The Embassy of Good Science - User contributions [en]

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

2026-05-21T20:00:59Z

0000-0003-4416-1351:

{{Instruction
|Title=Applying Life Cycle Assessment (LCA) in health and food supply chains
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=The goal of this module is to introduce students to Life Cycle Assessment (LCA) as a systematic tool for evaluating environmental impacts across health and food supply 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 health and food supply chains
*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=Researchers; Ethics reviewers; Students; Citizen Scientists
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|Is About=This module introduces the fundamentals of Life Cycle Assessment (LCA) and its application in health and food supply chains. It explores how products such as medicines and food items 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, the module connects theory to practice, enabling students to understand how sustainability can be improved in complex, global supply systems.
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{{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
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{{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
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|Instruction Step Title=Environmental impact analysis of food supply chain stages
|Instruction Step Text=This diagram illustrates the key stages of the food supply chain, from farm to consumer. Each stage involves processes that contribute to environmental impacts such as energy use, emissions, and waste. Explore the hotspots to understand where these impacts occur and how they affect sustainability.
[[File:Food system1.png|center|frameless|600x600px]]
|Instruction Step Interactive Content=Resource:H5P-602
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|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
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{{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
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|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.
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Instruction:29837cc9-47f1-4bd6-9a60-bddf83e201ad

2026-05-21T19:59:17Z

0000-0003-4416-1351:

{{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=Researchers; Ethics reviewers; Students
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|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>
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{{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>
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{{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>
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|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>
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{{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>
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{{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>
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Instruction:D00a0833-8e28-41be-ac4a-8b3dc4d1646f

2026-05-21T19:57:52Z

0000-0003-4416-1351:

{{Instruction
|Title=Reimagining sustainable field research: Doing science without doing harm
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule aims to raise awareness about '''sustainable and ethical field research practices''' that '''minimize harm to the environment, wildlife, and local communities'''. By the end of this micromodule, participants should be able to:

*'''Identify''' basic actions that should be taken to minimize footprints in ecological field research.
*'''Recognize''' strategies to reduce environmental impact during fieldwork.
*'''Reflect''' on how sustainable and ethical practices can be implemented in field research.
|Has Duration=1
|Important For=Researchers; Students; Ethics reviewers; Citizen Scientists
|Has Method=Individual learning
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|Is About=Field research is essential for advancing knowledge of ecosystem processes and functions. However, if not carefully carried out, field research can lead to serious environmental and ethical consequences, including habitat disruption, heightened stress for wildlife, and a decline in biodiversity (Horváth et al. 2019; Keck et al. 2025), suggesting that the way we conduct field research matters as much as the findings themselves.

This micromodule provides practical guidance to minimize these impacts. Learners will explore strategies for safe, inclusive, and responsible field research activities and examine ethical considerations in wildlife research. Through examples and case studies, participants will gain tools to conduct research responsibly while supporting environmental sustainability and ethical standards.
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{{Instruction Step Trainee
|Instruction Step Title=Watch & Learn: Minimizing ecological footprints in field research
|Instruction Step Text=In ecology, field research aims to understand how ecosystems work, respond, and change. But whether we’re conducting observational surveys or setting up experiments, field activities can unintentionally damage the ecosystems that we want to protect. This raises a central question of how we can minimize the environmental impact of our fieldwork in accordance with ethical standards.

To be able to answer this question, watch the video on “Doing science responsibly: Minimizing ecological footprints in field research” to familiarize yourself with basic actions that can be implemented to minimize the environmental impacts of field research activities. Note down those actions that you find the most relevant to your research.

You can expand the image by clicking on the button on the bottom right-hand corner.
|Instruction Step Interactive Content=Resource:H5P-559
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|Instruction Step Title=Reflect on how you can do ecological research responsibly
|Instruction Step Text=Based on what you learned from the video, please reflect on your understanding of how ecological fieldwork can be performed responsibly by matching the actions with their corresponding type of sampling, including study design, vegetation sampling, soil sampling, and wildlife sampling.

You can expand the image by clicking on the button on the bottom right-hand corner.
|Instruction Step Interactive Content=Resource:H5P-560
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{{Instruction Step Trainee
|Instruction Step Title=Watch & Learn: Safety, inclusivity, and equity in research fieldwork
|Instruction Step Text=Fieldwork can have several environmental consequences related to energy use, habitat disturbance, waste production and methods of sampling. Practicing safe, inclusive, and equitable fieldwork can help reduce these risks and costs. In this session, you will learn about various environmental impacts of research fieldwork and explore practical strategies to reduce their impacts.

Watch the video on “Minimising the Environmental Impact of Research Fieldwork” which provides guidelines for mitigating environmental impacts of research fieldwork.
|Instruction Step Interactive Content=Resource:H5P-544
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|Instruction Step Title=Quiz: Safety, inclusivity, and equity in research fieldwork
|Instruction Step Text=Based on what you learned from the video, please answer the following questions.

You can expand the image by clicking on the button on the bottom right-hand corner.
|Instruction Step Interactive Content=Resource:H5P-541
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{{Instruction Step Trainee
|Instruction Step Title=Watch and Learn: Ethical Considerations in Wildlife Ecology Research
|Instruction Step Text=Wildlife research can provide important scientific insights into biodiversity conservation, but it also raises ethical concerns regarding animal welfare, ecosystem disruption, and community involvement. As scientists and researchers work to understand animal behaviors and ecosystems, ethical considerations are becoming more critical than ever. In this session, you will learn about key ethical issues that arise in wildlife ecology research. The goal is to help various stakeholders involved in wildlife research integrate ethical thinking into every stage of their work, ensuring that wildlife research advances science while protecting the lives and landscapes it depends on.

Watch the video below on "Ethical Issues in Wildlife Ecology Research?” which gives an overview of practical ethical concerns of wildlife research.
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|Instruction Step Title=Reflect on ethical concerns in wildlife studies and beyond
|Instruction Step Text=Using the knowledge acquired in the previous video, gauge your understanding of key ethical issues related to wildlife ecology research by answering the questions below.
|Instruction Step Interactive Content=Resource:H5P-542
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|Instruction Step Title=From learning to doing
|Instruction Step Text=Well done! You have learned strategies for conducting environmentally sustainable fieldwork and responsible ethical wildlife research. Consider how these principles could be applied in your research and fieldwork to reduce harm to the environment, respect local communities, and avoid unintended alteration of the ecosystem. Note that ethical decision-making and sustainable practices are essential for responsible research.
|Instruction Step Interactive Content=Resource:H5P-543
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{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=Horváth, Zsófia, Robert Ptacnik, Csaba F. Vad, and Jonathan M. Chase. "Habitat loss over six decades accelerates regional and local biodiversity loss via changing landscape connectance." ''Ecology letters'' 22, no. 6 (2019): 1019-1027.

Keck, François, Tianna Peller, Roman Alther, Cécilia Barouillet, Rosetta Blackman, Eric Capo, Teofana Chonova et al. "The global human impact on biodiversity." ''Nature'' 641, no. 8062 (2025): 395-400.
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Instruction:2ca0469a-4ffe-4810-bf04-c5816844a37c

2026-05-21T19:55:51Z

0000-0003-4416-1351:

{{Instruction
|Title=Earth to research podcasts
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=By taking this module learners will use the content of the '''Earth to Research''' podcast to reflect on how to align research methods and research ethics with environmental justice.
|Has Duration=0.5
|Important For=Researchers
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|Is About=Story telling has powerful pedagogical possibilities. In the podcast Earth to Research, stories are used to educate, engage and motivate researchers to action. In this module three podcast episodes are presented as food for toughts and reflection tools for aligning research methods and research ethics with environmental justice.
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|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? Listen to Josie Chambers, Rianne Janssen, and Lucy Sabin explore transformative research.
|Instruction Step Interactive Content=Resource:H5P-476
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|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? Listen to Josie Chambers, Rianne Janssen, and host Lucy Sabin and reflect on your own role as researcher and citizen.
|Instruction Step Interactive Content=Resource:H5P-477
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|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, listen to Sofia Greaves who shares stories of projects at the European Commission’s Joint Research Centre and beyond.
|Instruction Step Interactive Content=Resource:H5P-478
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|Has Remarks=The podcasts presented in this module are 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.
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|Has Virtue And Value=Respect; Sustainability; solidarity
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Instruction:72053409-4628-4104-ac22-e90bb2166de4

2026-05-21T19:54:32Z

0000-0003-4416-1351:

{{Instruction
|Title=Sustainability and eco-justice in everyday research
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule supports researchers in critically reflecting on the broader impacts of their work on the environment, climate, and social justice. It encourages thoughtful and informed choices in defining research questions, selecting methods, and sharing knowledge. Rather than prescribing fixed rules, it offers guiding ideas and reflective prompts to inspire more responsible, ethical, and compassionate practices. Participants are invited to embrace the complexity of sustainability challenges, recognize the interconnectedness of systems, and consider long-term consequences.

The micromodule also encourages envisioning sustainable and inclusive futures, while empowering researchers to take practical, meaningful actions that align their work with societal priorities and contribute positively to both people and the planet.

'''By the end of this module, learners will be able to:'''

*Understand the environmental, social, and ethical impacts of research practices
*Reflect on how research choices influence sustainability outcomes
*Recognize the complexity and interconnected nature of sustainability challenges
*Identify opportunities to align research with societal and environmental priorities
*Apply practical strategies to make research more responsible and sustainable
[[File:Sust2.png|center|frameless|858x858px]]
|Has Duration=1
|Important For=Researchers; Citizen Scientists; Students; Ethics reviewers
}}
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{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=The module explains how researchers can make their work more environmentally sustainable, socially fair, and ethically responsible. It highlights that research activities impact both people and the planet, and therefore must follow principles like “do no harm,” inclusion, and fairness. The module introduces key concepts such as environmental justice, climate justice, and circular economy, while encouraging researchers to consider inequality and vulnerable communities.

It also provides practical guidance on reducing environmental impact in daily research practices, such as minimizing waste and energy use. Overall, it aims to support researchers in integrating sustainability and ethical thinking into all stages of their work and contributing to a more just and sustainable future.
}}
{{Instruction Step Trainee
|Instruction Step Title=Sustainability Reflection
|Instruction Step Text=Research shapes the world, not only through major discoveries, but also through the everyday choices we make, such as the questions we ask, the methods we use, and how we share our work.
|Instruction Step Interactive Content=Resource:H5P-596
}}
{{Instruction Step Trainee
|Instruction Step Title=Embodying Sustainability Values
|Instruction Step Text='''Valuing sustainability'''

Acknowledge diverse perspectives and values concerning environmental and climate justice in the context of research and innovation. Reflect on how personal values and perspectives regarding the environment influence decisions and actions taken during the research process. Consider professional competency in research and innovation to include a responsibility to reduce environmental harms and increase environmental benefits. Uphold the do no (significant) harm principle and precautionary principle in relation to research and innovation.

'''Supporting fairness'''

Recognize the disproportionate impact of the planetary crisis on and within different communities due to coloniality and systemic injustice.

Consider the implications of global and local justice perspectives on research methodologies, priorities, and outcomes.

Support equity and justice for present and future generations in research and innovation proposals.

Conduct research and innovation activities in a way that contributes to both social and environmental justice

'''Promoting nature'''

Acknowledge that research and innovation are embedded in, and can cause significant harm to, ecological systems. Perceive the needs and rights of non-human Nature as a fundamental aspect of research ethics. Practice care and respect towards the environment and other species when designing a research or innovation project
|Instruction Step Interactive Content=Resource:H5P-597
}}
{{Instruction Step Trainee
|Instruction Step Title=Embracing Complexity
|Instruction Step Text='''Systems thinking'''

Recognize that sustainability in research and innovation involves complex, multifaceted challenges, and therefore cannot be addressed through simplistic or one dimensional solutions. Be aware that the complexity of environmental, climate and sustainability challenges can be emotionally impactful. Use systems thinking to determine the environmental consequences (including unintended consequences) of research and innovation activities.

'''Critical thinking'''

Recognize potential trade-offs between competing priorities (people, planet, profit) in research and innovation. Evaluate the trustworthiness of information sources regarding environmental problems and potential solutions (e.g. technological solutions). Align project aims with alternative approaches towards growth and consumption which are informed by more sustainable and just economic models

Build in opportunities for critical reflection throughout research and innovation projects to ensure continuous alignment with sustainability principles.

'''Problem framing'''

Identify common challenges, risks, and uncertainties related to the environmental and climate impacts of research and innovation activities in your field. Map out all stakeholders affected by a research and innovation project – including communities, industries, policymakers, and ecosystems

Openly and transparently communicate potential benefits and risks of a project to the environment, climate, and affected communities. Engage multiple stakeholders – especially those most at risk of potential harms – and consider their knowledge, perspectives, and priorities to support more equitable outcomes
|Instruction Step Interactive Content=Resource:H5P-598
}}
{{Instruction Step Trainee
|Instruction Step Title=Envisioning Sustainable Futures
|Instruction Step Text='''Futures literacy'''

Envision sustainable outcomes and identify possible actions, innovations, and/or policies that would support these outcomes. Anticipate ethical concerns of emerging technologies and their environmental and climate impacts. Employ techniques for futures thinking, such as scenario development or speculative design, in relation to a planned research or innovation project.

Align immediate research and innovation efforts with long-term sustainability visions, adaptively balancing present needs and long-term sustainability objectives

'''Adaptability'''

Consider emerging evidence on environmental harms caused by research and innovation, including the cumulative harms of all research and innovation activities. Monitor progress toward envisioned futures and adjust strategies based on new insights or changing circumstances. Mitigate against the environmental impact of research and innovation by considering alternate approaches (e.g., frugal innovation). Participate in continuous learning activities to ensure professional skills are applicable to changing ecological and social circumstances.

'''Exploratory thinking'''

Understand how alternative disciplinary and role-specific perspectives can complement one another. Respect local and traditional knowledges and methods to address sustainability in research and innovation

Engage with key ethical debates regarding the environmental and climate impacts of a research and innovation project. Integrate sustainability principles throughout research and innovation processes, drawing on systematic and creative forms of inquiry (for example, through an ethics by design approach)
|Instruction Step Interactive Content=Resource:H5P-599
}}
{{Instruction Step Trainee
|Instruction Step Title=Acting for Sustainability
|Instruction Step Text='''Political action'''

Recognise that sustainable approaches to research and innovation exist within the context of wider political systems. Identify research and innovation priorities which can contribute to a just transition towards a sustainable society

Be aware of the access to knowledge, networks and platforms that your role entails, and use this to promote environmentally and socially responsible action. Strategically engage in policy dialogue and participatory processes for green initiatives as part of the research methodology or innovation cycle, when appropriate

'''Collective action'''

Remember the importance of teamwork and collective action in tackling environmental (including climate) issues. Demonstrate a capacity for accessible and collaborative work, for example through open science and FAIR data practices.

Support environmental and climate positive initiatives within your research field. Collaborate with multiple actors (such as policy makers and local communities) to shape sustainable approaches to research and innovation

'''Individual initiative'''

Model sustainable practice in research and innovation – including methodology, materials selection, and project goals. Recognise that everyone has a role to play in fostering sustainable approaches to research and innovation. Be accountable for the environmental and social impacts of professional activities, and take corrective actions where needed.
|Instruction Step Interactive Content=Resource:H5P-600
}}
{{Instruction Step Trainee
|Instruction Step Title=Reference
|Instruction Step Text=<div>Sabin, L. Hastings, R. Evans, N (2026) Sustainability and Eco-Justice in Everyday Research. Amsterdam UMC. DOI 10.5281/zenodo.18390889</div><div></div>
}}
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Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815

2026-05-21T11:44:31Z

0000-0003-4416-1351:

{{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=Students; Ethics reviewers
}}
{{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>
}}
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|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:2048c80f-44be-43e8-bf19-d9012c1208ba

2026-05-21T11:43:30Z

0000-0003-4416-1351:

{{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=Researchers; Ethics reviewers
}}
{{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=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 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. Ethics in disaster / crisis research:'''

Browne, K. E., & Peek, L. (2014). Beyond the IRB: An ethical toolkit for long-term disaster research. International Journal of Mass Emergencies and Disasters, 32(1), 82–120.

https://hazards.colorado.edu/uploads/publications/22_2014%20Browne_Peek.pdf

'''3. Ethical challenges in crisis research governance:'''

Falb, K., Laird, B., Ratnayake, R., Rodrigues, K., & Annan, J. (2019). The ethical contours of research in crisis settings. Disasters, 43(4), 711–726.

https://doi.org/10.1111/disa.12398

'''4. Participatory / non-extractive disaster research:'''

Le Dé, L., Gaillard, J. C., & Friesen, W. (2015). Academics doing participatory disaster research: How participatory is it? Environmental Hazards, 14(1), 1–15.

https://doi.org/10.1080/17477891.2014.957636
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

* use '''[[Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca|“Mapping research connections to environmental justice: Crisis Tree exercise”]]''' <span lang="EN-GB">to '''strengthen the ability to evaluate''' whether a '''methodology proposed is ethically and systemically adequate'''</span> (it helps you strengthen systems analysis behind your methodological choices<span lang="EN-GB">)</span>
* continue with '''[[Instruction:D00a0833-8e28-41be-ac4a-8b3dc4d1646f|“Reimagining sustainable field research: Doing science without doing harm”]]''' to '''<span lang="EN-GB">translate methodological principles into concrete criteria for</span>''' <span lang="EN-GB">assessing ethical '''field practices'''</span> (it helps you apply the framework in real-world contexts)
* <span lang="EN-GB">deepen with '''[[Instruction:Ba19c399-d3b7-45b1-a8bd-da51cb6b72f1|“The Good Researcher: Responsibility, Discourse, and Environmentally Aware Research”]]'''</span> <span lang="EN-GB">to '''ground decisions in professional responsibility and ethical reasoning''' (It clarifies what it means to act as a responsible researcher when applying or evaluating methodologies)</span>
}}
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|Related To Instruction=Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca; Instruction:D00a0833-8e28-41be-ac4a-8b3dc4d1646f; Instruction:Ba19c399-d3b7-45b1-a8bd-da51cb6b72f1
}}
{{Tags}}

Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8

2026-05-21T11:38:16Z

0000-0003-4416-1351:

{{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 reviewers; Students; Researchers
|Has Method=Individual learning
}}
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{{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=Our health is deeply interlinked with the environment we live in, from the quality of our air, water, and soil, to our social networks, living conditions, and biodiversity. This video introduces the concept of '''Planetary Health''', which explores how the well-being of humans, animals, and ecosystems are inseparably linked. It highlights the environmental and social drivers of health risks, including climate change, deforestation, pollution, and global inequities. Developed by the Nuffic-funded Capacity Strengthening in Epidemiology and Public Health project (CATAPULT) consortium (Asian University for Women, Elevate Health, and UMC Utrecht), the video provides an introduction to why safeguarding planetary systems is essential for promoting health and justice worldwide.

'''Watch the video, and click on the blue pen icon in the left hand corner to make notes while watching. Remember the summary! (click on cc - bottom right in video - to activate subtitles)'''
|Instruction Step Interactive Content=Resource:H5P-587
}}
{{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
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{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text='''1. Main source:'''

Whitmee, S., Haines, A., Beyrer, C., et al. (2015). Safeguarding human health in the Anthropocene epoch: Report of The Rockefeller Foundation-Lancet Commission on planetary health. The Lancet, 386(10007), 1973–2028. https://doi.org/10.1016/S0140-6736(15)60901-1

'''2. Planetary boundaries framework'''

Rockström, J., Steffen, W., Noone, K., et al. (2009). A safe operating space for humanity. Nature, 461, 472-475. https://doi.org/10.1038/461472a

'''3. Planetary health'''

Martens, P. (2023). Planetary health: The need for a paradigm shift. <span lang="EN-GB">BioScience, Volume 74, Issue 3, March 2024, Pages 128–129, https://doi.org/10.1093/biosci/biad107</span>

'''4. Planetary health & environmental change'''

Haines, A., & Ebi, K. (2019). Addressing challenges to human health in the Anthropocene epoch - An overview of the findings of the Rockefeller/Lancet Commission on Planetary Health. <span lang="EN-GB">Public Health Rev. 2016;37:14.</span>

https://pmc.ncbi.nlm.nih.gov/articles/PMC5810099/
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

*explore '''[[Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346|“Planetary health: Connecting climate, health, and power”]]''' to '''understand who is most affected and why''' (<span lang="EN-GB">it deepens the justice lens introduced in this module).</span>
*continue with '''[[Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a|“Addressing environmental justice in research & innovation”]]''' to '''apply justice principles in research practice''' (it <span lang="EN-GB">answers: what should researchers do differently in practice?)</span>
*complement with '''[[Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22|“Ethics of care and human-nature relations”]]''' to strengthen '''relational and ethical grounding''' (<span lang="EN-GB">it shifts from justice → to care-based research ethics)</span>
}}
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{{Tags
|Has Virtue And Value=Accountability; Care; Respect
}}

Instruction:204295c1-8ff0-4ca1-bfb4-4cf4e703c03c

2026-05-21T11:35:38Z

0000-0003-4416-1351:

{{Instruction
|Title=Transformative research (part 2): Emotions & justice
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=<span lang="EN-US">This micromodule, inspired by the podcast T[https://open.spotify.com/episode/2Yq8FQTN5tX789DJwwSrmI?si=WUKgA52dS9WjZ-Llt98E8A ransformative Research, Part 2: Emotions & Justice], explores the emotional and justice-oriented dimensions of research. After completing this micromodules learners will be able to:</span>

*'''<span lang="EN-US">Identify</span>''' <span lang="EN-US">ethical tensions in their own research ecosystems by reflecting on who benefits, who pays the price and what is left unseen or unaddressed</span>
*'''<span lang="EN-US">Use</span>''' <span lang="EN-US">imagination and analogy as tools to surface inner dynamics, silenced voices, and neglected consequences in research systems and practices.</span>
*'''<span lang="EN-US">Critically</span>''' <span lang="EN-US">evaluate their role as researchers not only as knowledge producers but as moral and political actors.</span>
|Has Duration=1
|Important For=Students; Researchers; Citizen Scientists
}}
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{{Instruction Perspective Trainee
|Is About=<span lang="EN-US">This micromodule, inspired by the podcast T[https://open.spotify.com/episode/2Yq8FQTN5tX789DJwwSrmI?si=WUKgA52dS9WjZ-Llt98E8A ransformative Research, Part 2: Emotions & Justice], explores the emotional and justice-oriented dimensions of research. Drawing on Ursula Le Guin’s ''The Ones Who Walk Away from Omelas'', the discussion examines how hidden assumptions, imagination, and embodied experience shape our roles as researchers. It asks us to reflect on what it means to connect knowledge with action in pursuit of more just futures.</span>
}}
{{Instruction Step Trainee
|Instruction Step Title=Listen to the podcast
|Instruction Step Text=<span lang="EN-US">In this episode, Lucy Sabin, Josephine Chambers, and Rianne Janssen engage in a conversation about transformative research and explain how this approach to research challenges the assumption that simply producing knowledge leads to societal change. Instead, this approach asks researchers to confront hidden narratives about their role, engage creatively with imagination, and recognize research as an emotional, ethical, and relational practice—not just a rational one. Through storytelling, creative expression, and reflection (e.g., the Omelas analogy), participants explore tensions between engaging societal agendas and preserving critical, imaginative independence.</span>

<span lang="EN-US">Listening to this podcast we learn that transformation can happen on two levels: externally in systems and policies, and internally in researchers’ values, motivations, and identities. Taking this approach and reflecting on one's own research practices can recenter humanity in research, showing that imagination, creativity, and self-awareness are vital for shaping futures.</span>
|Instruction Step Interactive Content=Resource:H5P-546
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect on the “Omelas analogy”
|Instruction Step Text=The Omelas analogy shows that awareness alone doesn’t lead to action;deeper emotional and ethical engagement is required. Go to min. 3:27 to listen to the story again.

In [https://reading:%20the%20ones%20who%20walk%20away%20from%20omelas%20ursula%20k%20leguin%20:%20Internet%20Archive/ ''The Ones Who Walk Away from Omelas''] by Ursula Le Guin (1973), the city’s prosperity depends on the suffering of one hidden child. In the real world, many communities thrive while others bear disproportionate environmental burdens (polluted water, toxic waste sites, deforestation, or climate change impacts).
|Instruction Step Interactive Content=Resource:H5P-536
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{{Instruction Step Trainee
|Instruction Step Title=Write your own story
|Instruction Step Text=<span lang="EN-US">Now that you have identified possible blind spots and challenges in your research, we invite you to use storytelling to craft an original short story. By doing so, you can reflect on hidden assumptions, neglected impacts, silenced voices, and power relations within your own research context or field.</span> <span lang="EN-US">Storytelling helps us see what academic prose often hides.</span>
|Instruction Step Interactive Content=Resource:H5P-537
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect on and share your story
|Instruction Step Text=<span lang="EN-US">After your story, write a short reflection addressing:</span>

*<span lang="EN-US">What shifts in your thinking emerged through writing it?</span>
*<span lang="EN-US">What implications does your story raise for how research might change?</span>

<span lang="EN-US">If you can, share your thoughts with a colleague or a friend.</span>
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=Le Guin, U. K. (1973). ''The ones who walk away from Omelas''. In R. Silverberg (Ed.), ''New dimensions 3'' (pp. 1–8). Nelson Doubleday.
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Instruction:8671603d-f1fd-4e1a-bd10-845bd836a6e1

2026-05-21T11:34:12Z

0000-0003-4416-1351:

{{Instruction
|Title=Transformative research (part 1): Storytelling, reflection, and the power of reimagining academia
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=<span lang="EN-US">This micromodule builds on the content of the first episode of Earth to Research, ) to explore what it means to do transformative research in times of ecological and social crisis. By the end of this micromodule, researchers will be able to:</span>

* <span lang="EN-US">'''Explain the concept of transformative research'''—including how research can contribute not only to knowledge production but to societal change.</span>
* <span lang="EN-US">'''Describe''' the PePe framework (Pluralizing, Empowering, Politicizing, Embedding) and its relevance for advancing more just and impactful research practices.</span>
* '''<span lang="EN-US">Apply</span>''' the PEPE <span lang="EN-US">framework to their own research practices and systems.</span>
* '''Critically evaluate''' their role as researchers, including ethical responsibilities, boundary work, and potential influence on change.
|Has Duration=1
|Important For=Students; Researchers; Citizen Scientists
}}
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{{Instruction Perspective Trainee
|Is About=<span lang="EN-US">This activity builds on the content of the first episode of Earth to Research, where host Lucy Sabin is joined by Josephine Chambers (Utrecht University) and Rianne Janssen (University of Amsterdam) to explore what it means to do transformative research in times of ecological and social crisis. They discuss how storytelling can help researchers reflect on their values, imagine alternative futures, and build solidarity in the face of shared struggles. From questioning hidden assumptions to experimenting with creative methods, this episode invites listeners to rethink the role of research, not just in describing the world, but in remaking it.</span>
}}
{{Instruction Step Trainee
|Instruction Step Title=Listen to the podcast
|Instruction Step Text=Listen to the first episode of Earth to Research and learn about what it means to do transformative research in times of ecological and social crisis.
|Instruction Step Interactive Content=Resource:H5P-547
}}
{{Instruction Step Trainee
|Instruction Step Title=Watch and reflect: transformative research
|Instruction Step Text=<span lang="EN-US">The course described in the podcast titled “''Transformative Research for Sustainability Challenges”,'' was born out of interviews with 71 researchers about how their work connects to societal transformation.</span>

<span lang="EN-US">What emerged was a striking tension: while many researchers had high aspirations for the societal impact of their work, their day-to-day practice often fell short of those ideals.</span>

The course supports PhD candidates to question assumptions, build solidarity, and explore new ways of doing research.

As Josephine puts it: “We’re so trained into certain ways of doing research and thinking that that’s legitimate.” The course encourages participants to reflect not just on what they study, but on why they do it—prompting questions like:

''What are your values? What do you think is important? How do you position yourself in the world and in your research field?''

<span lang="EN-US">The course creates space for reflection, discomfort, and reimagining. PhD candidates are encouraged to break out of their silos, engage in creative methods, and explore their emotions. Through reflection, researchers are</span> encouraged to reclaim ownership over their own narratives of change. At the heart of the course is the PEPE framework: Pluralizing, Empowering, Politicizing, and Embedding.
<span lang="EN-US">Watch this video to learn more about transformative research and the PEPE framework.</span>

You can expand the window by clicking on the button on the bottom-right corner.
|Instruction Step Interactive Content=Resource:H5P-539
}}
{{Instruction Step Trainee
|Instruction Step Title=Apply: the PEPE framework in your research
|Instruction Step Text=<span lang="EN-US">In the two steps above, we have learned about the PEPE framework.</span>
*'''Pluralizing''' invites researchers to <span lang="EN-GB">go beyond the superficial combining of different perspectives that's inattentive to power and to genuinely reflect on the question: how to attend different knowledge forms and navigate that plurality of different perspectives?</span>

*'''Empowering''' <span lang="EN-GB">tries to address the fact that in research we often communicate dry data or facts and publish them, but we don't attend to all of the emotions and perspectives that play a critical role in how we do research and the importance of ''whose'' voice matters.</span>

*'''Politicizing''' <span lang="EN-GB">that attends to the issue of power. We all have very different assumptions about how research might challenge power structures. And that could be more of a scholar activist perspective, but it could also be deeply collaborative.</span>

*'''Embedding''' <span lang="EN-GB">addresses the fact that we're operating in systems that are not necessarily always supportive of what we're doing. H</span><span lang="EN-US">ow do we move beyond temporary experiments to lasting institutional change?</span>
|Instruction Step Interactive Content=Resource:H5P-538
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=Chambers, J. M., & Hille Ris Lambers, R. (Eds.). (2020). 71 visions on our role in social-environmental transformative change. Wageningen University & Research.

Morris, B. S., Chrysochou, P., Christensen, J. D., Orquin, J. L., Barraza, J., Zak, P. J., & Mitkidis, P. (2019). Stories vs. facts: Triggering emotion and action-taking on climate change. Climatic Change, 154, 19–36. <nowiki>https://doi.org/10.1007/s10584-019-02425-6</nowiki>

Westerink, J., et al. (2026). Transformative pathways for social networks to navigate towards a nature-positive society: Collaborate, challenge, and disrupt. Current Opinion in Environmental Sustainability, 79, 101617. https://doi.org/10.1016/j.cosust.2026.101617
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Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346

2026-05-21T11:29:44Z

0000-0003-4416-1351:

{{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
}}
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|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
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{{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 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.

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

2026-05-21T11:24:50Z

0000-0003-4416-1351:

{{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=Students; Researchers; Citizen Scientists
}}
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|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 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
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{{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?
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Instruction:D0a94dfd-0df4-4668-b58b-3943f8c60e67

2026-05-21T11:23:06Z

0000-0003-4416-1351:

{{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=Students; Researchers; Citizen Scientists
}}
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|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.
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{{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.

You can expand the image by clicking on the button on the bottom right-hand corner.
|Instruction Step Interactive Content=Resource:H5P-397
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{{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.

You can expand the image by clicking on the button on the bottom right-hand corner.
|Instruction Step Interactive Content=Resource:H5P-400
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{{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.

You can expand the image by clicking on the button on the bottom right-hand corner.
|Instruction Step Interactive Content=Resource:H5P-404
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{{Instruction Step Trainee
|Instruction Step Title=Reflect on how to engage with AI: values, emotions and intentions
|Instruction Step Text=How do we engage with AI?

Instead of focusing on technical performance or efficiency, the episode below highlights the importance of values, emotions, and intentions in how we engage with generative AI. Drawing on speculative thinking and storytelling, Mariana Fernández explores alternative ways of relating to algorithmic technologies—approaches that take into account environmental limits, social justice, and more-than-human perspectives.

Listen to the episode and reflect on how algorithmic systems are influencing academic cultures and the production of knowledge.
|Instruction Step Interactive Content=Resource:H5P-610
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{{Instruction Step Trainee
|Instruction Step Title=Reflect on your experience with AI
|Instruction Step Text=Please reflect on your experience with AI below.
|Instruction Step Interactive Content=Resource:H5P-617
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=Beth Stackpole, [https://mitsloan.mit.edu/ideas-made-to-matter/ai-has-high-data-center-energy-costs-there-are-solutions AI has high data centre energy costs - but there are solutions], MIT Management Sloan School, 7 Jan 2025.

UN environment programme, [https://www.unep.org/news-and-stories/story/ai-has-environmental-problem-heres-what-world-can-do-about AI has an environmental problem. Here's what the world can do about that], 13 Nov 2025.

Adam Zewe , [https://news.mit.edu/2025/explained-generative-ai-environmental-impact-0117 Explained: Generative AI's environmental impact], MIT News, 17 Jan 2025.
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Instruction:Dcad977e-3564-4a76-8ea0-ee15a8b391a6

2026-05-21T11:21:20Z

0000-0003-4416-1351:

{{Instruction
|Title=Myths and rituals: Art-science, sustainable tech, and degrowth
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=<span lang="EN-US">This micromodule builds on the content of the third episode of Earth to Research, titled "<span lang="EN-GB">Myths and Rituals: Art-Science, Sustainable Tech, and Degrowth" and explores how research and innovation can be re-imagined in the context of ecological crisis.</span> After engaging with this resource and completing the activities, learners will be able to:</span>

*'''Explain''' how sustainability and ecological issues extend beyond technological solutions and require social, cultural and epistemic change.
*'''Recognize''' degrowth as a plural, evolving critique of endless economic growth.
*'''Reflect''' on how art–science collaborations can foster new narratives, empathy, uncertainty, and ethical awareness in research practice.
*'''Identify''' ways in which reflexivity, care, storytelling and plurality of knowledge can reshape research design and engagement with the environment.
|Has Duration=1
|Important For=Researchers; Students
}}
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|Is About=<span lang="EN-US">This activity builds on the content of the third episode of Earth to Research, titled</span> <span lang="EN-GB">Myths and Rituals: Art-Science, Sustainable Tech, and Degrowth. This episode explores how research and innovation can be re-imagined in the context of ecological crisis. Guest Sofia Greaves describes her nonlinear journey from classics studies to art-science collaborations and degrowth studies, showing how interdisciplinary knowledge can reshape how we understand sustainability.</span>

<span lang="EN-GB">Degrowth is presented not as a singular doctrine but as a plural, evolving critique of economic growth that highlights the impossibility of infinite expansion on a finite planet. Sofia explains that degrowth involves questioning dominant assumptions, valuing multiple knowledge systems, and experimenting with alternative ways of organising society, science, and technology.</span>

<span lang="EN-GB">A major theme is the importance of collaboration between artists and scientists. Art-science projects can help researchers slow down, reflect, and develop more caring and embodied ways of relating to the environment. Examples include ritual-based research on forever chemicals and artistic inquiries into lithium extraction that reveal unseen ecological relationships. These collaborations foreground uncertainty, challenge technological “fix” narratives, and generate new stories and perspectives. The conversation concludes that sustainability is a social, ethical and epistemic challenge (not just a technological one) and that creative, reflexive, cross-disciplinary approaches are vital in research.</span>
}}
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|Instruction Step Title=Listen to the podcast
|Instruction Step Text=<span lang="EN-GB">Listen to the third episode of “Earth to Research” and learn how research and innovation can be re-imagined in the context of ecological crisis.</span>
|Instruction Step Interactive Content=Resource:H5P-548
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{{Instruction Step Trainee
|Instruction Step Title=Check your understanding and confront common misconceptions
|Instruction Step Text=<span lang="EN-US">After you have listened to the podcast, engage in the following activity to check your understanding and confront common misconceptions while receiving instant feedback that deepens learning.</span>
|Instruction Step Interactive Content=Resource:H5P-534
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{{Instruction Step Trainee
|Instruction Step Title=Create your own ritual
|Instruction Step Text=<span lang="EN-US">Inspired by the examples shared in the podcast, this task invites you to slow down and imagine a small ritual that embodies care for something within your research environment (e.g., water, soil, lab equipment, participants, data, community).</span>

<span lang="EN-US">Reflect and respond to the prompts below:</span>
|Instruction Step Interactive Content=Resource:H5P-535
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Instruction:F6a872b6-7de2-4a3a-8ee1-f4243469d96f

2026-05-21T11:19:55Z

0000-0003-4416-1351:

{{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=Citizen Scientists; Researchers; Students
}}
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|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 through the linke and proceed to the next step.</span>
|Instruction Step Interactive Content=Resource:H5P-523
}}
{{Instruction Step Trainee
|Instruction Step Title=Defining justices
|Instruction Step Text=<span lang="EN-US">Listen to the podcast that you opened focussing on the following fragments: [2:16–4:00], [6:28–8:23]</span>

<span lang="EN-US">Pay attention to how Laura del Duca defines different types of justice.</span>
|Instruction Step Interactive Content=Resource:H5P-524
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{{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
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Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299

2026-05-21T11:18:09Z

0000-0003-4416-1351:

{{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=Citizen Scientists; Researchers; Students
|Has Method=Individual learning
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|Is About=A '''wicked problem''' is a type of problem that is '''very complex, hard to define clearly, and has no single correct solution'''. These problems are tricky because every attempt to solve them can change the problem itself.

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-593
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{{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.You may find it helpful to review the key concept definitions below before completing the activity.A wicked problem is a complex and difficult-to-define challenge that involves multiple stakeholders, competing values, and interconnected factors. These problems do not have a single correct solution, and attempts to address one aspect may create new challenges. Sustainability is often considered a wicked problem because it requires balancing environmental, social, and economic considerations.</span>

<span lang="EN-US">Perspective taking is the ability to temporarily adopt and understand the viewpoints of others in a purposeful and cognitive way. It helps engineers explore different stakeholder needs and constraints, improves how problems are framed, and supports ethical reasoning and negotiation between competing perspectives. Developing perspective-taking skills enables engineers to design more inclusive and sustainable solutions.</span>

<span lang="EN-US">Systems thinking is a way of reasoning that involves understanding how components of a system interact and produce outcomes. It allows engineers to analyze complex phenomena, recognize relationships and interdependencies, and predict potential consequences. Systems thinking is particularly important for sustainability, as it helps engineers consider broader contexts and make informed decisions about complex systems.</span>

<span lang="EN-US">Negotiation is the process of balancing different stakeholder interests to reach informed and mutually acceptable solutions. In engineering, negotiation involves mediating between diverse perspectives, optimizing available resources, and advocating for stakeholders who cannot represent themselves, such as the environment. Strong negotiation skills are essential for addressing sustainability challenges effectively.</span>
</div>
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|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
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{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=[https://zenodo.org/records/13973985 Chapter 4: How to support students to develop skills that promote sustainability]

[https://sussex.figshare.com/articles/report/Media_Arts_and_Humanities_Sustainability_Educator_Toolkit/23492969?file=41201159 Media, Arts, and Humanities Sustainability Educator Toolkit]

[https://www.laudesfoundation.org/ The Just Transitions Initiatives Mapping]<div>
[https://www.youtube.com/watch?v=usDU0cdze6U What is a Just Transition and How Can We Accelerate It?]
</div><div><div>[https://www.youtube.com/@ClimateHorizons]</div></div>
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{{Tags
|Has Virtue And Value=Efficiency; fairness; respect
}}

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

2026-05-21T10:35:30Z

0000-0003-4416-1351:

{{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=Ethics reviewers; Researchers
|Has Method=Individual learning
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{{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 lang="EL">(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-511
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{{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 lang="EN-US">(Please click on the top right of the image to expand it to full screen and improve your experience).</span></span>
|Instruction Step Interactive Content=Resource:H5P-512
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{{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
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{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text='''1. Main source:'''

Redvers N, Faerron Guzmán C, Parkes M. (2023). Towards an educational praxis for planetary health: a call for transformative, inclusive, and integrative approaches for learning and relearning in the Anthropocene. The Lancet Planetary Health, 7, e77-e85.

https://doi.org/10.1016/S2542-5196(22)00332-1

'''2. Foundational planetary health framing:'''

Whitmee, S., Haines, A., Beyrer, C., et al. (2015). Safeguarding human health in the Anthropocene epoch: Report of The Rockefeller Foundation-Lancet Commission on planetary health. The Lancet, 386(10007), 1973–2028. https://doi.org/10.1016/S0140-6736(15)60901-1

'''3. Ecologies of Knowledges <span lang="EN-GB">(Chapter 7)</span> + Intercultural Translation <span lang="EN-GB">(Chapter 8)</span>:'''

<span lang="DE">Santos, B. de S. (2014).</span> <span lang="EN-US">Santos, B. de S. (2014). Epistemologies of the South: Justice against epistemicide. Routledge. (</span><span lang="EN-GB">See Chapter 7 on “Ecologies of knowledges” and Chapter 8 on “Intercultural translation: Differing and sharing con passionalità”). https://unescochair-cbrsr.org/pdf/resource/Epistemologies_of_the_South.pdf</span>
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

* explore '''[[Instruction:8671603d-f1fd-4e1a-bd10-845bd836a6e1|“Transformative research (part 1): Storytelling, reflection, and the power of reimagining academia”]]''' to '''translate paradigm shifts into research practice''' (to <span lang="EN-GB">help you operationalise the paradigm shift introduced here)</span>
* deepen with '''[[Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22|“Ethics of care and human-nature relations”]]''' to '''strengthen relational and care-based ethics''' (<span lang="EN-GB">It provides the ethical principles behind relational praxis)</span>
* revisit '''[[Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8|“Planetary health, human well-being and environmental justice”]]''' to '''ground stewardship in justice and health perspectives''' (<span lang="EN-GB">the module explains the ethical urgency behind the shift to stewardship)</span>
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{{Tags
|Has Virtue And Value=Accountability; Care; Good stewardship; Reflexivity; Respect
}}

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

2026-05-21T10:34:25Z

0000-0003-4416-1351:

{{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=Researchers; Ethics reviewers
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{{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
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{{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
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{{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
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{{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
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{{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
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{{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
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{{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
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{{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
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{{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>
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Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f

2026-05-21T10:32:59Z

0000-0003-4416-1351:

{{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; Researchers; Students
|Has Method=Individual learning
}}
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{{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.

<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-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.

<span lang="EL"><span lang="EN-US">(Please click on the top left of the image to expand it to full screen and improve your experience).</span></span>
|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 Step Trainee
|Instruction Step Title=References
|Instruction Step Text='''1.''' Hankivsky, O. (2014). Intersectionality 101. The Institute for Intersectionality Research and Policy, Simon Fraser University. [https://bccampus.ca/wp-content/uploads/2020/07/Hankivsky-Intersectionality101-2014.pdf?utm_source=chatgpt.com https://bccampus.ca/wp-content/uploads/2020/07/Hankivsky-Intersectionality101-2014.pdf]

'''2.''' Hankivsky, O., Grace, D., Hunting, G., Giesbrecht, M., Fridkin, A., Rudrum, S., Ferlatte, O., & Clark, N. (2014). An intersectionality-based policy analysis framework: Critical reflections on a methodology for advancing equity. International Journal for Equity in Health, 13, 119. https://doi.org/10.1186/s12939-014-0119-x

'''3.''' Kaijser, A., & Kronsell, A. (2014). Climate change through the lens of intersectionality. Environmental Politics, 23(3), 417–433. https://doi.org/10.1080/09644016.2013.835203

'''4.''' Verdonk, P., van Marlen, J., Tumas, N., & van Valkengoed, I. (2024). Coloring connections: Researching gender, intersectionality and health in the climate crisis. https://doi.org/10.5281/zenodo.14047986
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

*explore '''[[Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca|“Mapping research connections to environmental justice: Crisis Tree exercise”]]''' to '''connect personal reflection to systemic analysis''' (<span lang="EN-GB">to help you see the system you are reflecting on)</span>

*continue with '''“[[Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815|Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists)]]”''' to '''apply reflexive insights in research design''' (<span lang="EN-GB">to help you act on what you realised through reflection)</span>
*deepen with [[Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346|'''“Planetary health: Connecting climate, health, and power”''']] to '''understand intersectionality and power structures''' (<span lang="EN-GB">to explain the structural inequalities you reflected on in the card exercise)</span>
}}
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|Related To Instruction=Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815; Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca; Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8; Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346
}}
{{Tags
|Has Virtue And Value=Accountability; Care; Gender Equality; Reflexivity; Respect; Sustainability; justice
}}

Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca

2026-05-21T10:31:07Z

0000-0003-4416-1351:

{{Instruction
|Title=Mapping research connections to environmental justice: Crisis Tree exercise
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule invites researchers and students to reflect on their work in relation to intersectional environmental justice using a visual “Crisis Tree”.

By the end of the module, participants should be able to:

*'''Identify''' systemic factors (e.g., public policy, health equity, urban inequality) that shape research impacts and responsibilities.
* '''Map''' research linkages to climate justice, interspecies justice, and gendered (urban) contexts using the “Crisis Tree”.
* '''Articulate''' how their research connects with environmental and climate justice using intersectionality-based thinking.
|Has Duration=0.5
|Important For=Citizen Scientists; Researchers; Students
}}
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{{Instruction Perspective Trainee
|Is About=This micromodule invites researchers and students to reflect on their work in relation to intersectional environmental justice using a visual “Crisis Tree”. The tree structure helps participants position their projects in broader socio-political and ecological systems, connecting research aims, methods, affected populations, and ethical responsibilities. Drawing on examples from Chapter 6 of the Coloring Connections ([https://zenodo.org/records/14258538 Verdonk et al., 2024]), this activity uses systems thinking and intersectionality as practical reflection tools for research design and impact assessment.
}}
{{Instruction Step Trainee
|Instruction Step Title=Background, symptoms and root causes of the “Crisis Tree”
|Instruction Step Text=Please go through the PowerPoint presentation (summary from chapter 6 of the Coloring Connections, [https://zenodo.org/records/14258538 Verdonk et al., 2024]). <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-422
}}
{{Instruction Step Trainee
|Instruction Step Title=Crisis Tree
|Instruction Step Text=Look closely at the image and reflect on the issues that might be affecting your research. Hover over the image to reveal example reflection questions that can help you reflect on your research.
|Instruction Step Interactive Content=Resource:H5P-426
}}
{{Instruction Step Trainee
|Instruction Step Title=Key terms related to the Crisis Tree
|Instruction Step Text=Please match the key terms related to the Crisis Tree with their descriptions
|Instruction Step Interactive Content=Resource:H5P-423
}}
{{Instruction Step Trainee
|Instruction Step Title=Additional terms related to the Crisis Tree
|Instruction Step Text=<span lang="EN-GB">Explore the following additional terms through the lens of the Crisis Tree</span>
|Instruction Step Interactive Content=Resource:H5P-588
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect: Linking theory and visual practice
|Instruction Step Text=Note the most important issues that might be affecting your research
|Instruction Step Interactive Content=Resource:H5P-431
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text='''1. Main source'''

Verdonk, P. (Ed.). (2024). Coloring connections: Researching gender, intersectionality and health in the climate crisis. Dutch Society Gender & Health & Amsterdam UMC. https://doi.org/10.5281/zenodo.14047986

'''2. Intersectionality framework (IBPA foundation)'''

Hankivsky, O. (2014). ''Intersectionality 101''. The Institute for Intersectionality Research and Policy, Simon Fraser University. https://womensstudies.colostate.edu/wp-content/uploads/sites/66/2021/06/Intersectionality-101.pdf

'''3. Climate justice (intersectional urban perspective)'''

Amorim-Maia, A. T., Anguelovski, I., Chu, E., & Connolly, J. (2022). Intersectional climate justice: A conceptual pathway for bridging adaptation planning, transformative action, and social equity. ''Urban Climate, 41'', 101053. https://doi.org/10.1016/j.uclim.2021.101053

'''4. Intersectionality in climate change (theoretical grounding)'''

Kaijser, A., & Kronsell, A. (2014). Climate change through the lens of intersectionality. ''Environmental Politics, 23''(3), 417-433. https://doi.org/10.1080/09644016.2013.835203
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

* explore [[Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f|'''“Incorporating gender, health, and climate justice in your research: A reflexive question card exercise”''']] to '''deepen reflexive and intersectional thinking''' (t<span lang="EN-GB">he Crisis Tree showed the system and this module will help you locate yourself within it)</span>

* continue with [[Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba|'''“Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)”''']] to '''apply systems insights to research design''' (<span lang="EN-GB">after mapping problems with the Crisis Tree, this module will show you how to redesign your methodology accordingly)</span>
* revisit [[Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8|'''“Planetary health, human well-being and environmental justice”''']] to '''strengthen conceptual understanding of justice''' (<span lang="EN-GB">this module explains the “why” behind what you mapped in the Crisis Tree)</span>
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Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8

2026-05-21T10:30:03Z

0000-0003-4416-1351:

{{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; Researcher; Ethics reviewers; Students
|Has Method=Individual learning
}}
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|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=Our health is deeply interlinked with the environment we live in, from the quality of our air, water, and soil, to our social networks, living conditions, and biodiversity. This video introduces the concept of '''Planetary Health''', which explores how the well-being of humans, animals, and ecosystems are inseparably linked. It highlights the environmental and social drivers of health risks, including climate change, deforestation, pollution, and global inequities. Developed by the Nuffic-funded Capacity Strengthening in Epidemiology and Public Health project (CATAPULT) consortium (Asian University for Women, Elevate Health, and UMC Utrecht), the video provides an introduction to why safeguarding planetary systems is essential for promoting health and justice worldwide.

'''Watch the video, and click on the blue pen icon in the left hand corner to make notes while watching. Remember the summary! (click on cc - bottom right in video - to activate subtitles)'''
|Instruction Step Interactive Content=Resource:H5P-587
}}
{{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 Step Trainee
|Instruction Step Title=References
|Instruction Step Text='''1. Main source:'''

Whitmee, S., Haines, A., Beyrer, C., et al. (2015). Safeguarding human health in the Anthropocene epoch: Report of The Rockefeller Foundation-Lancet Commission on planetary health. The Lancet, 386(10007), 1973–2028. https://doi.org/10.1016/S0140-6736(15)60901-1

'''2. Planetary boundaries framework'''

Rockström, J., Steffen, W., Noone, K., et al. (2009). A safe operating space for humanity. Nature, 461, 472-475. https://doi.org/10.1038/461472a

'''3. Planetary health'''

Martens, P. (2023). Planetary health: The need for a paradigm shift. <span lang="EN-GB">BioScience, Volume 74, Issue 3, March 2024, Pages 128–129, https://doi.org/10.1093/biosci/biad107</span>

'''4. Planetary health & environmental change'''

Haines, A., & Ebi, K. (2019). Addressing challenges to human health in the Anthropocene epoch - An overview of the findings of the Rockefeller/Lancet Commission on Planetary Health. <span lang="EN-GB">Public Health Rev. 2016;37:14.</span>

https://pmc.ncbi.nlm.nih.gov/articles/PMC5810099/
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

*explore '''[[Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346|“Planetary health: Connecting climate, health, and power”]]''' to '''understand who is most affected and why''' (<span lang="EN-GB">it deepens the justice lens introduced in this module).</span>
*continue with '''[[Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a|“Addressing environmental justice in research & innovation”]]''' to '''apply justice principles in research practice''' (it <span lang="EN-GB">answers: what should researchers do differently in practice?)</span>
*complement with '''[[Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22|“Ethics of care and human-nature relations”]]''' to strengthen '''relational and ethical grounding''' (<span lang="EN-GB">it shifts from justice → to care-based research ethics)</span>
}}
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|Related To Instruction=Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a; Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22; Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8
}}
{{Tags
|Has Virtue And Value=Accountability; Care; Respect
}}

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

2026-05-21T10:28:52Z

0000-0003-4416-1351:

{{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
|Important For=Citizen Scientists; Ethics reviewers; Researchers
}}
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|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
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{{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
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Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22

2026-05-21T10:26:46Z

0000-0003-4416-1351:

{{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
}}
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{{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]]
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{{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
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{{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 cna expand the window by clicking on the botton on the bottom-right corner.
|Instruction Step Interactive Content=Resource:H5P-516
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|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
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{{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
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{{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.
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Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a

2026-05-21T10:25:48Z

0000-0003-4416-1351:

{{Instruction
|Title=Addressing environmental justice in research & innovation
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces key ethical principles that are relevant to environmental justice in research practices. After completing this micro module learners will be able to:

*'''<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">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>
|Has Duration=0.4
|Important For=Researchers; Students
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{{Instruction Perspective Trainee
|Is About=<span lang="EN-US">Building on the [[Instruction:Dc7e4584-b6f9-4289-a6f5-f308340eda74|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 and 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
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{{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
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Instruction:F6a872b6-7de2-4a3a-8ee1-f4243469d96f

2026-05-21T10:24:43Z

0000-0003-4416-1351:

{{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=Citizen Scientists; Researchers
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|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>
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{{Instruction Step Trainee
|Instruction Step Title=Environmental justice in practice
|Instruction Step Text=<span lang="EN-US">Open the podcast episode below through the linke and proceed to the next step.</span>
|Instruction Step Interactive Content=Resource:H5P-523
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{{Instruction Step Trainee
|Instruction Step Title=Defining justices
|Instruction Step Text=<span lang="EN-US">Listen to the podcast that you opened focussing on the following fragments: [2:16–4:00], [6:28–8:23]</span>

<span lang="EN-US">Pay attention to how Laura del Duca defines different types of justice.</span>
|Instruction Step Interactive Content=Resource:H5P-524
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{{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
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Instruction:46351c66-8276-40bf-84da-8cac974a02aa

2026-05-21T10:23:35Z

0000-0003-4416-1351:

{{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=Ethics reviewers; Researchers; Citizen Scientists
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|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>
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{{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
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{{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
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{{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].
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Instruction:C83e85fc-a0aa-45b2-86a0-8466f5768ff1

2026-05-21T10:18:03Z

0000-0003-4416-1351:

{{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=Researchers; Students
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{{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.

You can expand the image by clicking on the button on the bottom right-hand corner.
|Instruction Step Interactive Content=Resource:H5P-408
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{{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
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{{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.
|Instruction Step Interactive Content=Resource:H5P-410
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{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=Convention on Biological Diversity, [https://www.cbd.int/article/greening-tech-for-people-and-planet Greening Tech for People and Planet], 1 June 2021.

Xavier Harding, [https://www.mozillafoundation.org/en/blog/ai-internet-carbon-footprint/ The Internet's Invisible Carbon Footprint], Mozilla Foundation, 3 Aug 2023.

United Nations, thoughtworks, [https://www.thoughtworks.com/content/dam/thoughtworks/documents/e-book/tw_ebook_responsible_tech_playbook_united_nations.pdf Responsible Technology Playbook. Tools for the United Nations], 2023.
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Instruction:3388606c-a826-4f93-984f-9e0052a0cde8

2026-05-21T10:06:20Z

0000-0003-4416-1351:

{{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=Researchers; Citizen Scientists
|Has Method=Individual learning
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{{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. You can expand the slides to full screen by clicking the button in the '''bottom-right''' corner.
|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
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{{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. You can expand the slides to full screen by clicking the button in the '''bottom-right''' corner.
|Instruction Step Interactive Content=Resource:H5P-452
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{{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
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{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=[https://www.emissionimpossible.net/about-1 Annex VIII: Checklist strategize your communication]

[https://www.emissionimpossible.net/about-1 Annex IX: Template _ climate]

[https://nudging-for-sdgs.eu/nudges/ Nudging for SDGs: The self nudging tools]

[https://evir.org/wp-content/uploads/2024/12/Suggestions-for-research-funders-to-promote-environmentally-friendly-conferences-241001-DRAFT.pdf Tips for organising environmentally friendly conferences]

[https://www.software.ac.uk/GreenDiSC Green digital sustainability certificate for teams]
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{{Tags
|Has Virtue And Value=Sustainability; justice; research climate
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Instruction:91ce5981-bb8a-4188-97a3-15aa4767307a

2026-05-21T10:03:30Z

0000-0003-4416-1351:

{{Instruction
|Title=Innovation in a post-growth world
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This Micromodule familiarizes participants with the ideas of degrowth, postgrowth, and post-growth-oriented innovation, highlighting the limits of traditional growth and the need for sustainable, socially just approaches.

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

*'''Recognize''' the significant differences between growth-oriented and post-growth-oriented innovation.
*'''Identify''' and understand the core values associated with each orientation.
*'''Reflect''' on the role of each approach to innovation in relation to sustainability.
*'''Assess''' the broader social significance of both approaches to innovation.
|Has Duration=0.40
|Important For=Ethics reviewers; Researchers; Citizen Scientists
|Has Method=Individual learning
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|Is About=This Micromodule familiarizes participants with the ideas of degrowth, postgrowth, and post-growth-oriented innovation, highlighting the limits of traditional growth and the need for sustainable, socially just approaches. Through interactive exercises, learners will examine the contrasts between growth-focused and post-growth organizations, the concept of convivial technologies, and the social and ecological priorities of degrowth strategies. Activities include comprehension questions, multiple-choice reflections, and True/False tasks, designed to deepen understanding of sustainability, collective action, and equitable innovation. By the end of the Micromodule, participants will grasp core post-growth concepts, critically assess growth-oriented innovation, and identify real-world examples of participatory and sustainable innovation practices.
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{{Instruction Step Trainee
|Instruction Step Title=Growth and post growth oriented innovation. What are they”?
|Instruction Step Text=Read the slides carefully, focusing on the goals and methods of the two types of innovation and the differences between them. You can expand the slides to full screen by clicking the button in the '''bottom-right''' corner.
|Instruction Step Interactive Content=Resource:H5P-424
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{{Instruction Step Trainee
|Instruction Step Title=Understanding of degrowth, postgrowth
|Instruction Step Text=After carefully reviewing the slideshow, answer the questions to test your understanding of degrowth, postgrowth, and their main social and environmental priorities.
|Instruction Step Interactive Content=Resource:H5P-425
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{{Instruction Step Trainee
|Instruction Step Title=Key Issues in Post-Growth Innovation
|Instruction Step Text=Read the slides carefully. The purpose of the exercise is to familiarise participants with certain key issues in the logic and philosophy of post-growth innovation. You can expand the slides to full screen by clicking the button in the '''bottom-right''' corner.
|Instruction Step Interactive Content=Resource:H5P-428
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{{Instruction Step Trainee
|Instruction Step Title=Let’s think about innovation without growth
|Instruction Step Text=Answer the following multiple-choice questions based on the text (slide show) you read earlier.
|Instruction Step Interactive Content=Resource:H5P-427
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{{Instruction Step Trainee
|Instruction Step Title=Growth -oriented innovation vs post-growth oriented innovation
|Instruction Step Text=The purpose of the third exercise is for participants to easily gain an overall understanding of the differences between the two types of innovation by answering 10 True or False questions.
|Instruction Step Interactive Content=Resource:H5P-429
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{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=[https://journals.sagepub.com/doi/10.1177/1350508420973631 Pansera, M., & Fressoli, M. (2021). Innovation without growth: Frameworks for understanding technological change in a post-growth era. ''Organization'', ''28''(3), 380-404.doi.org/10.1177/1350508420973]

[https://www.postgrowth.earth/ Post Growth Social Innovation]

[https://sussex.figshare.com/articles/report/Media_Arts_and_Humanities_Sustainability_Educator_Toolkit/23492969?file=41201159 Theme #6: Degrowth and Postgrowth]
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{{Tags
|Has Virtue And Value=Collaborative spirit; Responsible Research and Innovation; integrity; justice; respect
}}

Instruction:8d5e2cc2-6989-499b-b1e9-1954a9d06522

2026-05-21T10:01:22Z

0000-0003-4416-1351:

{{Instruction
|Title=Circularity in Research and Innovation
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This Micromodule introduces participants to the concept of circularity and its application in research and innovation.
By the end of this module participants should be able to:
*'''Understand''' the concept of circularity and explain its relevance to sustainable research and innovation.
*'''Identify''' and apply the 9R strategies (Refuse, Rethink, Reduce, Reuse, Repair, Refurbish, Remanufacture, Repurpose, Recycle) in practical contexts.
*'''Develop''' systems thinking and adaptability skills to analyze how circularity influences research, innovation, and design decisions.
*'''Integrate''' circular principles into their professional activities to promote sustainability and resource efficiency.
|Has Duration=0.34
|Important For=Researchers; Students; Citizen Scientists
|Has Method=Individual learning
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|Is About=Through interactive exercises, learners explore the 9R strategies—Refuse, Rethink, Reduce, Reuse, Repair, Refurbish, Remanufacture, Repurpose, Recycle—and understand how these practices contribute to sustainability across product lifecycles. Participants reflect on the environmental, social, and economic impacts of circularity, developing systems thinking and adaptability skills. By the end of the module, learners will be able to integrate circular principles into research, innovation, and design processes, promoting resource efficiency, responsible consumption, and sustainable development.
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{{Instruction Step Trainee
|Instruction Step Title=Watch & Wonder: A Circularity Intro
|Instruction Step Text=Please watch the video carefully! The purpose of this exercise is to assess your understanding of the concept of circularity and its role in addressing today’s environmental challenges. Circularity is essential because it helps reduce resource extraction, waste, and pollution while keeping materials in use for as long as possible. By fostering more sustainable production and consumption patterns, circularity contributes to protecting ecosystems, supporting equitable economies, and achieving the Sustainable Development Goals.
|Instruction Step Interactive Content=Resource:H5P-594
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{{Instruction Step Trainee
|Instruction Step Title=Reflect: Circularity is the breakthrough we need!
|Instruction Step Text=Based on the video you just watched, answer the following multiple-choice questions by selecting the option that best reflects the key ideas presented.
|Instruction Step Interactive Content=Resource:H5P-446
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{{Instruction Step Trainee
|Instruction Step Title=Watch: The Circularity Approach.
|Instruction Step Text=Please watch the video carefully! The purpose of this exercise is to test your comprehension of circularity and the key processes that support it. Circularity is not only about recycling but also about refusing, reducing, reusing, repairing, refurbishing, remanufacturing, and repurposing materials—always guided by the principle of “reduce by design.”
|Instruction Step Interactive Content=Resource:H5P-595
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{{Instruction Step Trainee
|Instruction Step Title=Reflect: The Circularity Quest Begins
|Instruction Step Text=Based on the video you just watched, answer the following True or False questions.
|Instruction Step Interactive Content=Resource:H5P-448
}}
{{Instruction Step Trainee
|Instruction Step Title=Introducing the 9R Strategy
|Instruction Step Text=Please take a close look at the following slide show, which provides a brief introduction to what the 9R strategy is and what it aims to achieve.You can expand the slides to full screen by clicking the button in the '''bottom-right''' corner.
|Instruction Step Interactive Content=Resource:H5P-507
}}
{{Instruction Step Trainee
|Instruction Step Title=Putting the 9Rs to work
|Instruction Step Text=In this third and final exercise we summarise the key content that emerged from the previous two activities, while also helping you gain a deeper understanding of the 9R framework and its practical implications. The 9R strategy is a practical framework in the circular economy that guides how we can minimize waste and maximize the value of materials throughout their lifecycle. It emphasizes preventing unnecessary use, extending product life, and responsibly reusing, repairing, or recycling materials. By applying the 9R principles, we can design more sustainable systems that reduce environmental impact and support social and economic wellbeing.
|Instruction Step Interactive Content=Resource:H5P-449
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=[https://www.unep.org/circularity Circularity is the breakthrough we need]

[https://www.unep.org/circularity The UNEP circularity approach]

[https://startupcenter.uni-wuppertal.de/wp-content/uploads/2023/10/9-R-Strategien_PDF.pdf 9R strategies of the circular economy]

[https://boku.ac.at/wiso/isec/social-ecology-lecture/creating-circularity-for-critical-raw-materials Creating circularity for Critical Raw Materials-recorded talk and PowerPoint]

[https://sussex.figshare.com/articles/report/Media_Arts_and_Humanities_Sustainability_Educator_Toolkit/23492969?file=41201159 Theme 1- Planetary Boundaries and Doughnuts]
}}
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|Related To Instruction=Instruction:3388606c-a826-4f93-984f-9e0052a0cde8; Instruction:91ce5981-bb8a-4188-97a3-15aa4767307a; Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299
}}
{{Tags
|Has Virtue And Value=Efficiency; integrity; respect
}}

Instruction:Dc7e4584-b6f9-4289-a6f5-f308340eda74

2026-05-21T09:59:40Z

0000-0003-4416-1351:

{{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=Citizen Scientists; 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
}}
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|Related To Instruction=Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a
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Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299

2026-05-21T09:58:13Z

0000-0003-4416-1351:

{{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=Students; Researchers; Citizen Scientists
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
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{{Instruction Perspective Trainee
|Is About=A '''wicked problem''' is a type of problem that is '''very complex, hard to define clearly, and has no single correct solution'''. These problems are tricky because every attempt to solve them can change the problem itself.

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-593
}}
{{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.You may find it helpful to review the key concept definitions below before completing the activity.A wicked problem is a complex and difficult-to-define challenge that involves multiple stakeholders, competing values, and interconnected factors. These problems do not have a single correct solution, and attempts to address one aspect may create new challenges. Sustainability is often considered a wicked problem because it requires balancing environmental, social, and economic considerations.</span>

<span lang="EN-US">Perspective taking is the ability to temporarily adopt and understand the viewpoints of others in a purposeful and cognitive way. It helps engineers explore different stakeholder needs and constraints, improves how problems are framed, and supports ethical reasoning and negotiation between competing perspectives. Developing perspective-taking skills enables engineers to design more inclusive and sustainable solutions.</span>

<span lang="EN-US">Systems thinking is a way of reasoning that involves understanding how components of a system interact and produce outcomes. It allows engineers to analyze complex phenomena, recognize relationships and interdependencies, and predict potential consequences. Systems thinking is particularly important for sustainability, as it helps engineers consider broader contexts and make informed decisions about complex systems.</span>

<span lang="EN-US">Negotiation is the process of balancing different stakeholder interests to reach informed and mutually acceptable solutions. In engineering, negotiation involves mediating between diverse perspectives, optimizing available resources, and advocating for stakeholders who cannot represent themselves, such as the environment. Strong negotiation skills are essential for addressing sustainability challenges effectively.</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 Step Trainee
|Instruction Step Title=References
|Instruction Step Text=[https://zenodo.org/records/13973985 Chapter 4: How to support students to develop skills that promote sustainability]

[https://sussex.figshare.com/articles/report/Media_Arts_and_Humanities_Sustainability_Educator_Toolkit/23492969?file=41201159 Media, Arts, and Humanities Sustainability Educator Toolkit]

[https://www.laudesfoundation.org/ The Just Transitions Initiatives Mapping]<div>
[https://www.youtube.com/watch?v=usDU0cdze6U What is a Just Transition and How Can We Accelerate It?]
</div><div><div>[https://www.youtube.com/@ClimateHorizons]</div></div>
}}
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|Related To Instruction=Instruction:8d5e2cc2-6989-499b-b1e9-1954a9d06522; Instruction:3388606c-a826-4f93-984f-9e0052a0cde8; Instruction:91ce5981-bb8a-4188-97a3-15aa4767307a
}}
{{Tags
|Has Virtue And Value=Efficiency; fairness; respect
}}

Instruction:00655cdb-fbcc-49d5-9768-b1f3b769696e

2026-05-21T09:55:42Z

0000-0003-4416-1351:

{{Instruction
|Title=Green labs, smarter science: Practical steps for sustainable research and innovation
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule is designed to raise awareness about sustainable laboratory (lab) management through environmentally friendly practices that promote green labs, improve research efficiency and drive smarter innovation.

By the end of this activity, participants should be able to:

*'''Identify''' daily small actions that can be undertaken to make labs more environmentally friendly.
*'''Examine''' the case of inefficient energy use in labs to '''identify''' underlying causes and propose improvement strategies.
*'''Reflect''' on how changes towards sustainable management should be implemented

<div></div>
|Has Duration=0.70
|Important For=Ethics reviewers; Researchers; Citizen Scientists
|Has Method=Individual learning
}}
{{Custom TabContent Trainee Open}}
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{{Instruction Perspective Trainee
|Is About=The world is facing several pressing environmental issues such as climate change and air pollution that need to be urgently addressed. As lab managers, researchers, innovators, and students, our work aims to solve these environmental challenges. Ironically, many scientific labs consume excessive energy, generate significant material waste, and rely on unsustainable equipment, substantially increasing their carbon footprints. However, the good news is that simple, practical actions can make a big difference. What could these practical actions be?

This micromodule is designed to equip learners with the knowledge and tools needed to make labs more environmentally friendly, thereby contributing to a Green Transition. Through real-world examples and a case study showcasing eco-friendly lab management practices, this micromodule will foster learning and critical reflection on how greening strategies can be tailored to specific contexts and scale up for a broader outreach.
}}
{{Instruction Step Trainee
|Instruction Step Title=Learn: Practical actions for making labs more sustainable
|Instruction Step Text='''Greening labs''' involves reducing environmental impact by implementing sustainable practices within laboratory settings. In this regard, several small actions that are '''ecofriendly''' can be considered in lab activities to contribute to environmental sustainability.

'''Watch the video on “Green Labs from the Faculty of Science and Engineering of the University of Groningen” and pay attention to the everyday small actions that can be adopted to improve lab efficiency and make lab research more environmentally friendly.'''
|Instruction Step Interactive Content=Resource:H5P-592
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect: How can we save energy in labs?
|Instruction Step Text=Laboratories are very energy intensive. In this session, you will explore practical, daily actions that can significantly reduce the energy loads in lab spaces. The video “'''Saving energy in your lab'''” discusses how energy is used in a lab and offers tips on how energy use can be reduced.

'''Watch this video to learn about actions that can reduce energy base- and peak load and reflect on potential challenges related to implementation actions aimed at enhancing efficient energy use in labs.'''
|Instruction Step Interactive Content=Resource:H5P-591
}}
{{Instruction Step Trainee
|Instruction Step Title=Final quiz
|Instruction Step Text=Test your knowledge on greening labs.
|Instruction Step Interactive Content=Resource:H5P-462
}}
{{Instruction Step Trainee
|Instruction Step Title=Final reflection
|Instruction Step Text=Nice work! You have explored various strategies for greening lab operations. These strategies are centered around small daily actions that can be undertaken to minimize energy consumption and adopt eco-friendly procurement options. However, it is essential to integrate these actions into our daily routines to ensure that laboratories contribute significantly to environmental sustainability and Green Transition.

'''Here, reflect on your own actions towards greening labs by answering the questions below.'''
|Instruction Step Interactive Content=Resource:H5P-467
}}
{{Instruction Step Trainee
|Instruction Step Title=External resources
|Instruction Step Text=Here are additional external resources to learn more about how to make labs greener:

1. “How to Green Your Lab 10 Sustainable Things Every Lab Can Do” [[https://www.bing.com/videos/riverview/relatedvideo?&q=greening+our+labs&&mid=E361FEE82009E2B5D15BE361FEE82009E2B5D15B&mmscn=mtsc&aps=67&FORM=VRDGAR Bing Videos]]

2. “Five Steps to a Greener Lab: A roadmap to environmental action” [[https://www.neb.com/en/tools-and-resources/feature-articles/five-steps-to-a-greener-lab-a-roadmap-to-environmental-action Five Steps to a Greener Lab: A roadmap to environmental action | NEB]]
}}
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|Related To Instruction=Instruction:F8c5c27a-a74e-4625-bee4-b5dcd526997d
}}
{{Tags}}

Instruction:F8c5c27a-a74e-4625-bee4-b5dcd526997d

2026-05-21T09:51:04Z

0000-0003-4416-1351:

{{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 Requirements=Green labs, smarter science: Practical steps for sustainable research and innovation ([[Instruction:00655cdb-fbcc-49d5-9768-b1f3b769696e|Green labs, smarter science: Practical steps for sustainable research and innovation]])
|Has Duration=0.80
|Important For=Citizen Scientists; Researchers
|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-590
}}
{{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'''. Click on the type of plastic to select it, then click on the blank space to drop it.
|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 Interactive Content=Resource:H5P-521
}}
{{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 Step Interactive Content=Resource:H5P-522
}}
{{Instruction Step Trainee
|Instruction Step Title=Additional external resources
|Instruction Step Text=Participants are encouraged to watch the following videos to learn more about the efficient management of plastic wastes for sustainable and green labs:

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]]
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=Urbina, M. A., Watts, A. J. R., & Reardon, E. E. (2015). Labs should cut plastic waste too. Nature, 528(7583), 479. https://doi.org/10.1038/528479c

Honda, I., Courtney, E., Miller, R., & Moon, A. (2024, August 27). Green Labs Austria: Pioneering sustainability in scientific research. MIT Science Policy Review, 5. [https://sciencepolicyreview.pubpub.org/pub/e4alcpei/release/3 Green Labs Austria: Pioneering sustainability in scientific research · V5]
}}
{{Instruction Remarks Trainee}}
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{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Instruction=Instruction:00655cdb-fbcc-49d5-9768-b1f3b769696e
}}
{{Tags}}

Instruction:F8c5c27a-a74e-4625-bee4-b5dcd526997d

2026-05-21T09:46:15Z

0000-0003-4416-1351:

{{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 Requirements=Green labs, smarter science: Practical steps for sustainable research and innovation ([[Instruction:00655cdb-fbcc-49d5-9768-b1f3b769696e|Green labs, smarter science: Practical steps for sustainable research and innovation]])
|Has Duration=0.80
|Important For=Researcher; Citizen Scientists
|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-590
}}
{{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'''. Click on the type of plastic to select it, then click on the blank space to drop it.
|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 Interactive Content=Resource:H5P-521
}}
{{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 Step Interactive Content=Resource:H5P-522
}}
{{Instruction Step Trainee
|Instruction Step Title=Additional external resources
|Instruction Step Text=Participants are encouraged to watch the following videos to learn more about the efficient management of plastic wastes for sustainable and green labs:

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]]
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=Urbina, M. A., Watts, A. J. R., & Reardon, E. E. (2015). Labs should cut plastic waste too. Nature, 528(7583), 479. https://doi.org/10.1038/528479c

Honda, I., Courtney, E., Miller, R., & Moon, A. (2024, August 27). Green Labs Austria: Pioneering sustainability in scientific research. MIT Science Policy Review, 5. [https://sciencepolicyreview.pubpub.org/pub/e4alcpei/release/3 Green Labs Austria: Pioneering sustainability in scientific research · V5]
}}
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{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Instruction=Instruction:00655cdb-fbcc-49d5-9768-b1f3b769696e
}}
{{Tags}}

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

2026-05-21T09:44:04Z

0000-0003-4416-1351:

{{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=Researcher; Research Ethics Reviewers
|Has Method=Individual learning
}}
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{{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 lang="EL">(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-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 lang="EN-US">(Please click on the top right of the image to expand it to full screen and improve your experience).</span></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 Step Trainee
|Instruction Step Title=References
|Instruction Step Text='''1. Main source:'''

Redvers N, Faerron Guzmán C, Parkes M. (2023). Towards an educational praxis for planetary health: a call for transformative, inclusive, and integrative approaches for learning and relearning in the Anthropocene. The Lancet Planetary Health, 7, e77-e85.

https://doi.org/10.1016/S2542-5196(22)00332-1

'''2. Foundational planetary health framing:'''

Whitmee, S., Haines, A., Beyrer, C., et al. (2015). Safeguarding human health in the Anthropocene epoch: Report of The Rockefeller Foundation-Lancet Commission on planetary health. The Lancet, 386(10007), 1973–2028. https://doi.org/10.1016/S0140-6736(15)60901-1

'''3. Ecologies of Knowledges <span lang="EN-GB">(Chapter 7)</span> + Intercultural Translation <span lang="EN-GB">(Chapter 8)</span>:'''

<span lang="DE">Santos, B. de S. (2014).</span> <span lang="EN-US">Santos, B. de S. (2014). Epistemologies of the South: Justice against epistemicide. Routledge. (</span><span lang="EN-GB">See Chapter 7 on “Ecologies of knowledges” and Chapter 8 on “Intercultural translation: Differing and sharing con passionalità”). https://unescochair-cbrsr.org/pdf/resource/Epistemologies_of_the_South.pdf</span>
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

* explore '''[[Instruction:8671603d-f1fd-4e1a-bd10-845bd836a6e1|“Transformative research (part 1): Storytelling, reflection, and the power of reimagining academia”]]''' to '''translate paradigm shifts into research practice''' (to <span lang="EN-GB">help you operationalise the paradigm shift introduced here)</span>
* deepen with '''[[Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22|“Ethics of care and human-nature relations”]]''' to '''strengthen relational and care-based ethics''' (<span lang="EN-GB">It provides the ethical principles behind relational praxis)</span>
* revisit '''[[Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8|“Planetary health, human well-being and environmental justice”]]''' to '''ground stewardship in justice and health perspectives''' (<span lang="EN-GB">the module explains the ethical urgency behind the shift to stewardship)</span>
}}
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|Related To Instruction=Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22; Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8; Instruction:8671603d-f1fd-4e1a-bd10-845bd836a6e1
}}
{{Tags
|Has Virtue And Value=Accountability; Care; Good stewardship; Reflexivity; Respect
}}

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

2026-05-21T09:40:22Z

0000-0003-4416-1351:

{{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=Research Ethics Reviewers; Researchers
}}
{{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>
}}
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|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:2048c80f-44be-43e8-bf19-d9012c1208ba

2026-05-21T09:39:11Z

0000-0003-4416-1351:

{{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=Students; 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=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 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. Ethics in disaster / crisis research:'''

Browne, K. E., & Peek, L. (2014). Beyond the IRB: An ethical toolkit for long-term disaster research. International Journal of Mass Emergencies and Disasters, 32(1), 82–120.

https://hazards.colorado.edu/uploads/publications/22_2014%20Browne_Peek.pdf

'''3. Ethical challenges in crisis research governance:'''

Falb, K., Laird, B., Ratnayake, R., Rodrigues, K., & Annan, J. (2019). The ethical contours of research in crisis settings. Disasters, 43(4), 711–726.

https://doi.org/10.1111/disa.12398

'''4. Participatory / non-extractive disaster research:'''

Le Dé, L., Gaillard, J. C., & Friesen, W. (2015). Academics doing participatory disaster research: How participatory is it? Environmental Hazards, 14(1), 1–15.

https://doi.org/10.1080/17477891.2014.957636
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

* use '''[[Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca|“Mapping research connections to environmental justice: Crisis Tree exercise”]]''' <span lang="EN-GB">to '''strengthen the ability to evaluate''' whether a '''methodology proposed is ethically and systemically adequate'''</span> (it helps you strengthen systems analysis behind your methodological choices<span lang="EN-GB">)</span>
* continue with '''[[Instruction:D00a0833-8e28-41be-ac4a-8b3dc4d1646f|“Reimagining sustainable field research: Doing science without doing harm”]]''' to '''<span lang="EN-GB">translate methodological principles into concrete criteria for</span>''' <span lang="EN-GB">assessing ethical '''field practices'''</span> (it helps you apply the framework in real-world contexts)
* <span lang="EN-GB">deepen with '''[[Instruction:Ba19c399-d3b7-45b1-a8bd-da51cb6b72f1|“The Good Researcher: Responsibility, Discourse, and Environmentally Aware Research”]]'''</span> <span lang="EN-GB">to '''ground decisions in professional responsibility and ethical reasoning''' (It clarifies what it means to act as a responsible researcher when applying or evaluating methodologies)</span>
}}
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|Related To Instruction=Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca; Instruction:D00a0833-8e28-41be-ac4a-8b3dc4d1646f; Instruction:Ba19c399-d3b7-45b1-a8bd-da51cb6b72f1
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{{Tags}}

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

2026-05-21T09:36:26Z

0000-0003-4416-1351:

{{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=Researcher; Undergraduate Student / Graduate Student; Citizen Scientists
|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.

<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-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.

<span lang="EL"><span lang="EN-US">(Please click on the top left of the image to expand it to full screen and improve your experience).</span></span>
|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 Step Trainee
|Instruction Step Title=References
|Instruction Step Text='''1.''' Hankivsky, O. (2014). Intersectionality 101. The Institute for Intersectionality Research and Policy, Simon Fraser University. [https://bccampus.ca/wp-content/uploads/2020/07/Hankivsky-Intersectionality101-2014.pdf?utm_source=chatgpt.com https://bccampus.ca/wp-content/uploads/2020/07/Hankivsky-Intersectionality101-2014.pdf]

'''2.''' Hankivsky, O., Grace, D., Hunting, G., Giesbrecht, M., Fridkin, A., Rudrum, S., Ferlatte, O., & Clark, N. (2014). An intersectionality-based policy analysis framework: Critical reflections on a methodology for advancing equity. International Journal for Equity in Health, 13, 119. https://doi.org/10.1186/s12939-014-0119-x

'''3.''' Kaijser, A., & Kronsell, A. (2014). Climate change through the lens of intersectionality. Environmental Politics, 23(3), 417–433. https://doi.org/10.1080/09644016.2013.835203

'''4.''' Verdonk, P., van Marlen, J., Tumas, N., & van Valkengoed, I. (2024). Coloring connections: Researching gender, intersectionality and health in the climate crisis. https://doi.org/10.5281/zenodo.14047986
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

*explore '''[[Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca|“Mapping research connections to environmental justice: Crisis Tree exercise”]]''' to '''connect personal reflection to systemic analysis''' (<span lang="EN-GB">to help you see the system you are reflecting on)</span>

*continue with '''“[[Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815|Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists)]]”''' to '''apply reflexive insights in research design''' (<span lang="EN-GB">to help you act on what you realised through reflection)</span>
*deepen with [[Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346|'''“Planetary health: Connecting climate, health, and power”''']] to '''understand intersectionality and power structures''' (<span lang="EN-GB">to explain the structural inequalities you reflected on in the card exercise)</span>
}}
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|Related To Instruction=Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815; Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca; Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8; Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346
}}
{{Tags
|Has Virtue And Value=Accountability; Care; Gender Equality; Reflexivity; Respect; Sustainability; justice
}}

Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca

2026-05-21T09:33:48Z

0000-0003-4416-1351:

{{Instruction
|Title=Mapping research connections to environmental justice: Crisis Tree exercise
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule invites researchers and students to reflect on their work in relation to intersectional environmental justice using a visual “Crisis Tree”.

By the end of the module, participants should be able to:

*'''Identify''' systemic factors (e.g., public policy, health equity, urban inequality) that shape research impacts and responsibilities.
* '''Map''' research linkages to climate justice, interspecies justice, and gendered (urban) contexts using the “Crisis Tree”.
* '''Articulate''' how their research connects with environmental and climate justice using intersectionality-based thinking.
|Has Duration=0.5
|Important For=Undergraduate Student / Graduate Student; Researchers; Citizen Scientists
}}
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{{Instruction Perspective Trainee
|Is About=This micromodule invites researchers and students to reflect on their work in relation to intersectional environmental justice using a visual “Crisis Tree”. The tree structure helps participants position their projects in broader socio-political and ecological systems, connecting research aims, methods, affected populations, and ethical responsibilities. Drawing on examples from Chapter 6 of the Coloring Connections ([https://zenodo.org/records/14258538 Verdonk et al., 2024]), this activity uses systems thinking and intersectionality as practical reflection tools for research design and impact assessment.
}}
{{Instruction Step Trainee
|Instruction Step Title=Background, symptoms and root causes of the “Crisis Tree”
|Instruction Step Text=Please go through the PowerPoint presentation (summary from chapter 6 of the Coloring Connections, [https://zenodo.org/records/14258538 Verdonk et al., 2024]). <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-422
}}
{{Instruction Step Trainee
|Instruction Step Title=Crisis Tree
|Instruction Step Text=Look closely at the image and reflect on the issues that might be affecting your research. Hover over the image to reveal example reflection questions that can help you reflect on your research.
|Instruction Step Interactive Content=Resource:H5P-426
}}
{{Instruction Step Trainee
|Instruction Step Title=Key terms related to the Crisis Tree
|Instruction Step Text=Please match the key terms related to the Crisis Tree with their descriptions
|Instruction Step Interactive Content=Resource:H5P-423
}}
{{Instruction Step Trainee
|Instruction Step Title=Additional terms related to the Crisis Tree
|Instruction Step Text=<span lang="EN-GB">Explore the following additional terms through the lens of the Crisis Tree</span>
|Instruction Step Interactive Content=Resource:H5P-588
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect: Linking theory and visual practice
|Instruction Step Text=Note the most important issues that might be affecting your research
|Instruction Step Interactive Content=Resource:H5P-431
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text='''1. Main source'''

Verdonk, P. (Ed.). (2024). Coloring connections: Researching gender, intersectionality and health in the climate crisis. Dutch Society Gender & Health & Amsterdam UMC. https://doi.org/10.5281/zenodo.14047986

'''2. Intersectionality framework (IBPA foundation)'''

Hankivsky, O. (2014). ''Intersectionality 101''. The Institute for Intersectionality Research and Policy, Simon Fraser University. https://womensstudies.colostate.edu/wp-content/uploads/sites/66/2021/06/Intersectionality-101.pdf

'''3. Climate justice (intersectional urban perspective)'''

Amorim-Maia, A. T., Anguelovski, I., Chu, E., & Connolly, J. (2022). Intersectional climate justice: A conceptual pathway for bridging adaptation planning, transformative action, and social equity. ''Urban Climate, 41'', 101053. https://doi.org/10.1016/j.uclim.2021.101053

'''4. Intersectionality in climate change (theoretical grounding)'''

Kaijser, A., & Kronsell, A. (2014). Climate change through the lens of intersectionality. ''Environmental Politics, 23''(3), 417-433. https://doi.org/10.1080/09644016.2013.835203
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

* explore [[Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f|'''“Incorporating gender, health, and climate justice in your research: A reflexive question card exercise”''']] to '''deepen reflexive and intersectional thinking''' (t<span lang="EN-GB">he Crisis Tree showed the system and this module will help you locate yourself within it)</span>

* continue with [[Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba|'''“Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)”''']] to '''apply systems insights to research design''' (<span lang="EN-GB">after mapping problems with the Crisis Tree, this module will show you how to redesign your methodology accordingly)</span>
* revisit [[Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8|'''“Planetary health, human well-being and environmental justice”''']] to '''strengthen conceptual understanding of justice''' (<span lang="EN-GB">this module explains the “why” behind what you mapped in the Crisis Tree)</span>
}}
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Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8

2026-05-21T09:28:25Z

0000-0003-4416-1351:

{{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=Researcher; Undergraduate Student / Graduate Student; Research Ethics Reviewers; Citizen Scientists
|Has Method=Individual learning
}}
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|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=Our health is deeply interlinked with the environment we live in, from the quality of our air, water, and soil, to our social networks, living conditions, and biodiversity. This video introduces the concept of '''Planetary Health''', which explores how the well-being of humans, animals, and ecosystems are inseparably linked. It highlights the environmental and social drivers of health risks, including climate change, deforestation, pollution, and global inequities. Developed by the Nuffic-funded Capacity Strengthening in Epidemiology and Public Health project (CATAPULT) consortium (Asian University for Women, Elevate Health, and UMC Utrecht), the video provides an introduction to why safeguarding planetary systems is essential for promoting health and justice worldwide.

'''Watch the video, and click on the blue pen icon in the left hand corner to make notes while watching. Remember the summary! (click on cc - bottom right in video - to activate subtitles)'''
|Instruction Step Interactive Content=Resource:H5P-587
}}
{{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 Step Trainee
|Instruction Step Title=References
|Instruction Step Text='''1. Main source:'''

Whitmee, S., Haines, A., Beyrer, C., et al. (2015). Safeguarding human health in the Anthropocene epoch: Report of The Rockefeller Foundation-Lancet Commission on planetary health. The Lancet, 386(10007), 1973–2028. https://doi.org/10.1016/S0140-6736(15)60901-1

'''2. Planetary boundaries framework'''

Rockström, J., Steffen, W., Noone, K., et al. (2009). A safe operating space for humanity. Nature, 461, 472-475. https://doi.org/10.1038/461472a

'''3. Planetary health'''

Martens, P. (2023). Planetary health: The need for a paradigm shift. <span lang="EN-GB">BioScience, Volume 74, Issue 3, March 2024, Pages 128–129, https://doi.org/10.1093/biosci/biad107</span>

'''4. Planetary health & environmental change'''

Haines, A., & Ebi, K. (2019). Addressing challenges to human health in the Anthropocene epoch - An overview of the findings of the Rockefeller/Lancet Commission on Planetary Health. <span lang="EN-GB">Public Health Rev. 2016;37:14.</span>

https://pmc.ncbi.nlm.nih.gov/articles/PMC5810099/
}}
{{Instruction Remarks Trainee
|Has Remarks=After completing this module:

*explore '''[[Instruction:Ab0fdd94-d3a2-40ba-a77a-b3bf46bbe346|“Planetary health: Connecting climate, health, and power”]]''' to '''understand who is most affected and why''' (<span lang="EN-GB">it deepens the justice lens introduced in this module).</span>
*continue with '''[[Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a|“Addressing environmental justice in research & innovation”]]''' to '''apply justice principles in research practice''' (it <span lang="EN-GB">answers: what should researchers do differently in practice?)</span>
*complement with '''[[Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22|“Ethics of care and human-nature relations”]]''' to strengthen '''relational and ethical grounding''' (<span lang="EN-GB">it shifts from justice → to care-based research ethics)</span>
}}
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|Related To Instruction=Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a; Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22; Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8
}}
{{Tags
|Has Virtue And Value=Accountability; Care; Respect
}}

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

2026-05-21T09:10:37Z

0000-0003-4416-1351:

{{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
|Important For=Researcher; Research Ethics Reviewers; Citizen Scientists
}}
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|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
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Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22

2026-05-21T09:06:54Z

0000-0003-4416-1351:

{{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=Researcher
|Has Method=Individual learning
}}
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{{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
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{{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 cna expand the window by clicking on the botton on the bottom-right corner.
|Instruction Step Interactive Content=Resource:H5P-516
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|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
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{{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.
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Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a

2026-05-21T09:03:30Z

0000-0003-4416-1351:

{{Instruction
|Title=Addressing environmental justice in research & innovation
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces key ethical principles that are relevant to environmental justice in research practices. After completing this micro module learners will be able to:

*'''<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">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>
|Has Duration=0.4
|Important For=Researcher; Undergraduate Student / Graduate Student
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|Is About=<span lang="EN-US">Building on the [[Instruction:Dc7e4584-b6f9-4289-a6f5-f308340eda74|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 and 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
}}
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|Related To Instruction=Instruction:Dc7e4584-b6f9-4289-a6f5-f308340eda74
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Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a

2026-05-21T08:59:59Z

0000-0003-4416-1351:

{{Instruction
|Title=Addressing environmental justice in research & innovation
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces key ethical principles that are relevant to environmental justice in research practices. After completing this micro module learners will be able to:

*'''<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">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>
|Has Duration=0.4
|Important For=Researcher; Ethics Reviewers; Undergraduate Student / Graduate Student
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=<span lang="EN-US">Building on the [[Instruction:Dc7e4584-b6f9-4289-a6f5-f308340eda74|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 and 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}}
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{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Instruction=Instruction:Dc7e4584-b6f9-4289-a6f5-f308340eda74
}}
{{Tags}}

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

2026-05-21T08:57:05Z

0000-0003-4416-1351:

{{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=Researcher; Citizen Scientists
}}
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{{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 through the linke and proceed to the next step.</span>
|Instruction Step Interactive Content=Resource:H5P-523
}}
{{Instruction Step Trainee
|Instruction Step Title=Defining justices
|Instruction Step Text=<span lang="EN-US">Listen to the podcast that you opened focussing on the following fragments: [2:16–4:00], [6:28–8:23]</span>

<span lang="EN-US">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
}}
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Instruction:Dc7e4584-b6f9-4289-a6f5-f308340eda74

2026-05-21T08:55:40Z

0000-0003-4416-1351:

{{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=Researcher; Undergraduate Student / Graduate Student; Citizen Scientists
|Has Method=Individual learning
}}
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{{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
}}
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|Related To Instruction=Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a
}}
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Instruction:D0a94dfd-0df4-4668-b58b-3943f8c60e67

2026-05-19T09:09:59Z

0000-0003-4416-1351:

{{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=Civil Society / NGO Representative; Policy Maker; Research Ethics Committee Member
}}
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{{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.

You can expand the image by clicking on the button on the bottom right-hand corner.
|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.

You can expand the image by clicking on the button on the bottom right-hand corner.
|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.

You can expand the image by clicking on the button on the bottom right-hand corner.
|Instruction Step Interactive Content=Resource:H5P-404
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect on how to engage with AI: values, emitions and intentions
|Instruction Step Text=How do we engage with AI?

Instead of focusing on technical performance or efficiency, the episode below highlights the importance of values, emotions, and intentions in how we engage with generative AI. Drawing on speculative thinking and storytelling, Mariana explores alternative ways of relating to algorithmic technologies—approaches that take into account environmental limits, social justice, and more-than-human perspectives.

Titled ''Slow AI-cademia'', this episode features Mariana Fernández Mora from the Amsterdam University of Applied Sciences, whose work questions dominant narratives around AI through her project ''Slow AI''.listen to the episode and reflect on how algorithmic systems are influencing academic cultures, the production of knowledge, and notions of ethical responsibility.
|Instruction Step Interactive Content=Resource:H5P-610
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect on your experience with AI
|Instruction Step Text=Please reflect on your experience with AI below.
|Instruction Step Interactive Content=Resource:H5P-617
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=Beth Stackpole, [https://mitsloan.mit.edu/ideas-made-to-matter/ai-has-high-data-center-energy-costs-there-are-solutions AI has high data centre energy costs - but there are solutions], MIT Management Sloan School, 7 Jan 2025.

UN environment programme, [https://www.unep.org/news-and-stories/story/ai-has-environmental-problem-heres-what-world-can-do-about AI has an environmental problem. Here's what the world can do about that], 13 Nov 2025.

Adam Zewe , [https://news.mit.edu/2025/explained-generative-ai-environmental-impact-0117 Explained: Generative AI's environmental impact], MIT News, 17 Jan 2025.
}}
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|Related To Instruction=Instruction:91ce5981-bb8a-4188-97a3-15aa4767307a; Instruction:C83e85fc-a0aa-45b2-86a0-8466f5768ff1
}}
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Instruction:Dc6ec369-26b6-4ecd-b05e-2c371c40b5de

2026-05-18T10:54:11Z

0000-0003-4416-1351:

{{Instruction
|Title=Intersectionality, climate and gender
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This activity builds on the Earth to Research podcast episode “Planetary health part 2: climate gender and intersectionality” which explores how research can respond to the ecological crisis and broader societal challenges. After engaging with this resource learners will be able to:

1. Explain intersectionality as a framework of power and injustice

2. Analyse how climate change interacts with social inequalities

3. Critically evaluate assumptions in research

4. Apply systems thinking to climate, gender, and health challenges.

5. Reflect on one’s own positionality and role as a researcher, including how personal, institutional, and cultural backgrounds influence knowledge production.
|Has Duration=1
|Important For=Researchers; Students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This activity is based on an episode of the Earth to Research podcast, which explores how research can respond to the ecological crisis and broader societal challenges. In this episode health psychologist Dr. Petra Verdonk explores what planetary health means for all researchers, practitioners, and change-makers.

Speaking with host Lucy Sabin, Verdonk connects intersectionality, gender mainstreaming, and reflexivity to wider movements in policy, action research, and climate campaigning.

The podcast episode explores how climate change, gender, and health are deeply interconnected and must be understood through an intersectional and systems-oriented lens. Petra Verdonk argues that much research and policy is still based on narrow and “skewed” knowledge systems that assume neutrality while in fact reflecting limited and dominant perspectives. She emphasises that simply including more women or marginalised groups is not enough; instead, research frameworks themselves need to be critically rethought. The conversation highlights how climate change intensifies existing inequalities and cannot be addressed through purely technical or individual-focused solutions, such as simply “greening” current systems like transport or healthcare. Instead, it calls for

reimagining these systems entirely, considering context, place, and lived experience. The episode also discusses intersectionality as a theory rooted in injustice and inequality rather than just a method for categorising differences, and stresses the importance of reflexivity, positional awareness, and learning from diverse communities in both research and policy-making.
}}
{{Instruction Step Trainee
|Instruction Step Title=Listen to the podcast
|Instruction Step Text=Listen to the following episode:
|Instruction Step Interactive Content=Resource:H5P-612
}}
{{Instruction Step Trainee
|Instruction Step Title=Who is missing from the design?
|Instruction Step Text=Take a research project (real or hypothetical) and write your own reflection:
|Instruction Step Interactive Content=Resource:H5P-615
}}
{{Instruction Step Trainee
|Instruction Step Title=Systems thinking exercise
|Instruction Step Text=Choose a climate-related solution (e.g. electric cars, urban transport, energy transition policy) and reflect:

*What existing system does this solution assume as “normal”?
*Who benefits from the current design of this system?
*What would it look like if the system were redesigned from the perspective of: children, care workers or low-income urban residents
}}
{{Instruction Step Trainee
|Instruction Step Title=Intersectionality reflection
|Instruction Step Text=Reflection
|Instruction Step Interactive Content=Resource:H5P-616
}}
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Instruction:Dc6ec369-26b6-4ecd-b05e-2c371c40b5de

2026-05-18T09:07:24Z

0000-0003-4416-1351:

{{Instruction
|Title=Intersectionality, climate and gender
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This activity builds on the Earth to Research podcast episode “Planetary health part 2: climate gender and intersectionality” which explores how research can respond to the ecological crisis and broader societal challenges. After engaging with this resource learners will be able to:

1. Explain intersectionality as a framework of power and injustice

2. Analyse how climate change interacts with social inequalities

3. Critically evaluate assumptions in research

4. Apply systems thinking to climate, gender, and health challenges.

5. Reflect on one’s own positionality and role as a researcher, including how personal, institutional, and cultural backgrounds influence knowledge production.
|Has Duration=1
|Important For=Researchers; Students
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This activity is based on an episode of the Earth to Research podcast, which explores how research can respond to the ecological crisis and broader societal challenges. In this episode health psychologist Dr. Petra Verdonk explores what planetary health means for all researchers, practitioners, and change-makers.

Speaking with host Lucy Sabin, Verdonk connects intersectionality, gender mainstreaming, and reflexivity to wider movements in policy, action research, and climate campaigning.

The podcast episode explores how climate change, gender, and health are deeply interconnected and must be understood through an intersectional and systems-oriented lens. Petra Verdonk argues that much research and policy is still based on narrow and “skewed” knowledge systems that assume neutrality while in fact reflecting limited and dominant perspectives. She emphasises that simply including more women or marginalised groups is not enough; instead, research frameworks themselves need to be critically rethought. The conversation highlights how climate change intensifies existing inequalities and cannot be addressed through purely technical or individual-focused solutions, such as simply “greening” current systems like transport or healthcare. Instead, it calls for

reimagining these systems entirely, considering context, place, and lived experience. The episode also discusses intersectionality as a theory rooted in injustice and inequality rather than just a method for categorising differences, and stresses the importance of reflexivity, positional awareness, and learning from diverse communities in both research and policy-making.
}}
{{Instruction Step Trainee
|Instruction Step Title=Listen to the podcast
|Instruction Step Text=Listen to the following episode:
|Instruction Step Interactive Content=Resource:H5P-612
}}
{{Instruction Step Trainee
|Instruction Step Title=Who is missing from the design?
|Instruction Step Text=Take a research project (real or hypothetical) and write your own reflection:
|Instruction Step Interactive Content=Resource:H5P-615
}}
{{Instruction Step Trainee
|Instruction Step Title=Systems thinking exercise
|Instruction Step Text=Choose a climate-related solution (e.g. electric cars, urban transport, energy transition policy) and reflect:

*What existing system does this solution assume as “normal”?
*Who benefits from the current design of this system?
*What would it look like if the system were redesigned from the perspective of: children, care workers or low-income urban residents
}}
{{Instruction Step Trainee
|Instruction Step Title=Intersectionality reflection
|Instruction Step Text=Reflection
}}
{{Instruction Remarks Trainee}}
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{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
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