.

<h2 id="VIRT2UE">VIRT2UE</h2>

The VIRT<sup>2</sup>UE Project, founded by the European Commission in 2018, has developed a blended learning train the trainer program on Research Integrity which provides participants with the knowledge and skills to '''conduct a research integrity course.''' Trainers are taught how to '''foster reflection on scientific virtues in researchers, and how to promote understanding of the European Code of Conduct for Research Integrity.'''

This training program is offered at different locations across Europe.

==The training will offer:==
*Face to face lessons by experts near you
*Online toolbox with exercises to train yourself and build your training
*A community of trainers

<h2 id="the-approach">The approach</h2>
====A virtue ethics approach to teaching research integrity====
The train-the-trainer program has an aspirational approach, and focuses on what it means to be a good and virtuous researcher. Instead of teaching about rules and norms, the training focuses primarily on promoting reflection on personal attitudes and behaviors. Participants learn how to train others to reflect on concrete cases and moral dilemmas in research, and to use tools that foster reflection in others. This will foster skills that enable trainees to integrate the European Code of Conduct for Research Integrity in their day-to-day professional life.

====Blended learning====
The VIRT<sup>2</sup>UE train-the-trainer program combines online learning and participatory exercises. Online materials are designed for individual learning and reflection and provide an introduction to the main research issues and philosophical concepts in research integrity. The face-to-face training develops participants’ teaching skills and provides opportunities for interactive, reflective and case-based group activities. The online and face-to-face courses are complementary. Online preparation is required for the face-to-face exercises, and the online exercises need to be supported by experiences provided in the face-to-face meetings.

====Adaptability====
To enable contextualized research integrity teaching across Europe, the VIRT<sup>2</sup>UE train-the-trainer program provides adaptable course material. The exercises represent a toolbox from which trainers can build their own courses tailored to the needs of their students. Trainers are encouraged to adapt the materials and modules, as long as the underlying virtue ethics approach and learner-centeredness are maintained.

The VIRT2UE toolbox is completely open source and is available on The Embassy of Good Science, an online wiki-platform which serves as a hub for all of those committed to ‘good science’. The platform’s wiki functionalities allow for high flexibility because trainers can access the training material directly online, suggest changes, and build new modules and share them with a community of trainers.

<h2 id="program-requirements">Program requirements</h2>
By registering for the VIRT<sup>2</sup>UE train-the-trainer program you have the opportunity to become a certified trainer in the field of research integrity and ethics.

====Online course====
The interactive online modules provide a basic understanding of relevant concepts, like virtues, values, norms, moral dilemmas and moral conflicts. They also provide an overview of the principles underlying the European Code of Conduct for Research Integrity. It is crucial for participants to complete the online course in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.

====Face-to-face training====

<div class="video-button" data-href="https://www.youtube.com/embed/IZMDWGTLXWo"><span class="video-button-label">Preview of one of the exercises</span></div>

In the face-to-face training, participants learn and practice five participatory exercises, supervised by a trainer.

====Certificate====
Program participants receive a certificate when they have completed the online and face-to-face courses and provided evidence of practicing the approach with researchers or colleagues in their own work settings.

==Find a face-to-face training near you==
Please contact us if you would like to participate in the VIRT2UE train-the-trainer.

<h2 id="registration">Registration</h2>
Via e-mail to [mailto:contact@embassy.science contact@embassy.science]<br><br>

<h2 id="CHANGER">CHANGER</h2>

The CHANGER Project is pleased to announce its second online training session, Gene Editing in Research, taking place on 8 June 2026 from 09:30 to 12:30 CET.

Designed for experts in Ethics Reviews, this training will provide an in-depth introduction to the scientific, legal, and ethical dimensions of gene editing in research.

Participants will explore key concepts of gene editing, including somatic and germline approaches and technologies such as CRISPR, along with their potential clinical applications. The session will also examine current regulatory frameworks and highlight important ethical considerations surrounding gene editing research. Through a case study and interactive group discussions, attendees will reflect on how gene editing studies are evaluated within ethics review processes.

For more information about the training see https://changer-project.eu/changer-trainings-gene-editing-in-research/

<h2 id="registration">Registration</h2>
Register here: https://us02web.zoom.us/meeting/register/mLe7an_lQg2FiTJsvXrRGg

__NOEDITSECTION__

Training Informations

2026-04-28T10:04:40Z

0000-0001-7124-9282:

<div class="sidebar-item sidebar-anchors">
<h2>On this page:</h2>
<ul class="sidebar-anchors-wrapper">
<li>[[#become-certified|Become a certified trainer on research integrity and ethics]]</li>
<li>[[#VIRT2UE|VIRT2UE]]</li>
<li>[[#CHANGER|CHANGER]]</li>
<li>[[#the-approach|The approach]]</li>
<li>[[#program-requirements|Program requirements]]</li>
<li>[[#registration|Registration]]</li>

</ul>
</div>

<h2 id="become-certified">Become a certified trainer on research integrity and ethics</h2>

On this page you can find current offers of training, both free and for a fee, provided by our partner projects.

<h2 id="VIRT2UE">VIRT2UE</h2>

The VIRT<sup>2</sup>UE Project, founded by the European Commission in 2018, has developed a blended learning train the trainer program on Research Integrity which provides participants with the knowledge and skills to '''conduct a research integrity course.''' Trainers are taught how to '''foster reflection on scientific virtues in researchers, and how to promote understanding of the European Code of Conduct for Research Integrity.'''

This training program is offered at different locations across Europe.

==The training will offer:==
*Face to face lessons by experts near you
*Online toolbox with exercises to train yourself and build your training
*A community of trainers

<h2 id="the-approach">The approach</h2>
====A virtue ethics approach to teaching research integrity====
The train-the-trainer program has an aspirational approach, and focuses on what it means to be a good and virtuous researcher. Instead of teaching about rules and norms, the training focuses primarily on promoting reflection on personal attitudes and behaviors. Participants learn how to train others to reflect on concrete cases and moral dilemmas in research, and to use tools that foster reflection in others. This will foster skills that enable trainees to integrate the European Code of Conduct for Research Integrity in their day-to-day professional life.

====Blended learning====
The VIRT<sup>2</sup>UE train-the-trainer program combines online learning and participatory exercises. Online materials are designed for individual learning and reflection and provide an introduction to the main research issues and philosophical concepts in research integrity. The face-to-face training develops participants’ teaching skills and provides opportunities for interactive, reflective and case-based group activities. The online and face-to-face courses are complementary. Online preparation is required for the face-to-face exercises, and the online exercises need to be supported by experiences provided in the face-to-face meetings.

====Adaptability====
To enable contextualized research integrity teaching across Europe, the VIRT<sup>2</sup>UE train-the-trainer program provides adaptable course material. The exercises represent a toolbox from which trainers can build their own courses tailored to the needs of their students. Trainers are encouraged to adapt the materials and modules, as long as the underlying virtue ethics approach and learner-centeredness are maintained.

The VIRT2UE toolbox is completely open source and is available on The Embassy of Good Science, an online wiki-platform which serves as a hub for all of those committed to ‘good science’. The platform’s wiki functionalities allow for high flexibility because trainers can access the training material directly online, suggest changes, and build new modules and share them with a community of trainers.

<h2 id="program-requirements">Program requirements</h2>
By registering for the VIRT<sup>2</sup>UE train-the-trainer program you have the opportunity to become a certified trainer in the field of research integrity and ethics.

====Online course====
The interactive online modules provide a basic understanding of relevant concepts, like virtues, values, norms, moral dilemmas and moral conflicts. They also provide an overview of the principles underlying the European Code of Conduct for Research Integrity. It is crucial for participants to complete the online course in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.

====Face-to-face training====

<div class="video-button" data-href="https://www.youtube.com/embed/IZMDWGTLXWo"><span class="video-button-label">Preview of one of the exercises</span></div>

In the face-to-face training, participants learn and practice five participatory exercises, supervised by a trainer.

====Certificate====
Program participants receive a certificate when they have completed the online and face-to-face courses and provided evidence of practicing the approach with researchers or colleagues in their own work settings.

==Find a face-to-face training near you==
Please contact us if you would like to participate in the VIRT2UE train-the-trainer.

<h2 id="registration">Registration</h2>
Via e-mail to [mailto:contact@embassy.science contact@embassy.science]<br><br>

<h2 id="CHANGER">CHANGER</h2>

The CHANGER Project is pleased to announce its second online training session, Gene Editing in Research, taking place on 8 June 2026 from 09:30 to 12:30 CET.

Designed for experts in Ethics Reviews, this training will provide an in-depth introduction to the scientific, legal, and ethical dimensions of gene editing in research.

Participants will explore key concepts of gene editing, including somatic and germline approaches and technologies such as CRISPR, along with their potential clinical applications. The session will also examine current regulatory frameworks and highlight important ethical considerations surrounding gene editing research. Through a case study and interactive group discussions, attendees will reflect on how gene editing studies are evaluated within ethics review processes.

For more information about the training see https://changer-project.eu/changer-trainings-gene-editing-in-research/

<h2 id="registration">Registration</h2>
Register here: https://us02web.zoom.us/meeting/register/mLe7an_lQg2FiTJsvXrRGg

__NOEDITSECTION__

Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299

2025-12-18T14:14:45Z

0000-0001-7124-9282:

{{Instruction
|Title=Just Transition (part one): Sustainability as a wicked problem
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This Micromodule introduces sustainability as a wicked problem and highlights the importance of Perspective Taking, Systems Thinking, and Negotiation in engineering.

By the end of the module participants will be able to:

*'''Understand''' the wicked nature of sustainability and recognize the complexity of balancing environmental, social, and economic dimensions in engineering decisions.
*'''Apply''' transversal skills — Perspective Taking, Systems Thinking, and Negotiation — to analyze and solve complex sustainability challenges in engineering contexts.
*'''Evaluate''' material and design choices considering environmental impacts, societal wellbeing, and ethical responsibilities to promote sustainable engineering practices.
*'''Reflect''' on the broader responsibilities of engineers in creating solutions that are socially responsible, environmentally sound, and technically effective.
|Has Duration=0.35
|Important For=Early career researchers; Students; Students and young professionals
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This Micromodule introduces sustainability as a wicked problem and highlights the importance of Perspective Taking, Systems Thinking, and Negotiation in engineering. Through interactive exercises, participants will evaluate environmental and social impacts, make informed material and design choices, and reflect on engineers’ broader responsibilities in creating sustainable solutions.
}}
{{Instruction Step Trainee
|Instruction Step Title=Sustainability as a wicked problem
|Instruction Step Text=The purpose of this exercise is to facilitate an understanding of sustainability as a wicked problem. At the end of the video, some questions will help you reflect on what you have seen.
|Instruction Step Interactive Content=Resource:H5P-418
}}
{{Instruction Step Trainee
|Instruction Step Title=Explore: Skills for Sustainable Problem-Solving.
|Instruction Step Text=<div>
<span lang="EN-US">After reading the text below, complete each blank by selecting the most appropriate word from the list provided. This activity is designed to help you reflect on how these skills contribute to addressing complex sustainability challenges and improving problem-solving in engineering contexts.</span>
</div>
|Instruction Step Interactive Content=Resource:H5P-419
}}
{{Instruction Step Trainee
|Instruction Step Title=Adopt perspective, think systematically, negotiate, be fair.
|Instruction Step Text=This final exercise helps you reflect on the role of engineers in promoting sustainability. Read each statement carefully and select True (T) or False (F). Consider environmental, social, and ethical impacts as well as the transversal skills—Perspective Taking, Systems Thinking, and Negotiation—you explored in previous activities. This activity reinforces your understanding of sustainable decision-making in engineering.
|Instruction Step Interactive Content=Resource:H5P-420
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Has Virtue And Value=Efficiency; fairness; respect
}}

Instruction:3388606c-a826-4f93-984f-9e0052a0cde8

2025-12-10T12:11:33Z

0000-0001-7124-9282:

{{Instruction
|Title=Creating and communicating a sustainable research culture
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=In this micromodule participants will learn how to develop a tailored climate communication strategy for their research environment (department, group, project). They will explore practical ways to implement small but impactful behavioral changes that promote sustainability within academic culture. Additionally, they will gain the skills to apply core sustainability values when planning and delivering events or conferences in their field. By the end of the module participants should be able to:

*'''Develop''' a tailored climate communication strategy for their research environment (department, group, project).
*'''Explore''' practical ways to implement small but impactful behavioral changes that promote sustainability within academic culture.
*'''Apply''' core sustainability values when planning and delivering events or conferences in their field.
|Has Duration=0.35
|Important For=Research Performing Organisations (RPOs); Research funding agencies and organisations (RFOs); Researchers
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=What is Climate Mainstreaming?
|Instruction Step Text=Read the slides carefully and learn about the concept of climate mainstreaming within organisations and the key steps required for its successful implementation.
|Instruction Step Interactive Content=Resource:H5P-450
}}
{{Instruction Step Trainee
|Instruction Step Title=Quiz: Understanding Climate Mainstreaming
|Instruction Step Text=Answer the multiple-choice questions, based on the previously studied slideshow, and reflect on essential conditions, staff engagement strategies, communication tools, and fundraising approaches. This encourages you to engage in critical thinking on how climate actions can be embedded in organisational culture and daily practices.
|Instruction Step Interactive Content=Resource:H5P-451
}}
{{Instruction Step Trainee
|Instruction Step Title=Think Green, Meet Clean
|Instruction Step Text=Read the slides carefully and reflect on how research conferences and events can be planned and conducted in an environmentally responsible way. You will explore practical strategies to reduce carbon emissions, minimize waste, and promote social and environmental sustainability while ensuring accessibility and inclusivity.
|Instruction Step Interactive Content=Resource:H5P-452
}}
{{Instruction Step Trainee
|Instruction Step Title=T or F: Think Green, Meet Clean
|Instruction Step Text=Answer the following True/False questions based on your understanding of the text that was previously provided in the form of a slideshow.
|Instruction Step Interactive Content=Resource:H5P-453
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Has Virtue And Value=Sustainability; justice; research climate
}}

Instruction:F8c5c27a-a74e-4625-bee4-b5dcd526997d

2025-12-10T12:10:11Z

0000-0001-7124-9282:

{{Instruction
|Title=From waste to wisdom: rethinking plastic waste management in the lab
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule enhances learners understanding of the role and importance of plastic waste recycling for a green and sustainable lab. By the end of the micromodule, learners should be able to:

*'''Identify''' different types of plastic materials in a lab.
*'''Describe''' actionable steps for managing and recycling plastics in a lab.
*'''Reflect''' on the challenges of developing a recycling pipeline for plastic waste in a lab.
|Has Duration=0.75
|Important For=Lab managers; Researchers; Students
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=Laboratories play a pivotal role in advancing science. However, they’re also significant sources of plastic waste, thereby contributing heavily to global plastic pollution. In 2015, a study estimated the amount of plastic waste produced in bioscience labs worldwide at 5.5 million tons (Urbina et al. 2015. ''Labs should cut plastic waste too''. Nature). Given the essential role of plastic products in wet-lab research, avoiding their use altogether may not be a practical option. Alternatively, plastic used in the lab can be recycled. This micromodule explores practical actions for reducing, managing, and recycling plastic waste in research environments. Whether you are a student, researcher or lab technician, you will gain actionable insights to make your workspace cleaner, greener, and more sustainable.
}}
{{Instruction Step Trainee
|Instruction Step Title=Explore how to tackle the plastic waste problem in the lab
|Instruction Step Text=Laboratories consume a huge amount of plastic, the majority of which is single use, and not recycled. Green Labs Austria presents the problem of plastic waste from labs and gives guidelines on where to start in addressing the problem in a lab (Green Labs Austria, 2024. ''Pioneering sustainability in scientific research.'' ''MIT Science Policy Review''). Through a background study, they evaluate what plastic materials can be recycled, which ones can be replaced and how can plastic materials be recycled for greener labs ([https://www.youtube.com/watch?v=aojnkoh4fPA Tackling the plastic problem in the lab]).

'''Watch this video and familiarize yourself with the types of plastic materials used in labs which can be recycled or replaced as well as the steps involved in the setting up of a plastic recycling pipeline.'''
|Instruction Step Interactive Content=Resource:H5P-468
}}
{{Instruction Step Trainee
|Instruction Step Title=Learn about the different types of plastic
|Instruction Step Text=Plastic is classified into seven main categories, each defined primarily by its distinct chemical properties.

'''To learn more about these categories, match the types of plastic with their descriptions'''.
|Instruction Step Interactive Content=Resource:H5P-473
}}
{{Instruction Step Trainee
|Instruction Step Title=Sorting plastics smarter: Recyclable vs Replaceable
|Instruction Step Text=In the previous sessions, we learnt that plastics are not treated the same way. Some can be '''recycled''' and re‑entered into the production cycle, while others can be '''replaced''' with sustainable alternatives. Understanding this distinction is a main step toward reducing waste and making smarter plastics choices in the lab and beyond.

'''Here, you will explore which plastics can be recycled and/or replaced and available alternatives when replacement is the more responsible option.'''
|Instruction Step Interactive Content=Resource:H5P-489
}}
{{Instruction Step Trainee
|Instruction Step Title=Final quiz
|Instruction Step Text=Gauge your knowledge on plastic waste management.
}}
{{Instruction Step Trainee
|Instruction Step Title=Looking back to move forward
|Instruction Step Text=Well done! You have now learnt about various types (recyclable vs. replaceable) of plastics used in a lab setting and steps towards designing a plastic recycling pipeline for a more management of plastic wastes in a lab. It is obvious that the recycling pipeline suggested by Green Labs Austria has to be tailored to the specific conditions of each lab.

In sum, here are some guidelines that can be adopted for the successful development of a recycling pipeline: '''''(i) communication is key for enabling an easy and sensible sorting of plastic waste; (ii) recycling pipeline should be initially tested with a smaller group before being rolled out to a much larger group; (iii) strive for adaptability by substituting non-recyclable materials with recyclable alternatives.'''''

Moving forward, please use the questions below as a guide to reflect on your next steps.
}}
{{Instruction Remarks Trainee
|Has Remarks='''Additional external resources'''

1. How we got started to recycle plastic in our lab” [[https://greenlabsaustria.at/blog/2020/02/05/freezer-experiments/ Blog - Green Labs]]

2. “How much can you recycle in a lab” [[https://www.youtube.com/watch?v=i_iKwAQMDTc How much can you recycle in a lab?]]

3. First pilot plant for recycling plastic lab waste [[https://www.youtube.com/watch?v=x4WnlmFnwbw University of Bath is home to UK’s first pilot plant for recycling plastic lab waste]]
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:F00721f3-6c64-4b3f-b35a-aa2ff4ef3373

2025-12-10T12:07:46Z

0000-0001-7124-9282:

{{Instruction
|Title=Directionality towards planetary stewardship: From disconnection to relational praxis
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=<span lang="EN-US">This short micromodule introduces learners to the visual and conceptual model of “directionality towards planetary stewardship” developed by Redvers et al. (2023). It prompts critical reflection on how institutions, knowledge systems, and personal attitudes either reproduce or resist dominant paradigms of disconnection. The exercise helps bridge the cognitive, affective, and relational shifts needed to move from disconnection to stewardship. It integrates Indigenous pedagogies, critical theory, and planetary health education frameworks.</span>

<span lang="EN-US">By the end of this module, participants should be able to:</span>

* '''<span lang="en-DE">Recognise</span>''' <span lang="en-DE">the paradigm shift from extractivist/anthropocentric logics to relational, ecocentric orientations.</span>
* '''<span lang="en-DE">Reflect</span>''' <span lang="en-DE">on their own positionality and role as planetary stewards.</span>
* '''<span lang="en-DE">Explore</span>''' <span lang="en-DE">the role of emotion, compassion, and plural knowledge systems in transforming research and education practices.</span>
* '''<span lang="en-DE">Identify</span>''' <span lang="en-DE">actions to support inclusive, just, and relational planetary health education</span>
|Has Duration=0.6
|Important For=Early career researchers; Ethics Committees and Review Boards; Supervisors and mentors; phd students; research students; researchers; students
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=<span lang="EN-US">This short micromodule introduces learners to the visual and conceptual model of “directionality towards planetary stewardship” developed by Redvers et al. (2023). It prompts critical reflection on how institutions, knowledge systems, and personal attitudes either reproduce or resist dominant paradigms of disconnection. The exercise helps bridge the cognitive, affective, and relational shifts needed to move from disconnection to stewardship. It integrates Indigenous pedagogies, critical theory, and planetary health education frameworks.</span>
}}
{{Instruction Step Trainee
|Instruction Step Title=Exploring the paradigm shift towards stewardship
|Instruction Step Text=Please <span lang="EN-US">read through the introductory PowerPoint presentation “From disconnection to planetary stewardship"</span>
|Instruction Step Interactive Content=Resource:H5P-511
}}
{{Instruction Step Trainee
|Instruction Step Title=Planetary stewards: from disconnection to ecocentric and inclusive orientations
|Instruction Step Text=<span lang="EL">Please take 10 minutes to hover over the figure and explore the concepts (from <span lang="en-DE">→ to)</span> interactively.</span>
|Instruction Step Interactive Content=Resource:H5P-512
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflexive Journaling
|Instruction Step Text=<span lang="en-DE">After exploring the image, consider the following guided reflection prompts</span>
|Instruction Step Interactive Content=Resource:H5P-513
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Has Virtue And Value=Accountability; Care; Good stewardship; Reflexivity; Respect
}}

Instruction:F6a872b6-7de2-4a3a-8ee1-f4243469d96f

2025-12-10T12:06:19Z

0000-0001-7124-9282:

{{Instruction
|Title=Just Transition (part two): Green Colonialism and Energy Justice
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces the idea of a just transition by looking at how climate solutions can unintentionally repeat old patterns of inequality. It focuses on the tension between climate justice and what some scholars call green colonialism. By the end of the micromodule, learners should be able to:

*'''Identify''' and '''distinguish''' key types of justice (e.g., recognition, spatial, distributive, epistemic, intergenerational) that shape environmental justice debates.
*'''Recognize''' how certain green initiatives overlook broader social and historical contexts.
|Has Duration=0.4
|Important For=Researchers
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=<span lang="EN-US">Through short podcasts and interactive activities, learners get familiar with different forms of justice – recognition, distributive, spatial, temporal and epistemic – and how these ideas show up in real environmental conflicts.</span>

<span lang="EN-US">A central part of the module looks at the Saami experience with the Fosen wind project. The case shows how renewable energy initiatives, even when well-intended, can overlook indigenous rights if they are pushed forwards without proper consultation or consent.</span>
}}
{{Instruction Step Trainee
|Instruction Step Title=Environmental justice in practice
|Instruction Step Text=<span lang="EN-US">Open the podcast episode below.</span>
|Instruction Step Interactive Content=Green transition or green colonialism? - SEI podcast
}}
{{Instruction Step Trainee
|Instruction Step Title=Defining justices
|Instruction Step Text=<span lang="EN-US">Listen to: [2:16–4:00], [6:28–8:23]</span>

<span lang="EN-US">Listen and pay attention to how Laura del Duca defines different types of justice.</span>
|Instruction Step Interactive Content=Resource:H5P-524
}}
{{Instruction Step Trainee
|Instruction Step Title=Case Study: The Saami and the Fosen Wind Farm
|Instruction Step Text=Listen to the podcast from 08:07 to 15:35 and answer the questions below
|Instruction Step Interactive Content=Resource:H5P-531
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:D0a94dfd-0df4-4668-b58b-3943f8c60e67

2025-12-10T12:05:29Z

0000-0001-7124-9282:

{{Instruction
|Title=The Environmental Cost of AI: What Can we do about it?
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on AI’s environmental impact. From energy-hungry data centers to e-waste and water use, this micromodule explores AI’s footprint and what people can do about it. Participants will explore both the opportunities and risks of AI in the environmental context and begin to imagine what a more sustainable AI future could look like. By the end of this micromodule, participants will be able to:

*'''Identify''' key environmental impacts of AI technologies
*'''Explain''' how AI’s infrastructure contributes to climate and environmental pressures
*'''Reflect''' on trade-offs and future governance needs regarding AI deployment
|Has Duration=0.5
|Important For=Citizen Scientists; Policy makers; students, researchers, and research ethics reviewers
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=Artificial Intelligence (AI) can be seen as a powerful tool to tackle sustainability challenges — but it also comes with hidden socio-environmental costs.
}}
{{Instruction Step Trainee
|Instruction Step Title=The Environmental Footprint of AI: Understanding the Trade-offs
|Instruction Step Text=In this activity, you’ll explore the environmental impacts associated with AI technologies. Concerns include electricity use, water consumption, rare earth mining, and e-waste. Possible solutions and governance ideas are also explored. Interactive exercises to test your understanding are also included.
|Instruction Step Interactive Content=Resource:H5P-397
}}
{{Instruction Step Trainee
|Instruction Step Title=Understanding the Systemic Impacts of Generative AI
|Instruction Step Text=This step explores the environmental impacts of generative AI across its lifecycle: from training, deployment, and inference to hardware and infrastructure.
|Instruction Step Interactive Content=Resource:H5P-400
}}
{{Instruction Step Trainee
|Instruction Step Title=Making AI More Sustainable: What Are the Options?
|Instruction Step Text=In this step you’ll learn about the energy and resource demands of generative AI, as well as realistic strategies that reduce environmental impacts while maintaining performance.
|Instruction Step Interactive Content=Resource:H5P-404
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:9b5b6402-1f9c-4433-b431-def307d04db0

2025-12-10T12:04:09Z

0000-0001-7124-9282:

{{Instruction
|Title=Nature relations in research and innovation
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces Nature-Based Solutions (NbS) and Multispecies Thinking as key frameworks for sustainable and inclusive research and innovation. By the end of this micromodule, learners should be able to:

*'''Describe''' the advantages of NBS for research and innovation and differentiate from greenwashing.
*'''Reflect''' on a case study that applies multispecies thinking to urban design.
*'''Consider''' how you could apply these insights to your research and innovation projects.
|Has Duration=0.5
|Has Participants=1-20
|Important For=researchers
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=The Green Transition calls for more than technological change—it requires a reimagining of our relationship with the natural world. This micromodule introduces Nature-Based Solutions (NbS) and Multispecies Thinking as key frameworks for sustainable and inclusive research and innovation. NbS leverage ecosystems to address climate, biodiversity, and social challenges by working with natural processes. Multispecies Thinking broadens our perspective, recognizing the interconnectedness of all life forms and the need to include non-human beings in our ethical and research considerations. Together, these approaches can help foster more regenerative and just innovations. Through case studies and critical reflection, this micromodule equips learners to contribute to a Green Transition grounded in ecological and relational awareness.
}}
{{Instruction Step Trainee
|Instruction Step Title=Become familiar with Nature Based Solutions
|Instruction Step Text=Nature-based solutions harness the power of ecosystems to tackle a wide range of pressing global challenges. By working with natural processes rather than against them, these approaches offer effective ways to mitigate and adapt to climate change, support biodiversity, and reduce the risks of natural disasters such as floods and wildfires. At the same time, they contribute to improved human health and well-being, while addressing social issues like inequality and access to green spaces. By restoring and protecting ecosystems, nature-based solutions provide holistic, sustainable responses to the interconnected crises we face today.

Watch the video “What Are Nature-Based Solutions” and pay attention to the five benefits of nature-based solutions NbS.
|Instruction Step Interactive Content=Resource:H5P-471
}}
{{Instruction Step Trainee
|Instruction Step Title=Case study: In-Visible Moth Spells
|Instruction Step Text=What if innovation projects were designed with nature in mind? Multispecies Thinking broadens our perspective, recognizing the interconnectedness of all life forms and the need to include non-human beings in our ethical and research considerations. Designer Liina Lember explores how light pollution might be tackled from the perspective of another species. View the slideshow on “In-Visible Moth Spells” and notice how it makes you feel.
|Instruction Step Interactive Content=Resource:H5P-472
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:C83e85fc-a0aa-45b2-86a0-8466f5768ff1

2025-12-10T12:02:41Z

0000-0001-7124-9282:

{{Instruction
|Title=Technology and sustainability
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces learners to the often-overlooked environmental impacts of technology, from data centers and energy use to e-waste and rare earth mining. It presents two strategies for making technology more sustainable — by using technology to address environmental challenges (greening by technology), and by redesigning technology itself to reduce its environmental impact (greening of technology). Learners are then introduced to concrete principles for sustainable tech design and encouraged to reflect on how these concepts apply to their own field of research or practice. By the end of this micromodule, participants will be able to:

*'''Identify''' key environmental and climate impacts associated with technology.
*'''Distinguish''' between “greening by technology” and “greening of technology.”
*'''Apply''' practical design principles for more sustainable technology.
*'''Reflect''' on how sustainability considerations apply to their own research or innovation practices.
*'''Evaluate''' the ethical and social implications of sustainable technology choices
|Has Duration=0.5
|Important For=Students; innovation hubs; researchers
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=The Environmental Impact of Physical Devices
|Instruction Step Text=Our phones and devices seem small and portable — but their environmental footprint is massive. This short article explores how technology products affect the environment throughout their lifecycle: from extraction of rare minerals to their disposal as e-waste.
|Instruction Step Interactive Content=Resource:H5P-408
}}
{{Instruction Step Trainee
|Instruction Step Title=The Environmental Cost of Software and Online Services
|Instruction Step Text=We rarely think about the environmental cost of streaming a movie, joining a video call, or downloading a podcast— but the digital world runs on data centers that use huge amounts of energy, water, and land.
|Instruction Step Interactive Content=Resource:H5P-409
}}
{{Instruction Step Trainee
|Instruction Step Title=Greening Tech — What and How
|Instruction Step Text=There are two complementary approaches through which technology can contribute to sustainability:

*Greening by Tech: using technology to enable sustainable solutions (e.g., climate monitoring, carbon tracking, energy-efficient transportation).
*Greening of Tech: making the technologies themselves — including software, cloud, and hardware — more sustainable and energy-efficient.

<div></div>
|Instruction Step Interactive Content=Resource:H5P-410
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815

2025-12-10T12:00:59Z

0000-0001-7124-9282:

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. It uses conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] on responsible research framework for ‘climate change-conscious methodologies. Applying these concepts to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges. By the end of this module, you should be able to:

* '''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.
* '''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Citizen Scientists; Doctoral students; Postdocs; Science communicators; Students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation
|Instruction Step Interactive Content=Resource:H5P-432
}}
{{Instruction Step Trainee
|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz.
|Instruction Step Interactive Content=Resource:H5P-433
}}
{{Instruction Step Trainee
|Instruction Step Title=Conversation cards
|Instruction Step Text=The climate conscious methodology matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

*'''Stay flexible''', but still do high-quality research
*'''Respect local people and ecosystems'''

*'''Build trust''' through careful planning and honest communication
*'''Support climate justice''' by including affected voices in all stages of research.
In the following steps, five card deks are presented each of them addresses a different methodological component:

* Assessment and measurement strategies
* Data evaluation and interpretation
* Ethical issues and scientific integrity
* Communication of research findings

Have a look at how to use the cards by clicking on the link below.
|Instruction Step Interactive Content=Resource:H5P-434
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the

'''CASE STUDY EXAMPLE:'''

'''Rebuilding with Dignity: A Community Research Project After Flooding'''

'''What happened?'''

Heavy floods hit a neighbourhood called ''Las Marismas'', on the edge of a Mediterranean city. The area is low-lying and often gets flooded. This time, more than '''1,500 people''' had to leave their homes. The hardest hit were people living in informal houses near the river, including '''undocumented migrants''', '''single mothers''', and '''older residents'''.

'''How do people feel?'''

Many people in the neighbourhood '''don’t trust local authorities or researchers'''. In the past, they were promised help that never came. Some say they’ve been treated unfairly or only used for data in research projects without seeing any real benefits.

'''What is the new project about?'''

A group of researchers from different countries is working on a project funded by the '''EU Green Deal programme'''. The goal is to '''co-create low-cost solutions''' to make the area more prepared for future floods. They want to work '''with''' the community, not just study them.

The project includes:

*'''Better early-warning systems''' for floods,
*'''Nature-based solutions''' to help manage water (like green spaces or plant-based barriers),
*'''New ways of making decisions''' that include the voices of local people.

'''Who is involved?'''

The team includes:

*'''Environmental engineers''' (they study flooding and infrastructure),
*'''Social scientists''' (they look at community and behaviour),
*'''Public health researchers''' (they study health risks), and
*'''Local facilitators''' (people who help connect researchers and residents).

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-435
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-436
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-437
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-438
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-439
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba

2025-12-10T11:59:26Z

0000-0001-7124-9282:

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. It uses conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] on responsible research framework for ‘climate change-conscious methodologies. Applying the concepts mentioned in these cards to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges. By the end of this module, you should be able to:

* '''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.
* '''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Community Advisory Boards; Ethics committee members; Principal investigators; Research Ethics Experts; Researchers; Researchers, Research Ethics Communities and Research Integrity Offices; Scientists; Trainers; Undergraduate trainers; reserach integrity offices
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation.
|Instruction Step Interactive Content=Resource:H5P-432
}}
{{Instruction Step Trainee
|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz
|Instruction Step Interactive Content=Resource:H5P-433
}}
{{Instruction Step Trainee
|Instruction Step Title=How to use the conversation cards
|Instruction Step Text=The climate-conscious methodologies matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

*'''Stay flexible,''' but still do high-quality research
*'''Respect local people and ecosystems'''
*'''Build trust''' through careful planning and honest communication

*'''Support climate justice''' by including affected voices in all stages of research.
In the following steps 5 deks of cards are presented. Each of them addresses the following methodological components:

*Research design
*Assessment and measurement strategies
*Data evaluation and interpretation
*Ethical issues and scientific integrity
*Communication of research findings

Have a look at how to use the cards by clicking on the link below.
|Instruction Step Interactive Content=Resource:H5P-434
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the '''CASE STUDY EXAMPLE:'''

'''"Rebuilding with Dignity: Participatory Research in a Flooded Neighbourhood"'''

'''Context:'''

In the aftermath of devastating flash floods in the peri-urban district of ''Las Marismas'', located on the low-lying outskirts of a Mediterranean city, a European research consortium '''initiates a climate adaptation project'''. The floods displaced over 1,500 residents, disproportionately affecting undocumented migrants, single mothers, and elderly locals who had settled in informal housing near riverbeds. Many residents feel abandoned by local authorities and express mistrust toward institutions, citing past experiences with extractive research and failed development promises.

The '''research project''', funded under the EU’s Green Deal programme''', aims to co-develop low-cost, community-led solutions for urban flood resilience'''. It includes both social and infrastructural components, such as local early-warning systems, nature-based stormwater management, and inclusive governance models. The research team comprises environmental engineers, social scientists, public health researchers, and local facilitators.

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-440
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-441
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-442
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-443
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-444
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f

2025-12-10T11:58:14Z

0000-0001-7124-9282:

{{Instruction
|Title=Incorporating gender, health, and climate justice in your research: A reflexive question card exercise
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces a reflexive tool based on question cards designed to support researchers and practitioners in integrating intersectional gender, health, and climate considerations into their research. Developed by Verdonk et al. (2024), the card prompts support thoughtful engagement with public policy contexts, systemic inequities, and positionality. Drawing on the Intersectionality-Based Policy Analysis (IBPA) framework, ecofeminist theory, and feminist systems thinking, the cards help participants address equity, voice, and sustainability in the context of planetary health and just urban transitions. the end of this micromodule, participants should be able to:

* '''Identify''' and '''reflect''' on intersectional dimensions (e.g. gender, race, class, disability) in climate and health research.
* '''Explore''' how power and privilege operate in environmental and health research design and policy influence.
* '''Formulate''' more inclusive and socially just research questions using reflexive prompts.
|Has Duration=0.65
|Important For=Citizen Scientists; Early career researchers; Master students; PhD Students; researchers; students
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This micromodule introduces a reflexive tool based on question cards designed to support researchers and practitioners in integrating intersectional gender, health, and climate considerations into their research. Developed by Verdonk et al. (2024), the card prompts support thoughtful engagement with public policy contexts, systemic inequities, and positionality. Drawing on the Intersectionality-Based Policy Analysis (IBPA) framework, ecofeminist theory, and feminist systems thinking, the cards help participants address equity, voice, and sustainability in the context of planetary health and just urban transitions.
}}
{{Instruction Step Trainee
|Instruction Step Title=Why critical reflection is needed: core concepts behind the question cards
|Instruction Step Text=Please go through the summary PowerPoint presentation about the rationale for incorporating gender, health, and climate dimensions together.

These themes (gender and social positioning, health equity, climate justice, reflexivity, and intersectionality) help uncover hidden power dynamics in research.

The goal is not to memorise definitions, but to reflect on how these issues relate to their own research.
|Instruction Step Interactive Content=Resource:H5P-504
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect individually - Incorporating gender, health, and climate justice in your research: A reflexive question card exercise
|Instruction Step Text=After the presentation, reflect on the following:

* Which of these four themes feels most relevant to your current research or study field?
* Can you identify a research decision (e.g., topic, method, interpretation) that might be shaped by your own position or assumptions?
* What is one insight or discomfort you experienced during the slides?
|Instruction Step Interactive Content=Resource:H5P-505
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflexive inquiry into research framing
|Instruction Step Text=This activity helps uncover blind spots in conventional research approaches by encouraging reflexivity and intersectional thinking.

The goal is to reflect on one’s own positionality and framing, not to produce right answers, but to surface assumptions and expand accountability.
|Instruction Step Interactive Content=Resource:H5P-509
}}
{{Instruction Step Trainee
|Instruction Step Title=Building equity-driven research questions
|Instruction Step Text=Based on your previous reflections please revise or formulate a research question that integrates intersectional awareness.
|Instruction Step Interactive Content=Resource:H5P-510
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Has Virtue And Value=Accountability; Care; Gender Equality; Reflexivity; Respect; Sustainability; justice
}}

Instruction:F6a872b6-7de2-4a3a-8ee1-f4243469d96f

2025-12-10T11:53:08Z

0000-0001-7124-9282:

{{Instruction
|Title=Just Transition (part two): Green Colonialism and Energy Justice
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodules introduces the idea of a just transition by looking at how climate solutions can unintentionally repeat old patterns of inequality. It focuses on the tension between climate justice and what some scholars call green colonialism. By the end of the micromodule, learners should be able to:

* '''Identify''' and '''distinguish''' key types of justice (e.g., recognition, spatial, distributive, epistemic, intergenerational) that shape environmental justice debates.
* '''Recognize''' how certain green initiatives overlook broader social and historical contexts.
|Has Duration=0.4
|Important For=Researchers
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=<span lang="EN-US">Through short podcasts and interactive activities, learners get familiar with different forms of justice – recognition, distributive, spatial, temporal and epistemic – and how these ideas show up in real environmental conflicts.</span>

<span lang="EN-US">A central part of the module looks at the Saami experience with the Fosen wind project. The case shows how renewable energy initiatives, even when well-intended, can overlook indigenous rights if they are pushed forwards without proper consultation or consent.</span>
}}
{{Instruction Step Trainee
|Instruction Step Title=Environmental justice in practice
|Instruction Step Text=<span lang="EN-US">Open the podcast episode below.</span>
|Instruction Step Interactive Content=Green transition or green colonialism? - SEI podcast
}}
{{Instruction Step Trainee
|Instruction Step Title=Defining justices
|Instruction Step Text=<span lang="EN-US">Listen to: [2:16–4:00], [6:28–8:23]</span>

<span lang="EN-US">Listen and pay attention to how Laura del Duca defines different types of justice.</span>
|Instruction Step Interactive Content=Resource:H5P-524
}}
{{Instruction Step Trainee
|Instruction Step Title=Case Study: The Saami and the Fosen Wind Farm
|Instruction Step Text=Listen to the podcast from 08:07 to 15:35 and answer the questions below
|Instruction Step Interactive Content=Resource:H5P-531
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22

2025-12-10T11:50:48Z

0000-0001-7124-9282:

{{Instruction
|Title=Ethics of care and human-nature relations
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces the ethics of care and its relevance for research. By the end of this micromodule participants should be able to:

* '''Understand''' core ethics of care concepts and their basis in feminist and indigenous philosophies
* '''Identify''' care-based practices in your own research setting
* '''Propose''' strategies for strengthening care-based and environmentally aware practices in your own research and research setting.
|Has Duration=1
|Important For=All stakeholders in research; PhD Students; Researchers; Senior researchers
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Learn about care ethics
|Instruction Step Text=Watch this short video introducing ethics of care (or care ethics).

'''Video'''
|Instruction Step Interactive Content=Resource:H5P-517
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect about the 5 phases of care in your research
|Instruction Step Text=Look back at the 5 phases of care by Toronto and think about your research. How could you reflect on and integrate the 5 phases of care in your research? You can think about your

research design or a specific phase of your research.

For inspiration you can look at this article where a research group describes in detail how

they have integrate the and reflected upon the 5 phases of care in their research.

[https://www.tandfonline.com/doi/full/10.1080/09650792.2018.1450771?utm_source=researchgate.net&medium=article]
|Instruction Step Interactive Content=Resource:H5P-518
}}
{{Instruction Step Trainee
|Instruction Step Title=Extending care responsibilities to the environment
|Instruction Step Text=As we learned in step 1 care ethics values interconnectedness, interdependence, and rejects the individualistic rational autonomy, typical of the colonial wester perspective.

This way of understanding human relationship and of centering care responsibilities at the core of human flourishing was brought forward by feminist scholars and lies at the core of many indigenous practices and knowledges, where the interdependence among being and the reciprocal responsibilities that connect humans, the natural environment, including water and other beings, is recognized.

The concept of “care” is integrated in the discourse and practices of indigenous environmental movements and provide important paradigms for caring as part of environmental ethics.

According to Whyte and Cuomo (2016) indigenous conceptions of care include:

1) the importance of one’s awareness of their own place within a web of different

connections (including humans, non-human beings and entities, and collectives (e.g., forests, seasonal cycles);

2) the understanding of moral connections as including relationships of interdependence that motivate reciprocal responsibilities;

3) the valorization of skills and virtues, such as the wisdom of grandparents and elders, attentiveness to the environment, and indigenous stewardship practices;

4) the will to restore people and communities wounded by injustices by rebuilding

relationships that can generate responsibilities pertinent to the environmental challenges such as biodiversity loss;

5) the conception of political autonomy as involving the protection of the right to serve as responsible stewards of lands and the environment.

These conceptions of care align with the idea that in indigenous knowledge, care

responsibilities extend to nature and the environment. This is exemplified by the concept of kinship (i.e. the bond that exists between members of a group, often a family, based on which relationships, social structures, rights, obligations, and expectations are determined) which in indigenous traditions extends to the place we live in, including nature, animals and the elements which sustain life. In this view, kinship, is not merely a status (defined belonging to a certain group) but an action, and in particular the reciprocal care that members of the kinship exercise for each other.

Watch the video below:
|Instruction Step Interactive Content=Resource:H5P-506
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect: Extending kinship relationships to Nature
|Instruction Step Text=Extending kinship relationships to Nature implies extending the concept of interdependency to the environment and as a consequence the responsibilities that humans have towards the environment. This perspective, rooted in ancestral scientific foundation, based on experimentation, observation and adaptation is deeply embedded in indigenous systems around the world, including Ubuntu among the Bantu and Xhosa peoples of Africa, Lokahi for Native Hawaiians, All my relations widely used by Tribal and Indigenous nations across Turtle Island and Tendrel of Tibetan Buddhism from Tibet, the Himalayas, and South Asia: it underlines how humans hold care responsibilities toward non-human relatives (Gauthier et al 2005).

This view is defined by Gauthier et al. as “Kincentric ecology”:
|Instruction Step Interactive Content=Resource:H5P-516
}}
{{Instruction Step Trainee
|Instruction Step Title=Listen and reflect: “Acts of Care in Microplastics Science”
|Instruction Step Text=Now that we have learned about care ethics and the way which in care has been conceptualized and enacted by indigenous environmental movements let’s look at a particular story brough to us by a microplastic researcher. In this story we hear few examples of how care-based and environmentally aware practices can be embedded in the context of research.
|Instruction Step Interactive Content=Resource:H5P-520
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=Urban Walker, M. 1998. Moral Understandings. A Feminist Study in Ethics. New York: Routledge.

Tronto, J. 1993. Moral Boundaries. A Political Argument For an Ethic of Care. New York: Routledge.

Noddings, N. 1982. Caring: A Feminine Approach to Ethics and Moral Education. Berkeley: University of CA Press.

Gilligan, C. 1982. In a different voice: Psychological theory and women&#39;s development. Harvard University Press.

Woodly, D., R.H. Brown, M. Marin, S. Threadcraft, C.P. Harris, J. Syedullah, and M. Ticktin.

2021. “The Politics of Care.” Contemporary Political Theory 20 (4): 890–925.

<nowiki>https://doi.org/10.1057/s41296-021-00515-8</nowiki>.

Wrigley, K. 2025. Care-full climate justice organising. Environmental Sociology, 1–13.

<nowiki>https://doi.org/10.1080/23251042.2025.2484479</nowiki>

Noddings, N. 2015. Care ethics and “caring” organizations. In: Engster D, Hamington M (eds) Care Ethics and Political Theory. Oxford: Oxford University Press, 72–84.

Weil, S. 1977. Simone Weil Reader. New York: Moyer Bell.

Whyte, K. and C. J. Cuomo. 2016. “Ethics of Caring in Environmental Ethics: Indigenous

and Feminist Philosophies.” In S. M. Gardiner and A. Thompson (eds) The Oxford Handbook of Environmental Ethics Oxford: Oxford Handbooks, 234–247.

Inguaggiato, G., Pallise Perello, C., Verdonk, P., Schoonmade, L., Andanda, P., van den

Hoven, M., <nowiki>&</nowiki>amp; Evans, N. 2024. The experience of women researchers during the Covid-19 pandemic: a scoping review. Research Ethics, 20(4), 780- 811. <nowiki>https://doi.org/10.1177/17470161241231268</nowiki>

Tronto, J.C. (2013). Caring Democracy: Markets, Equality, and Justice. New Yourk: NYU Press.

Gauthier P. E., Chungyalpa D, Goldman RI, Davidson RJ, Wilson-Mendenhall CD. 2025.

Mother Earth kinship: Centering Indigenous worldviews to address the Anthropocene and

rethink the ethics of human-to-nature connectedness. Curr Opin Psychol. Aug(64): 102042.

doi: 10.1016/j.copsyc.2025.102042. Epub 2025 Apr 11. PMID: 40288260.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8

2025-12-10T11:47:09Z

0000-0001-7124-9282:

{{Instruction
|Title=Planetary health, human well-being and environmental justice
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This introductory micromodule explores the concept of Planetary Health as a framework linking human well-being with the state of natural systems. By the end of the module, participants should be able to:

*'''Explain''' how environmental degradation affects human health through the framework of planetary boundaries
*'''Identify''' the disproportionate effects of climate change on different populations.
*'''Reflect''' on the ethical implications of environmental injustices.
*'''Relate''' the concept of planetary health to research responsibilities.
|Has Duration=0.75
|Important For=Citizen Scientists; Ethics Committees and Research Institutions; Researchers; Students
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This introductory micromodule explores the concept of Planetary Health as a framework linking human well-being with the state of natural systems. Through an animated video and guided reflection, participants will examine how human activities have breached planetary boundaries, exacerbating health inequalities and environmental injustices. The module fosters ethical awareness and encourages learners to consider sustainability as a foundational principle of responsible research and innovation.
}}
{{Instruction Step Trainee
|Instruction Step Title=Exploring planetary health
|Instruction Step Text=In this activity we explore <span lang="EN-US">planetary health through animation</span>
|Instruction Step Interactive Content=Resource:H5P-359
}}
{{Instruction Step Trainee
|Instruction Step Title=What do we mean by “justice” in planetary health?
|Instruction Step Text=In the context of planetary health, ''justice'' means recognising that the impacts of environmental degradation and climate change are not distributed equally. While some communities contribute more to these problems, often through overconsumption or industrial activity, others (especially low-income or marginalised groups) bear the brunt of the consequences.

Justice asks us to reflect on questions such as:

*Who benefits from current systems?
*Who is most affected by environmental and health harms?
*Whose voices are included or excluded from solutions?

Justice is essential for sustainable health systems because '''no system can be truly sustainable if it perpetuates inequality.'''
}}
{{Instruction Step Trainee
|Instruction Step Title=Key concepts in planetary health
|Instruction Step Text=Match the key concepts in planetary health to their descriptions.
|Instruction Step Interactive Content=Resource:H5P-360
}}
{{Instruction Step Trainee
|Instruction Step Title=Ethics and action
|Instruction Step Text=How can we act according to our values?
|Instruction Step Interactive Content=Resource:H5P-361
}}
{{Instruction Step Trainee
|Instruction Step Title=What can we do to mitigate the risk, adapt, and restore planetary health?
|Instruction Step Text=Planetary health is not only a diagnostic concept but also a call to action. You will now explore concrete pathways on mitigation, adaptation, and restoration, as well as the ethical and justice-oriented shifts required to reframe how we promote health and well-being.
|Instruction Step Interactive Content=Resource:H5P-362
}}
{{Instruction Step Trainee
|Instruction Step Title=Final planetary health quiz
|Instruction Step Text=Test your knowledge!
|Instruction Step Interactive Content=Resource:H5P-363
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Has Virtue And Value=Accountability; Care; Respect
}}

Instruction:46351c66-8276-40bf-84da-8cac974a02aa

2025-12-10T11:44:36Z

0000-0001-7124-9282:

Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a

2025-12-10T11:42:25Z

0000-0001-7124-9282:

{{Instruction
|Title=Addressing environmental justice in research & innovation
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micro module introduces five ethical principles central to environmental ethics and asks learners to apply them to research practice.

*'''Describe''' five key ethical principles related to Environmental Justice and their implications for research practice: ''1) Leave No One Behind; 2) Do No Significant Harm (DNSH); 3) Precautionary Principle; 4) Polluter Pays Principle; 5) Informed consent''
*'''Apply''' each principle to one’s own research practice.
|Has Duration=0.4
|Important For=Researchers
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=<span lang="EN-US">Building on the Introduction to Environmental Justice module, this micromodule introduces four key principles: Leave no one behind, the Do No Significant Harm (DNSH), the Polluter Pays Principle, the Precautionary Principle and informed consent. The aim is to help participants integrate justice-oriented thinking into their research and innovation practices.</span>
}}
{{Instruction Step Trainee
|Instruction Step Title=Explore ethical principles
|Instruction Step Text=In this activity, first you will watch the video “5 Ethical Principles”, which introduces core principles of climate env environmental ethics, relevant for research and innovation. Afterwards, you can note down which principles are most relevant in your research.
|Instruction Step Interactive Content=Resource:H5P-498
}}
{{Instruction Step Trainee
|Instruction Step Title=Environmental justice in practice
|Instruction Step Text=Having watched the video, you will apply the ethical principles to your own research practices using interactive prompt cards.
|Instruction Step Interactive Content=Resource:H5P-500
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a

2025-12-10T11:41:28Z

0000-0001-7124-9282:

{{Instruction
|Title=Addressing environmental justice in research & innovation
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micro module introduces five ethical principles central to environmental ethics and asks learners to apply them to research practice.

*'''Describe''' five key ethical principles related to Environmental Justice and their implications for research practice: 1) Leave No One Behind; 2) Do No Significant Harm (DNSH); 3) Precautionary Principle; 4) Polluter Pays Principle; 5) Informed consent

*'''Apply''' each principle to one’s own research practice.

<div></div>
|Has Duration=0.4
|Important For=Researchers
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=<span lang="EN-US">Building on the Introduction to Environmental Justice module, this micromodule introduces four key principles: Leave no one behind, the Do No Significant Harm (DNSH), the Polluter Pays Principle, the Precautionary Principle and informed consent. The aim is to help participants integrate justice-oriented thinking into their research and innovation practices.</span>
}}
{{Instruction Step Trainee
|Instruction Step Title=Explore ethical principles
|Instruction Step Text=In this activity, first you will watch the video “5 Ethical Principles”, which introduces core principles of climate env environmental ethics, relevant for research and innovation. Afterwards, you can note down which principles are most relevant in your research.
|Instruction Step Interactive Content=Resource:H5P-498
}}
{{Instruction Step Trainee
|Instruction Step Title=Environmental justice in practice
|Instruction Step Text=Having watched the video, you will apply the ethical principles to your own research practices using interactive prompt cards.
|Instruction Step Interactive Content=Resource:H5P-500
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:Dc7e4584-b6f9-4289-a6f5-f308340eda74

2025-12-10T11:39:48Z

0000-0001-7124-9282:

{{Instruction
|Title=Introduction to environmental justice
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces the concept of environmental justice and its relevance for research practice. After completing this micro-module learners will be able to:

*'''Understand''' the concept of environmental justice
*'''Recognize''' how environmental harms and benefits are often distributed unequally across different communities.
*'''Reflect''' on the responsibility researchers hold in shaping sustainable and fair outcomes and how disparities may arise within the context of their own research or professional practice.
|Has Duration=0.4
|Important For=Researchers; Students
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This micro-module introduces the concept of '''environmental justice''' and explores how environmental harms and benefits are often distributed unequally across different communities. It encourages participants to reflect on the '''responsibility''' they hold in shaping sustainable and fair outcomes. Through a questionnaire and stakeholder mapping, learners will explore how '''environmental and social inequalities''' can emerge in their own work.
}}
{{Instruction Step Trainee
|Instruction Step Title=Environmental justice in practice
|Instruction Step Text=We will begin by watching a short video on '''environmental justice'''. After watching the video, you will be asked to complete a brief questionnaire based on the content you’ve just seen.
|Instruction Step Interactive Content=Resource:H5P-374
}}
{{Instruction Step Trainee
|Instruction Step Title=Assess your own research
|Instruction Step Text=Now that you have learned about environmental justice, we invite you to reflect on your research by answering the questions below.
|Instruction Step Interactive Content=Resource:H5P-372
}}
{{Instruction Step Trainee
|Instruction Step Title=Map Stakeholders
|Instruction Step Text=Environmental justice does not only invite us to reflect on "what" is affected by research but also "who" is affected, and who has power to shape decisions. In this activity we will engage in an exercise to '''identify''' and explore the '''stakeholders''' connected to your research. This will help you better understand who is affected by your work and in what ways. The Rainbow Diagram will be used to classify stakeholders based on their proximity and influence. The closer a stakeholder is placed to the center, the more directly they are affected by the research or have influence over it.
|Instruction Step Interactive Content=Resource:H5P-375
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a

2025-12-09T12:29:36Z

0000-0001-7124-9282:

{{Instruction
|Title=Addressing environmental justice in research & innovation
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micro module introduces five ethical principles central to environmental ethics and asks learners to apply them to research practice.

* '''Describe''' five key ethical principles related to Environmental Justice and their implications for research practice:

# Leave No One Behind
# Do No Significant Harm (DNSH)
# Precautionary Principle
# Polluter Pays Principle
# Informed consent

* '''Apply''' each principle to one’s own research practice.

<div></div>
|Has Duration=0.4
|Important For=Researchers
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=<span lang="EN-US">Building on the Introduction to Environmental Justice module, this micromodule introduces four key principles: Leave no one behind, the Do No Significant Harm (DNSH), the Polluter Pays Principle, the Precautionary Principle and informed consent. The aim is to help participants integrate justice-oriented thinking into their research and innovation practices.</span>
}}
{{Instruction Step Trainee
|Instruction Step Title=Explore ethical principles
|Instruction Step Text=In this activity, first you will watch the video “5 Ethical Principles”, which introduces core principles of climate env environmental ethics, relevant for research and innovation. Afterwards, you can note down which principles are most relevant in your research.
|Instruction Step Interactive Content=Resource:H5P-498
}}
{{Instruction Step Trainee
|Instruction Step Title=Environmental justice in practice
|Instruction Step Text=Having watched the video, you will apply the ethical principles to your own research practices using interactive prompt cards.
|Instruction Step Interactive Content=Resource:H5P-500
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:Dc7e4584-b6f9-4289-a6f5-f308340eda74

2025-12-09T12:16:59Z

0000-0001-7124-9282:

Guide:F09d96da-448d-4e4b-99cb-612231b0b993

2025-12-08T13:38:30Z

0000-0001-7124-9282: Created page with "{{Guide |Title=Sustainability and Eco-Justice in Everyday Research - RE4GREEN |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a |Guide Goal=Research sha..."

{{Guide
|Title=Sustainability and Eco-Justice in Everyday Research - RE4GREEN
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Guide Goal=Research shapes the world – not just through big discoveries, but through the everyday choices we make: what questions we ask, which methods we use, how we share our work.

The RE4GREEN micromodules can be used individually or together to guide students, researchers, citizen scientists, people reviewing research proposals and those teaching research ethics on how to embed sustainability and eco-justice knowledge, skills and values in research.
}}
{{Custom TabContent Trainee Open}}
{{Guide List Wrapper Trainee Open}}
{{Guide Step Trainee
|Guide Step Type Trainee=Section
|Guide Step Section=Sustainability and Eco-Justice in Everyday Research
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:Dc7e4584-b6f9-4289-a6f5-f308340eda74
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:46351c66-8276-40bf-84da-8cac974a02aa
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Section
|Guide Step Section=Embracing Complexity
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:F6a872b6-7de2-4a3a-8ee1-f4243469d96f
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815
}}
{{Guide List Wrapper Trainee Close}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Guide List Wrapper Trainer Open}}
{{Guide List Wrapper Trainer Close}}
{{Custom TabContent Close Trainer}}

Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22

2025-12-08T13:20:36Z

0000-0001-7124-9282:

{{Instruction
|Title=Ethics of care and human-nature relations
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=By the end of this micromodule participants should be able to:

1) Understand core ethics of care concepts and their basis in feminist and indigenous philosophies

2) Identify care-based practices in your own research setting

3) Propose strategies for strengthening care-based and environmentally aware practices in your own research and research setting.
|Has Duration=1
|Important For=All stakeholders in research; PhD Students; Researchers; Senior researchers
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Learn about care ethics
|Instruction Step Text=Watch this short video introducing ethics of care (or care ethics).

'''Video'''
|Instruction Step Interactive Content=Resource:H5P-517
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect about the 5 phases of care in your research
|Instruction Step Text=Look back at the 5 phases of care by Toronto and think about your research. How could you reflect on and integrate the 5 phases of care in your research? You can think about your

research design or a specific phase of your research.

For inspiration you can look at this article where a research group describes in detail how

they have integrate the and reflected upon the 5 phases of care in their research.

[https://www.tandfonline.com/doi/full/10.1080/09650792.2018.1450771?utm_source=researchgate.net&medium=article]
|Instruction Step Interactive Content=Resource:H5P-518
}}
{{Instruction Step Trainee
|Instruction Step Title=Extending care responsibilities to the environment
|Instruction Step Text=As we learned in step 1 care ethics values interconnectedness, interdependence, and rejects the individualistic rational autonomy, typical of the colonial wester perspective.

This way of understanding human relationship and of centering care responsibilities at the core of human flourishing was brought forward by feminist scholars and lies at the core of many indigenous practices and knowledges, where the interdependence among being and the reciprocal responsibilities that connect humans, the natural environment, including water and other beings, is recognized.

The concept of “care” is integrated in the discourse and practices of indigenous environmental movements and provide important paradigms for caring as part of environmental ethics.

According to Whyte and Cuomo (2016) indigenous conceptions of care include:

1) the importance of one’s awareness of their own place within a web of different

connections (including humans, non-human beings and entities, and collectives (e.g., forests, seasonal cycles);

2) the understanding of moral connections as including relationships of interdependence that motivate reciprocal responsibilities;

3) the valorization of skills and virtues, such as the wisdom of grandparents and elders, attentiveness to the environment, and indigenous stewardship practices;

4) the will to restore people and communities wounded by injustices by rebuilding

relationships that can generate responsibilities pertinent to the environmental challenges such as biodiversity loss;

5) the conception of political autonomy as involving the protection of the right to serve as responsible stewards of lands and the environment.

These conceptions of care align with the idea that in indigenous knowledge, care

responsibilities extend to nature and the environment. This is exemplified by the concept of kinship (i.e. the bond that exists between members of a group, often a family, based on which relationships, social structures, rights, obligations, and expectations are determined) which in indigenous traditions extends to the place we live in, including nature, animals and the elements which sustain life. In this view, kinship, is not merely a status (defined belonging to a certain group) but an action, and in particular the reciprocal care that members of the kinship exercise for each other.

Watch the video below:
|Instruction Step Interactive Content=Resource:H5P-506
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect: Extending kinship relationships to Nature
|Instruction Step Text=Extending kinship relationships to Nature implies extending the concept of interdependency to the environment and as a consequence the responsibilities that humans have towards the environment. This perspective, rooted in ancestral scientific foundation, based on experimentation, observation and adaptation is deeply embedded in indigenous systems around the world, including Ubuntu among the Bantu and Xhosa peoples of Africa, Lokahi for Native Hawaiians, All my relations widely used by Tribal and Indigenous nations across Turtle Island and Tendrel of Tibetan Buddhism from Tibet, the Himalayas, and South Asia: it underlines how humans hold care responsibilities toward non-human relatives (Gauthier et al 2005).

This view is defined by Gauthier et al. as “Kincentric ecology”:
|Instruction Step Interactive Content=Resource:H5P-516
}}
{{Instruction Step Trainee
|Instruction Step Title=Listen and reflect: “Acts of Care in Microplastics Science”
|Instruction Step Text=Now that we have learned about care ethics and the way which in care has been conceptualized and enacted by indigenous environmental movements let’s look at a particular story brough to us by a microplastic researcher. In this story we hear few examples of how care-based and environmentally aware practices can be embedded in the context of research.
|Instruction Step Interactive Content=Resource:H5P-520
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=Urban Walker, M. 1998. Moral Understandings. A Feminist Study in Ethics. New York: Routledge.

Tronto, J. 1993. Moral Boundaries. A Political Argument For an Ethic of Care. New York: Routledge.

Noddings, N. 1982. Caring: A Feminine Approach to Ethics and Moral Education. Berkeley: University of CA Press.

Gilligan, C. 1982. In a different voice: Psychological theory and women&#39;s development. Harvard University Press.

Woodly, D., R.H. Brown, M. Marin, S. Threadcraft, C.P. Harris, J. Syedullah, and M. Ticktin.

2021. “The Politics of Care.” Contemporary Political Theory 20 (4): 890–925.

<nowiki>https://doi.org/10.1057/s41296-021-00515-8</nowiki>.

Wrigley, K. 2025. Care-full climate justice organising. Environmental Sociology, 1–13.

<nowiki>https://doi.org/10.1080/23251042.2025.2484479</nowiki>

Noddings, N. 2015. Care ethics and “caring” organizations. In: Engster D, Hamington M (eds) Care Ethics and Political Theory. Oxford: Oxford University Press, 72–84.

Weil, S. 1977. Simone Weil Reader. New York: Moyer Bell.

Whyte, K. and C. J. Cuomo. 2016. “Ethics of Caring in Environmental Ethics: Indigenous

and Feminist Philosophies.” In S. M. Gardiner and A. Thompson (eds) The Oxford Handbook of Environmental Ethics Oxford: Oxford Handbooks, 234–247.

Inguaggiato, G., Pallise Perello, C., Verdonk, P., Schoonmade, L., Andanda, P., van den

Hoven, M., <nowiki>&</nowiki>amp; Evans, N. 2024. The experience of women researchers during the Covid-19 pandemic: a scoping review. Research Ethics, 20(4), 780- 811. <nowiki>https://doi.org/10.1177/17470161241231268</nowiki>

Tronto, J.C. (2013). Caring Democracy: Markets, Equality, and Justice. New Yourk: NYU Press.

Gauthier P. E., Chungyalpa D, Goldman RI, Davidson RJ, Wilson-Mendenhall CD. 2025.

Mother Earth kinship: Centering Indigenous worldviews to address the Anthropocene and

rethink the ethics of human-to-nature connectedness. Curr Opin Psychol. Aug(64): 102042.

doi: 10.1016/j.copsyc.2025.102042. Epub 2025 Apr 11. PMID: 40288260.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22

2025-12-08T13:19:12Z

0000-0001-7124-9282:

{{Instruction
|Title=Care ethics and environmental ethics
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=By the end of this micromodule participants should be able to:

1) Understand core ethics of care concepts and their basis in feminist and indigenous philosophies

2) Identify care-based practices in your own research setting

3) Propose strategies for strengthening care-based and environmentally aware practices in your own research and research setting.
|Has Duration=1
|Important For=All stakeholders in research; PhD Students; Researchers; Senior researchers
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Learn about care ethics
|Instruction Step Text=Watch this short video introducing ethics of care (or care ethics).

'''Video'''
|Instruction Step Interactive Content=Resource:H5P-517
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect about the 5 phases of care in your research
|Instruction Step Text=Look back at the 5 phases of care by Toronto and think about your research. How could you reflect on and integrate the 5 phases of care in your research? You can think about your

research design or a specific phase of your research.

For inspiration you can look at this article where a research group describes in detail how

they have integrate the and reflected upon the 5 phases of care in their research.

[https://www.tandfonline.com/doi/full/10.1080/09650792.2018.1450771?utm_source=researchgate.net&medium=article]
|Instruction Step Interactive Content=Resource:H5P-518
}}
{{Instruction Step Trainee
|Instruction Step Title=Extending care responsibilities to the environment
|Instruction Step Text=As we learned in step 1 care ethics values interconnectedness, interdependence, and rejects the individualistic rational autonomy, typical of the colonial wester perspective.

This way of understanding human relationship and of centering care responsibilities at the core of human flourishing was brought forward by feminist scholars and lies at the core of many indigenous practices and knowledges, where the interdependence among being and the reciprocal responsibilities that connect humans, the natural environment, including water and other beings, is recognized.

The concept of “care” is integrated in the discourse and practices of indigenous environmental movements and provide important paradigms for caring as part of environmental ethics.

According to Whyte and Cuomo (2016) indigenous conceptions of care include:

1) the importance of one’s awareness of their own place within a web of different

connections (including humans, non-human beings and entities, and collectives (e.g., forests, seasonal cycles);

2) the understanding of moral connections as including relationships of interdependence that motivate reciprocal responsibilities;

3) the valorization of skills and virtues, such as the wisdom of grandparents and elders, attentiveness to the environment, and indigenous stewardship practices;

4) the will to restore people and communities wounded by injustices by rebuilding

relationships that can generate responsibilities pertinent to the environmental challenges such as biodiversity loss;

5) the conception of political autonomy as involving the protection of the right to serve as responsible stewards of lands and the environment.

These conceptions of care align with the idea that in indigenous knowledge, care

responsibilities extend to nature and the environment. This is exemplified by the concept of kinship (i.e. the bond that exists between members of a group, often a family, based on which relationships, social structures, rights, obligations, and expectations are determined) which in indigenous traditions extends to the place we live in, including nature, animals and the elements which sustain life. In this view, kinship, is not merely a status (defined belonging to a certain group) but an action, and in particular the reciprocal care that members of the kinship exercise for each other.

Watch the video below:
|Instruction Step Interactive Content=Resource:H5P-506
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect: Extending kinship relationships to Nature
|Instruction Step Text=Extending kinship relationships to Nature implies extending the concept of interdependency to the environment and as a consequence the responsibilities that humans have towards the environment. This perspective, rooted in ancestral scientific foundation, based on experimentation, observation and adaptation is deeply embedded in indigenous systems around the world, including Ubuntu among the Bantu and Xhosa peoples of Africa, Lokahi for Native Hawaiians, All my relations widely used by Tribal and Indigenous nations across Turtle Island and Tendrel of Tibetan Buddhism from Tibet, the Himalayas, and South Asia: it underlines how humans hold care responsibilities toward non-human relatives (Gauthier et al 2005).

This view is defined by Gauthier et al. as “Kincentric ecology”:
|Instruction Step Interactive Content=Resource:H5P-516
}}
{{Instruction Step Trainee
|Instruction Step Title=Listen and reflect: “Acts of Care in Microplastics Science”
|Instruction Step Text=Now that we have learned about care ethics and the way which in care has been conceptualized and enacted by indigenous environmental movements let’s look at a particular story brough to us by a microplastic researcher. In this story we hear few examples of how care-based and environmentally aware practices can be embedded in the context of research.
|Instruction Step Interactive Content=Resource:H5P-520
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=Urban Walker, M. 1998. Moral Understandings. A Feminist Study in Ethics. New York: Routledge.

Tronto, J. 1993. Moral Boundaries. A Political Argument For an Ethic of Care. New York: Routledge.

Noddings, N. 1982. Caring: A Feminine Approach to Ethics and Moral Education. Berkeley: University of CA Press.

Gilligan, C. 1982. In a different voice: Psychological theory and women&#39;s development. Harvard University Press.

Woodly, D., R.H. Brown, M. Marin, S. Threadcraft, C.P. Harris, J. Syedullah, and M. Ticktin.

2021. “The Politics of Care.” Contemporary Political Theory 20 (4): 890–925.

<nowiki>https://doi.org/10.1057/s41296-021-00515-8</nowiki>.

Wrigley, K. 2025. Care-full climate justice organising. Environmental Sociology, 1–13.

<nowiki>https://doi.org/10.1080/23251042.2025.2484479</nowiki>

Noddings, N. 2015. Care ethics and “caring” organizations. In: Engster D, Hamington M (eds) Care Ethics and Political Theory. Oxford: Oxford University Press, 72–84.

Weil, S. 1977. Simone Weil Reader. New York: Moyer Bell.

Whyte, K. and C. J. Cuomo. 2016. “Ethics of Caring in Environmental Ethics: Indigenous

and Feminist Philosophies.” In S. M. Gardiner and A. Thompson (eds) The Oxford Handbook of Environmental Ethics Oxford: Oxford Handbooks, 234–247.

Inguaggiato, G., Pallise Perello, C., Verdonk, P., Schoonmade, L., Andanda, P., van den

Hoven, M., <nowiki>&</nowiki>amp; Evans, N. 2024. The experience of women researchers during the Covid-19 pandemic: a scoping review. Research Ethics, 20(4), 780- 811. <nowiki>https://doi.org/10.1177/17470161241231268</nowiki>

Tronto, J.C. (2013). Caring Democracy: Markets, Equality, and Justice. New Yourk: NYU Press.

Gauthier P. E., Chungyalpa D, Goldman RI, Davidson RJ, Wilson-Mendenhall CD. 2025.

Mother Earth kinship: Centering Indigenous worldviews to address the Anthropocene and

rethink the ethics of human-to-nature connectedness. Curr Opin Psychol. Aug(64): 102042.

doi: 10.1016/j.copsyc.2025.102042. Epub 2025 Apr 11. PMID: 40288260.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Resource:86081665-70a2-47b2-869e-d3ee84a92e9f

2025-12-08T12:38:42Z

0000-0001-7124-9282:

{{Resource
|Resource Type=Guidelines
|Title=The TRUST Code - a Global Code of Conduct for Equitable Research Partnerships
|Has Related Initiative=Initiative:20d0f01c-dfe3-4e28-950e-0f34bbc25010
|Is About=This code of conduct promotes ethical research in lower-income countries by advising on how to prevent so-called ‘ethics dumping’: the practice of performing unethical research in lower-income countries.
|Important Because=Research should be done ethically, regardless of the setting it takes place in. Research participants in lower-income countries may be more vulnerable to exploitation due to their social-economic situation. Initiatives such as this code of conduct aim to help achieve the same ethical standards in research in both higher and lower-income countries.

<br />
|Important For=All stakeholders in research; Researchers
}}
{{Link
|Has Link=https://www.globalcodeofconduct.org/wp-content/uploads/2018/05/Global-Code-of-Conduct-Brochure.pdf
}}
{{Related To
|Related To Resource=Resource:Edb02e27-f2e5-4b75-a78c-ec42e76011f6; Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:72c8ab8d-bbf8-4503-8b48-9de7eac37673; Theme:307c6cc0-20d5-432f-bc4a-51aff0c985fe; Theme:8704dd29-f972-45ca-993c-3e93f834dbfb
}}
{{Tags
|Involves=TRUST
|Has Timepoint=2018
|Has Virtue And Value=Honesty; Respect
}}

Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a

2025-12-01T13:57:46Z

0000-0001-7124-9282:

{{Instruction
|Title=Addressing environmental justice in research & innovation
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=<div>
'''<span lang="EN-US">Analyze</span>''' <span lang="EN-GB">the environmental implications of research through the lens of ethical principles related to Environmental Justice:</span>

* <span lang="EN-GB">Leave No One Behind</span>
* <span lang="EN-GB">Do No Significant Harm (DNSH)</span>
* <span lang="EN-GB">Precautionary Principle</span>
* <span lang="EN-GB">Polluter Pays Principle</span>
* <span lang="EN-GB">Informed consent</span>
</div><div>
'''<span lang="EN-GB">Apply</span>''' <span lang="EN-GB">each principle to research practice by responding</span> <span lang="EN-US">to questions that prompt critical reflection.</span>
</div>
|Has Duration=0.4
|Important For=Researchers
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=<span lang="EN-US">Building on the Introduction to Environmental Justice module, this micromodule introduces four key principles: Leave no one behind, the Do No Significant Harm (DNSH), the Polluter Pays Principle, the Precautionary Principle and informed consent. The aim is to help participants integrate justice-oriented thinking into their research and innovation practices.</span>
}}
{{Instruction Step Trainee
|Instruction Step Title=Explore ethical principles
|Instruction Step Text=<span lang="EN-US">In this activity, first you will watch the video “5 Ethical Principles”, which introduces core principles of climate env environmental ethics, relevant for research and innovation. Afterwards, you can note down which principles are most relevant in your research.</span>
|Instruction Step Interactive Content=Resource:H5P-498
}}
{{Instruction Step Trainee
|Instruction Step Title=Environmental justice in practice
|Instruction Step Text=Having watched the video, you will apply the ethical principles to your own research practices using interactive prompt cards.
|Instruction Step Interactive Content=Resource:H5P-500
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Initiative:D5766ffe-0791-4f23-982e-e9e0df38c67b

2025-10-27T12:48:52Z

0000-0001-7124-9282:

{{Initiative
|Title=PRO-RES
|Image=PRO-RES.png
|Has Link=https://prores-project.eu/
|Is About=Researchers, policymakers, and regulators face numerous challenges when it comes to conducting responsible research and innovation across various fields. These challenges encompass ethical practices, regulatory inconsistencies and data protection legislation complexities. With this in mind, the EU-funded PRO-RES project aims to provide a comprehensive, flexible and durable guidance framework. Designed to cover a wide range of non-medical sciences, this framework will offer practical solutions complying with the highest research ethics and integrity standards. By incorporating successful examples and best practices, PRO-RES will establish strong links with existing projects, contributing to post-2020 European strategic funding policy and promoting responsible research engagements. Ultimately, this initiative will empower policymakers to make more effective use of non-medical scientific research information.
}}

Instruction:2ca0469a-4ffe-4810-bf04-c5816844a37c

2025-10-20T14:13:40Z

0000-0001-7124-9282:

{{Instruction
|Title=Earth to research podcasts
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=Story telling has powerful pedagogical possibilities. In the '''Earth to Research''' podcast stories are used to educate, engage and motivate researchers to action.
|Has Duration=0.5
|Important For=Researchers
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Transformative Research, Part 1: Storytelling & Solidarity
|Instruction Step Text=How can researchers reflect on their values, imagine alternative futures, and build solidarity in the face of shared struggles? Josie Chambers, Rianne Janssen, and Lucy Sabin explore transformative research in the first episode of our series. Created for EU project RE4GREEN. Supported by the European Commission and VU Open Science. All views shared are the speakers' own.
|Instruction Step Interactive Content=Resource:H5P-476
}}
{{Instruction Step Trainee
|Instruction Step Title=Transformative Research, Part 2: Emotions & Justice
|Instruction Step Text=How can we connect knowledge with action in pursuit of more just futures?

This is part 2 of our conversation on "transformative research" with Josie Chambers, Rianne Janssen, and host Lucy Sabin. Featuring original stories and music.
|Instruction Step Interactive Content=Resource:H5P-477
}}
{{Instruction Step Trainee
|Instruction Step Title=Myths and Rituals: Art-Science, Sustainable Tech, and Degrowth
|Instruction Step Text=From art-science collaborations to technological “fixes” like carbon capture to ancient myths, Sofia Greaves shares stories of projects at the European Commission’s Joint Research Centre and beyond. Presented by Lucy Sabin. Created for EU project RE4GREEN. Supported by the European Commission and the VU Open Science. All views shared are the speakers' own.
|Instruction Step Interactive Content=Resource:H5P-478
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Has Virtue And Value=Respect; Sustainability; solidarity
}}

Instruction:2ca0469a-4ffe-4810-bf04-c5816844a37c

2025-10-20T14:09:07Z

0000-0001-7124-9282:

Instruction:9b5b6402-1f9c-4433-b431-def307d04db0

2025-10-20T13:57:13Z

0000-0001-7124-9282:

{{Instruction
|Title=Nature Relations in Research and Innovation
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=The Green Transition calls for more than technological change—it requires a reimagining of our relationship with the natural world. This micromodule introduces Nature-Based Solutions (NbS) and Multispecies Thinking as key frameworks for sustainable and inclusive research and innovation. NbS leverage ecosystems to address climate, biodiversity, and social challenges by working with natural processes. Multispecies Thinking broadens our perspective, recognizing the interconnectedness of all life forms and the need to include non-human beings in our ethical and research considerations. Together, these approaches can help foster more regenerative and just innovations. Through case studies and critical reflection, this micromodule equips learners to contribute to a Green Transition grounded in ecological and relational awareness.

By the end of this micromodule, you should be able to:

# List the advantages of NBS for research and innovation and differentiate from greenwashing.
# Reflect on a case study that applies multispecies thinking to urban design.
# Consider how you could apply these insights to your research and innovation projects.
|Has Duration=0.5
|Has Participants=1-20
|Important For=researchers
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Become familiar with Nature Based Solutions
|Instruction Step Text=Nature-based solutions harness the power of ecosystems to tackle a wide range of pressing global challenges. By working with natural processes rather than against them, these approaches offer effective ways to mitigate and adapt to climate change, support biodiversity, and reduce the risks of natural disasters such as floods and wildfires. At the same time, they contribute to improved human health and well-being, while addressing social issues like inequality and access to green spaces. By restoring and protecting ecosystems, nature-based solutions provide holistic, sustainable responses to the interconnected crises we face today.

Watch the video “What Are Nature-Based Solutions” and pay attention to the five benefits of nature-based solutions NbS.
|Instruction Step Interactive Content=Resource:H5P-471
}}
{{Instruction Step Trainee
|Instruction Step Title=Case study: In-Visible Moth Spells
|Instruction Step Text=What if innovation projects were designed with nature in mind? Multispecies Thinking broadens our perspective, recognizing the interconnectedness of all life forms and the need to include non-human beings in our ethical and research considerations. Designer Liina Lember explores how light pollution might be tackled from the perspective of another species. View the slideshow on “In-Visible Moth Spells” and notice how it makes you feel.
|Instruction Step Interactive Content=Resource:H5P-472
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:9b5b6402-1f9c-4433-b431-def307d04db0

2025-10-20T13:56:28Z

0000-0001-7124-9282:

{{Instruction
|Title=Nature Relations in Research and Innovation
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=The Green Transition calls for more than technological change—it requires a reimagining of our relationship with the natural world. This micromodule introduces Nature-Based Solutions (NbS) and Multispecies Thinking as key frameworks for sustainable and inclusive research and innovation. NbS leverage ecosystems to address climate, biodiversity, and social challenges by working with natural processes. Multispecies Thinking broadens our perspective, recognizing the interconnectedness of all life forms and the need to include non-human beings in our ethical and research considerations. Together, these approaches can help foster more regenerative and just innovations. Through case studies and critical reflection, this micromodule equips learners to contribute to a Green Transition grounded in ecological and relational awareness.

By the end of this micromodule, you should be able to:

# List the advantages of NBS for research and innovation and differentiate from greenwashing.
# Reflect on a case study that applies multispecies thinking to urban design.
# Consider how you could apply these insights to your research and innovation projects.
|Has Duration=0.5
|Has Participants=1-20
|Important For=researchers
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Become familiar with Nature Based Solutions
|Instruction Step Text=Nature-based solutions harness the power of ecosystems to tackle a wide range of pressing global challenges. By working with natural processes rather than against them, these approaches offer effective ways to mitigate and adapt to climate change, support biodiversity, and reduce the risks of natural disasters such as floods and wildfires. At the same time, they contribute to improved human health and well-being, while addressing social issues like inequality and access to green spaces. By restoring and protecting ecosystems, nature-based solutions provide holistic, sustainable responses to the interconnected crises we face today.

Watch the video “What Are Nature-Based Solutions” and pay attention to the five benefits of nature-based solutions NbS.
|Instruction Step Interactive Content=Resource:H5P-471
}}
{{Instruction Step Trainee
|Instruction Step Title=Case study: In-Visible Moth Spells
|Instruction Step Text=What if innovation projects were designed with nature in mind? Multispecies Thinking broadens our perspective, recognizing the interconnectedness of all life forms and the need to include non-human beings in our ethical and research considerations. Designer Liina Lember explores how light pollution might be tackled from the perspective of another species. Watch the video / view the slideshow on “In-Visible Moth Spells” and notice how it makes you feel.
|Instruction Step Interactive Content=Resource:H5P-472
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}