https://embassy.science:443/wiki-wiki/api.php?action=feedcontributions&feedformat=atom&user=0009-0008-8896-1557 2026-05-25T13:54:14Z User contributions MediaWiki 1.35.11 https://embassy.science:443/wiki-wiki/index.php?title=Instruction:8d5e2cc2-6989-499b-b1e9-1954a9d06522&diff=17876 2026-03-31T07:10:43Z

<p>0009-0008-8896-1557: </p> <hr /> <div>{{Instruction<br /> |Title=Circularity in Research and Innovation<br /> |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a<br /> |Instruction Goal=This Micromodule introduces participants to the concept of circularity and its application in research and innovation. <br /> By the end of this module participants should be able to: <br /> *'''Understand''' the concept of circularity and explain its relevance to sustainable research and innovation.<br /> *'''Identify''' and apply the 9R strategies (Refuse, Rethink, Reduce, Reuse, Repair, Refurbish, Remanufacture, Repurpose, Recycle) in practical contexts.<br /> *'''Develop''' systems thinking and adaptability skills to analyze how circularity influences research, innovation, and design decisions.<br /> *'''Integrate''' circular principles into their professional activities to promote sustainability and resource efficiency.<br /> |Has Duration=0.34<br /> |Important For=Researcher; Technology Developer / Engineer; Undergraduate Student / Graduate Student<br /> |Has Method=Individual learning<br /> }}<br /> {{Custom TabContent Trainee Open}}<br /> {{Instruction Steps Foldout Trainee}}<br /> {{Instruction Perspective Trainee<br /> |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.<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Watch &amp; Wonder: A Circularity Intro<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-594<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Reflect: Circularity is the breakthrough we need!<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-446<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Watch: The Circularity Approach.<br /> |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.”<br /> |Instruction Step Interactive Content=Resource:H5P-595<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Reflect: The Circularity Quest Begins<br /> |Instruction Step Text=Based on the video you just watched, answer the following True or False questions.<br /> |Instruction Step Interactive Content=Resource:H5P-448<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Introducing the 9R Strategy<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-507<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Putting the 9Rs to work<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-449<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=References<br /> |Instruction Step Text=[https://www.unep.org/circularity Circularity is the breakthrough we need]<br /> <br /> [https://www.unep.org/circularity The UNEP circularity approach]<br /> <br /> [https://startupcenter.uni-wuppertal.de/wp-content/uploads/2023/10/9-R-Strategien_PDF.pdf 9R strategies of the circular economy]<br /> <br /> [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]<br /> <br /> [https://sussex.figshare.com/articles/report/Media_Arts_and_Humanities_Sustainability_Educator_Toolkit/23492969?file=41201159 Theme 1- Planetary Boundaries and Doughnuts]<br /> }}<br /> {{Instruction Remarks Trainee}}<br /> {{Custom TabContent Close Trainee}}<br /> {{Custom TabContent Trainer Open}}<br /> {{Instruction Steps Foldout Trainer}}<br /> {{Instruction Perspective Trainer}}<br /> {{Instruction Remarks Trainer}}<br /> {{Custom TabContent Close Trainer}}<br /> {{Related To<br /> |Related To Instruction=Instruction:3388606c-a826-4f93-984f-9e0052a0cde8; Instruction:91ce5981-bb8a-4188-97a3-15aa4767307a; Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299<br /> }}<br /> {{Tags<br /> |Has Virtue And Value=Efficiency; integrity; respect<br /> }}</div>

0009-0008-8896-1557 https://embassy.science:443/wiki-wiki/index.php?title=Instruction:8d5e2cc2-6989-499b-b1e9-1954a9d06522&diff=17873 2026-03-30T13:25:08Z

<p>0009-0008-8896-1557: </p> <hr /> <div>{{Instruction<br /> |Title=Circularity in Research and Innovation<br /> |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a<br /> |Instruction Goal=This Micromodule introduces participants to the concept of circularity and its application in research and innovation. <br /> By the end of this module participants should be able to: <br /> *'''Understand''' the concept of circularity and explain its relevance to sustainable research and innovation.<br /> *'''Identify''' and apply the 9R strategies (Refuse, Rethink, Reduce, Reuse, Repair, Refurbish, Remanufacture, Repurpose, Recycle) in practical contexts.<br /> *'''Develop''' systems thinking and adaptability skills to analyze how circularity influences research, innovation, and design decisions.<br /> *'''Integrate''' circular principles into their professional activities to promote sustainability and resource efficiency.<br /> |Has Duration=0.34<br /> |Important For=Researcher; Technology Developer / Engineer; Undergraduate Student / Graduate Student<br /> |Has Method=Individual learning<br /> }}<br /> {{Custom TabContent Trainee Open}}<br /> {{Instruction Steps Foldout Trainee}}<br /> {{Instruction Perspective Trainee<br /> |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.<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Watch &amp; Wonder: A Circularity Intro<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-445<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Reflect: Circularity is the breakthrough we need!<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-446<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Watch: The Circularity Approach.<br /> |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.”<br /> |Instruction Step Interactive Content=Resource:H5P-447<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Reflect: The Circularity Quest Begins<br /> |Instruction Step Text=Based on the video you just watched, answer the following True or False questions.<br /> |Instruction Step Interactive Content=Resource:H5P-448<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Introducing the 9R Strategy<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-507<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Putting the 9Rs to work<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-449<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=References<br /> |Instruction Step Text=[https://www.unep.org/circularity Circularity is the breakthrough we need]<br /> <br /> [https://www.unep.org/circularity The UNEP circularity approach]<br /> <br /> [https://startupcenter.uni-wuppertal.de/wp-content/uploads/2023/10/9-R-Strategien_PDF.pdf 9R strategies of the circular economy]<br /> <br /> [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]<br /> <br /> [https://sussex.figshare.com/articles/report/Media_Arts_and_Humanities_Sustainability_Educator_Toolkit/23492969?file=41201159 Theme 1- Planetary Boundaries and Doughnuts]<br /> }}<br /> {{Instruction Remarks Trainee}}<br /> {{Custom TabContent Close Trainee}}<br /> {{Custom TabContent Trainer Open}}<br /> {{Instruction Steps Foldout Trainer}}<br /> {{Instruction Perspective Trainer}}<br /> {{Instruction Remarks Trainer}}<br /> {{Custom TabContent Close Trainer}}<br /> {{Related To<br /> |Related To Instruction=Instruction:3388606c-a826-4f93-984f-9e0052a0cde8; Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299; Instruction:91ce5981-bb8a-4188-97a3-15aa4767307a<br /> }}<br /> {{Tags<br /> |Has Virtue And Value=Efficiency; integrity; respect<br /> }}</div>

0009-0008-8896-1557 https://embassy.science:443/wiki-wiki/index.php?title=Instruction:3388606c-a826-4f93-984f-9e0052a0cde8&diff=17872 2026-03-30T12:35:58Z

<p>0009-0008-8896-1557: </p> <hr /> <div>{{Instruction<br /> |Title=Creating and communicating a sustainable research culture<br /> |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a<br /> |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:<br /> <br /> *'''Develop''' a tailored climate communication strategy for their research environment (department, group, project).<br /> *'''Explore''' practical ways to implement small but impactful behavioral changes that promote sustainability within academic culture.<br /> *'''Apply''' core sustainability values when planning and delivering events or conferences in their field.<br /> |Has Duration=0.35<br /> |Important For=Research Funding Organization; Research Performing Organization; Researcher<br /> |Has Method=Individual learning<br /> }}<br /> {{Custom TabContent Trainee Open}}<br /> {{Instruction Steps Foldout Trainee}}<br /> {{Instruction Perspective Trainee}}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=What is Climate Mainstreaming?<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-450<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Quiz: Understanding Climate Mainstreaming<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-451<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Think Green, Meet Clean<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-452<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=T or F: Think Green, Meet Clean<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-453<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=References<br /> |Instruction Step Text=[https://www.emissionimpossible.net/about-1 Annex VIII: Checklist strategize your communication] <br /> <br /> [https://www.emissionimpossible.net/about-1 Annex IX: Template _ climate] <br /> <br /> [https://nudging-for-sdgs.eu/nudges/ Nudging for SDGs: The self nudging tools]<br /> <br /> [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]<br /> <br /> [https://www.software.ac.uk/GreenDiSC Green digital sustainability certificate for teams]<br /> }}<br /> {{Instruction Remarks Trainee}}<br /> {{Custom TabContent Close Trainee}}<br /> {{Custom TabContent Trainer Open}}<br /> {{Instruction Steps Foldout Trainer}}<br /> {{Instruction Perspective Trainer}}<br /> {{Instruction Remarks Trainer}}<br /> {{Custom TabContent Close Trainer}}<br /> {{Related To<br /> |Related To Instruction=Instruction:8d5e2cc2-6989-499b-b1e9-1954a9d06522; Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299; Instruction:91ce5981-bb8a-4188-97a3-15aa4767307a<br /> }}<br /> {{Tags<br /> |Has Virtue And Value=Sustainability; justice; research climate<br /> }}</div>

0009-0008-8896-1557 https://embassy.science:443/wiki-wiki/index.php?title=Instruction:91ce5981-bb8a-4188-97a3-15aa4767307a&diff=17871 2026-03-30T12:21:56Z

<p>0009-0008-8896-1557: </p> <hr /> <div>{{Instruction<br /> |Title=Innovation in a post-growth world<br /> |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a<br /> |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. <br /> <br /> By the end of the module participants should be able to: <br /> <br /> *'''Recognize''' the significant differences between growth-oriented and post-growth-oriented innovation. <br /> *'''Identify''' and understand the core values associated with each orientation.<br /> *'''Reflect''' on the role of each approach to innovation in relation to sustainability.<br /> *'''Assess''' the broader social significance of both approaches to innovation.<br /> |Has Duration=0.40<br /> |Important For=Researcher; Undergraduate Student / Graduate Student<br /> |Has Method=Individual learning<br /> }}<br /> {{Custom TabContent Trainee Open}}<br /> {{Instruction Steps Foldout Trainee}}<br /> {{Instruction Perspective Trainee<br /> |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.<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Growth and post growth oriented innovation. What are they”?<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-424<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Understanding of degrowth, postgrowth<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-425<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Key Issues in Post-Growth Innovation<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-428<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Let’s think about innovation without growth<br /> |Instruction Step Text=Answer the following multiple-choice questions based on the text (slide show) you read earlier.<br /> |Instruction Step Interactive Content=Resource:H5P-427<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Growth -oriented innovation vs post-growth oriented innovation<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-429<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=References<br /> |Instruction Step Text=[https://journals.sagepub.com/doi/10.1177/1350508420973631 Pansera, M., &amp; 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]<br /> <br /> [https://www.postgrowth.earth/ Post Growth Social Innovation]<br /> <br /> [https://sussex.figshare.com/articles/report/Media_Arts_and_Humanities_Sustainability_Educator_Toolkit/23492969?file=41201159 Theme #6: Degrowth and Postgrowth]<br /> }}<br /> {{Instruction Remarks Trainee}}<br /> {{Custom TabContent Close Trainee}}<br /> {{Custom TabContent Trainer Open}}<br /> {{Instruction Steps Foldout Trainer}}<br /> {{Instruction Perspective Trainer}}<br /> {{Instruction Remarks Trainer}}<br /> {{Custom TabContent Close Trainer}}<br /> {{Related To<br /> |Related To Instruction=Instruction:8d5e2cc2-6989-499b-b1e9-1954a9d06522; Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299; Instruction:3388606c-a826-4f93-984f-9e0052a0cde8<br /> }}<br /> {{Tags<br /> |Has Virtue And Value=Collaborative spirit; Responsible Research and Innovation; integrity; justice; respect<br /> }}</div>

0009-0008-8896-1557 https://embassy.science:443/wiki-wiki/index.php?title=Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299&diff=17870 2026-03-30T12:05:36Z

<p>0009-0008-8896-1557: </p> <hr /> <div>{{Instruction<br /> |Title=Just Transition (part one): Sustainability as a wicked problem<br /> |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a<br /> |Instruction Goal=This Micromodule introduces sustainability as a wicked problem and highlights the importance of Perspective Taking, Systems Thinking, and Negotiation in engineering. <br /> <br /> By the end of the module participants will be able to:<br /> <br /> *'''Understand''' the wicked nature of sustainability and recognize the complexity of balancing environmental, social, and economic dimensions in engineering decisions.<br /> *'''Apply''' transversal skills — Perspective Taking, Systems Thinking, and Negotiation — to analyze and solve complex sustainability challenges in engineering contexts.<br /> *'''Evaluate''' material and design choices considering environmental impacts, societal wellbeing, and ethical responsibilities to promote sustainable engineering practices.<br /> *'''Reflect''' on the broader responsibilities of engineers in creating solutions that are socially responsible, environmentally sound, and technically effective.<br /> |Has Duration=0.35<br /> |Important For=Early Career Researcher; Undergraduate Student / Graduate Student<br /> |Has Method=Individual learning<br /> }}<br /> {{Custom TabContent Trainee Open}}<br /> {{Instruction Steps Foldout Trainee}}<br /> {{Instruction Perspective Trainee<br /> |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. <br /> <br /> 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.<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Sustainability as a wicked problem<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-593<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Explore: Skills for Sustainable Problem-Solving.<br /> |Instruction Step Text=&lt;div&gt;<br /> &lt;span lang=&quot;EN-US&quot;&gt;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.&lt;/span&gt;<br /> <br /> &lt;span lang=&quot;EN-US&quot;&gt;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.&lt;/span&gt;<br /> <br /> &lt;span lang=&quot;EN-US&quot;&gt;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.&lt;/span&gt;<br /> <br /> &lt;span lang=&quot;EN-US&quot;&gt;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.&lt;/span&gt;<br /> &lt;/div&gt;<br /> |Instruction Step Interactive Content=Resource:H5P-419<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Adopt perspective, think systematically, negotiate, be fair.<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-420<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=References<br /> |Instruction Step Text=[https://zenodo.org/records/13973985 Chapter 4: How to support students to develop skills that promote sustainability]<br /> <br /> [https://sussex.figshare.com/articles/report/Media_Arts_and_Humanities_Sustainability_Educator_Toolkit/23492969?file=41201159 Media, Arts, and Humanities Sustainability Educator Toolkit]<br /> <br /> [https://www.laudesfoundation.org/ The Just Transitions Initiatives Mapping]&lt;div&gt;<br /> [https://www.youtube.com/watch?v=usDU0cdze6U What is a Just Transition and How Can We Accelerate It?]<br /> &lt;/div&gt;&lt;div&gt;&lt;div&gt;[https://www.youtube.com/@ClimateHorizons]&lt;/div&gt;&lt;/div&gt;<br /> }}<br /> {{Instruction Remarks Trainee}}<br /> {{Custom TabContent Close Trainee}}<br /> {{Custom TabContent Trainer Open}}<br /> {{Instruction Steps Foldout Trainer}}<br /> {{Instruction Perspective Trainer}}<br /> {{Instruction Remarks Trainer}}<br /> {{Custom TabContent Close Trainer}}<br /> {{Related To<br /> |Related To Instruction=Instruction:8d5e2cc2-6989-499b-b1e9-1954a9d06522; Instruction:3388606c-a826-4f93-984f-9e0052a0cde8; Instruction:91ce5981-bb8a-4188-97a3-15aa4767307a<br /> }}<br /> {{Tags<br /> |Has Virtue And Value=Efficiency; fairness; respect<br /> }}</div>

0009-0008-8896-1557 https://embassy.science:443/wiki-wiki/index.php?title=Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299&diff=17869 2026-03-30T12:04:28Z

<p>0009-0008-8896-1557: </p> <hr /> <div>{{Instruction<br /> |Title=Just Transition (part one): Sustainability as a wicked problem<br /> |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a<br /> |Instruction Goal=This Micromodule introduces sustainability as a wicked problem and highlights the importance of Perspective Taking, Systems Thinking, and Negotiation in engineering. <br /> <br /> By the end of the module participants will be able to:<br /> <br /> *'''Understand''' the wicked nature of sustainability and recognize the complexity of balancing environmental, social, and economic dimensions in engineering decisions.<br /> *'''Apply''' transversal skills — Perspective Taking, Systems Thinking, and Negotiation — to analyze and solve complex sustainability challenges in engineering contexts.<br /> *'''Evaluate''' material and design choices considering environmental impacts, societal wellbeing, and ethical responsibilities to promote sustainable engineering practices.<br /> *'''Reflect''' on the broader responsibilities of engineers in creating solutions that are socially responsible, environmentally sound, and technically effective.<br /> |Has Duration=0.35<br /> |Important For=Early Career Researcher; Undergraduate Student / Graduate Student<br /> |Has Method=Individual learning<br /> }}<br /> {{Custom TabContent Trainee Open}}<br /> {{Instruction Steps Foldout Trainee}}<br /> {{Instruction Perspective Trainee<br /> |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. <br /> <br /> 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.<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Sustainability as a wicked problem<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-418<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Explore: Skills for Sustainable Problem-Solving.<br /> |Instruction Step Text=&lt;div&gt;<br /> &lt;span lang=&quot;EN-US&quot;&gt;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.&lt;/span&gt;<br /> <br /> &lt;span lang=&quot;EN-US&quot;&gt;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.&lt;/span&gt;<br /> <br /> &lt;span lang=&quot;EN-US&quot;&gt;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.&lt;/span&gt;<br /> <br /> &lt;span lang=&quot;EN-US&quot;&gt;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.&lt;/span&gt;<br /> &lt;/div&gt;<br /> |Instruction Step Interactive Content=Resource:H5P-419<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Adopt perspective, think systematically, negotiate, be fair.<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-420<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=References<br /> |Instruction Step Text=[https://zenodo.org/records/13973985 Chapter 4: How to support students to develop skills that promote sustainability]<br /> <br /> [https://sussex.figshare.com/articles/report/Media_Arts_and_Humanities_Sustainability_Educator_Toolkit/23492969?file=41201159 Media, Arts, and Humanities Sustainability Educator Toolkit]<br /> <br /> [https://www.laudesfoundation.org/ The Just Transitions Initiatives Mapping]&lt;div&gt;<br /> [https://www.youtube.com/watch?v=usDU0cdze6U What is a Just Transition and How Can We Accelerate It?]<br /> &lt;/div&gt;&lt;div&gt;&lt;div&gt;[https://www.youtube.com/@ClimateHorizons]&lt;/div&gt;&lt;/div&gt;<br /> }}<br /> {{Instruction Remarks Trainee}}<br /> {{Custom TabContent Close Trainee}}<br /> {{Custom TabContent Trainer Open}}<br /> {{Instruction Steps Foldout Trainer}}<br /> {{Instruction Perspective Trainer}}<br /> {{Instruction Remarks Trainer}}<br /> {{Custom TabContent Close Trainer}}<br /> {{Related To<br /> |Related To Instruction=Instruction:8d5e2cc2-6989-499b-b1e9-1954a9d06522; Instruction:3388606c-a826-4f93-984f-9e0052a0cde8; Instruction:91ce5981-bb8a-4188-97a3-15aa4767307a<br /> }}<br /> {{Tags<br /> |Has Virtue And Value=Efficiency; fairness; respect<br /> }}</div>

0009-0008-8896-1557 https://embassy.science:443/wiki-wiki/index.php?title=Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299&diff=17867 2026-03-30T11:49:57Z

<p>0009-0008-8896-1557: </p> <hr /> <div>{{Instruction<br /> |Title=Just Transition (part one): Sustainability as a wicked problem<br /> |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a<br /> |Instruction Goal=This Micromodule introduces sustainability as a wicked problem and highlights the importance of Perspective Taking, Systems Thinking, and Negotiation in engineering. <br /> <br /> By the end of the module participants will be able to:<br /> <br /> *'''Understand''' the wicked nature of sustainability and recognize the complexity of balancing environmental, social, and economic dimensions in engineering decisions.<br /> *'''Apply''' transversal skills — Perspective Taking, Systems Thinking, and Negotiation — to analyze and solve complex sustainability challenges in engineering contexts.<br /> *'''Evaluate''' material and design choices considering environmental impacts, societal wellbeing, and ethical responsibilities to promote sustainable engineering practices.<br /> *'''Reflect''' on the broader responsibilities of engineers in creating solutions that are socially responsible, environmentally sound, and technically effective.<br /> |Has Duration=0.35<br /> |Important For=Early Career Researcher; Undergraduate Student / Graduate Student<br /> |Has Method=Individual learning<br /> }}<br /> {{Custom TabContent Trainee Open}}<br /> {{Instruction Steps Foldout Trainee}}<br /> {{Instruction Perspective Trainee<br /> |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. <br /> <br /> 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.<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Sustainability as a wicked problem<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-418<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Explore: Skills for Sustainable Problem-Solving.<br /> |Instruction Step Text=&lt;div&gt;<br /> &lt;span lang=&quot;EN-US&quot;&gt;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.&lt;/span&gt;<br /> <br /> &lt;span lang=&quot;EN-US&quot;&gt;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.&lt;/span&gt;<br /> <br /> &lt;span lang=&quot;EN-US&quot;&gt;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.&lt;/span&gt;<br /> <br /> &lt;span lang=&quot;EN-US&quot;&gt;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.&lt;/span&gt;<br /> &lt;/div&gt;<br /> |Instruction Step Interactive Content=Resource:H5P-419<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Adopt perspective, think systematically, negotiate, be fair.<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-420<br /> }}<br /> {{Instruction Remarks Trainee}}<br /> {{Custom TabContent Close Trainee}}<br /> {{Custom TabContent Trainer Open}}<br /> {{Instruction Steps Foldout Trainer}}<br /> {{Instruction Perspective Trainer}}<br /> {{Instruction Remarks Trainer}}<br /> {{Custom TabContent Close Trainer}}<br /> {{Related To<br /> |Related To Instruction=Instruction:8d5e2cc2-6989-499b-b1e9-1954a9d06522; Instruction:91ce5981-bb8a-4188-97a3-15aa4767307a; Instruction:3388606c-a826-4f93-984f-9e0052a0cde8<br /> }}<br /> {{Tags<br /> |Has Virtue And Value=Efficiency; fairness; respect<br /> }}</div>

0009-0008-8896-1557 https://embassy.science:443/wiki-wiki/index.php?title=Instruction:3388606c-a826-4f93-984f-9e0052a0cde8&diff=17858 2026-03-26T11:24:37Z

<p>0009-0008-8896-1557: </p> <hr /> <div>{{Instruction<br /> |Title=Creating and communicating a sustainable research culture<br /> |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a<br /> |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:<br /> <br /> *'''Develop''' a tailored climate communication strategy for their research environment (department, group, project).<br /> *'''Explore''' practical ways to implement small but impactful behavioral changes that promote sustainability within academic culture.<br /> *'''Apply''' core sustainability values when planning and delivering events or conferences in their field.<br /> |Has Duration=0.35<br /> |Important For=Research Funding Organization; Research Performing Organization; Researcher<br /> |Has Method=Individual learning<br /> }}<br /> {{Custom TabContent Trainee Open}}<br /> {{Instruction Steps Foldout Trainee}}<br /> {{Instruction Perspective Trainee}}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=What is Climate Mainstreaming?<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-450<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Quiz: Understanding Climate Mainstreaming<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-451<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Think Green, Meet Clean<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-452<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=T or F: Think Green, Meet Clean<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-453<br /> }}<br /> {{Instruction Remarks Trainee}}<br /> {{Custom TabContent Close Trainee}}<br /> {{Custom TabContent Trainer Open}}<br /> {{Instruction Steps Foldout Trainer}}<br /> {{Instruction Perspective Trainer}}<br /> {{Instruction Remarks Trainer}}<br /> {{Custom TabContent Close Trainer}}<br /> {{Related To}}<br /> {{Tags<br /> |Has Virtue And Value=Sustainability; justice; research climate<br /> }}</div>

0009-0008-8896-1557 https://embassy.science:443/wiki-wiki/index.php?title=Instruction:91ce5981-bb8a-4188-97a3-15aa4767307a&diff=17857 2026-03-26T11:23:00Z

<p>0009-0008-8896-1557: </p> <hr /> <div>{{Instruction<br /> |Title=Innovation in a post-growth world<br /> |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a<br /> |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. <br /> <br /> By the end of the module participants should be able to: <br /> <br /> *'''Recognize''' the significant differences between growth-oriented and post-growth-oriented innovation. <br /> *'''Identify''' and understand the core values associated with each orientation.<br /> *'''Reflect''' on the role of each approach to innovation in relation to sustainability.<br /> *'''Assess''' the broader social significance of both approaches to innovation.<br /> |Has Duration=0.40<br /> |Important For=Researcher; Undergraduate Student / Graduate Student<br /> |Has Method=Individual learning<br /> }}<br /> {{Custom TabContent Trainee Open}}<br /> {{Instruction Steps Foldout Trainee}}<br /> {{Instruction Perspective Trainee<br /> |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.<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Growth and post growth oriented innovation. What are they”?<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-424<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Understanding of degrowth, postgrowth<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-425<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Key Issues in Post-Growth Innovation<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-428<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Let’s think about innovation without growth<br /> |Instruction Step Text=Answer the following multiple-choice questions based on the text (slide show) you read earlier.<br /> |Instruction Step Interactive Content=Resource:H5P-427<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Growth -oriented innovation vs post-growth oriented innovation<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-429<br /> }}<br /> {{Instruction Remarks Trainee}}<br /> {{Custom TabContent Close Trainee}}<br /> {{Custom TabContent Trainer Open}}<br /> {{Instruction Steps Foldout Trainer}}<br /> {{Instruction Perspective Trainer}}<br /> {{Instruction Remarks Trainer}}<br /> {{Custom TabContent Close Trainer}}<br /> {{Related To}}<br /> {{Tags<br /> |Has Virtue And Value=Collaborative spirit; Responsible Research and Innovation; integrity; justice; respect<br /> }}</div>

0009-0008-8896-1557 https://embassy.science:443/wiki-wiki/index.php?title=Instruction:91ce5981-bb8a-4188-97a3-15aa4767307a&diff=17856 2026-03-26T11:22:09Z

<p>0009-0008-8896-1557: </p> <hr /> <div>{{Instruction<br /> |Title=Innovation in a post-growth world<br /> |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a<br /> |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. <br /> <br /> By the end of the module participants should be able to: <br /> <br /> *'''Recognize''' the significant differences between growth-oriented and post-growth-oriented innovation. <br /> *'''Identify''' and understand the core values associated with each orientation.<br /> *'''Reflect''' on the role of each approach to innovation in relation to sustainability.<br /> *'''Assess''' the broader social significance of both approaches to innovation.<br /> |Has Duration=0.40<br /> |Important For=Researcher; Undergraduate Student / Graduate Student<br /> |Has Method=Individual learning<br /> }}<br /> {{Custom TabContent Trainee Open}}<br /> {{Instruction Steps Foldout Trainee}}<br /> {{Instruction Perspective Trainee<br /> |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.<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Growth and post growth oriented innovation. What are they”?<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-424<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Understanding of degrowth, postgrowth<br /> |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. You can expand the slides to full screen by clicking the button in the '''bottom-right''' corner.<br /> |Instruction Step Interactive Content=Resource:H5P-425<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Key Issues in Post-Growth Innovation<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-428<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Let’s think about innovation without growth<br /> |Instruction Step Text=Answer the following multiple-choice questions based on the text (slide show) you read earlier.<br /> |Instruction Step Interactive Content=Resource:H5P-427<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Growth -oriented innovation vs post-growth oriented innovation<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-429<br /> }}<br /> {{Instruction Remarks Trainee}}<br /> {{Custom TabContent Close Trainee}}<br /> {{Custom TabContent Trainer Open}}<br /> {{Instruction Steps Foldout Trainer}}<br /> {{Instruction Perspective Trainer}}<br /> {{Instruction Remarks Trainer}}<br /> {{Custom TabContent Close Trainer}}<br /> {{Related To}}<br /> {{Tags<br /> |Has Virtue And Value=Collaborative spirit; Responsible Research and Innovation; integrity; justice; respect<br /> }}</div>

0009-0008-8896-1557 https://embassy.science:443/wiki-wiki/index.php?title=Instruction:8d5e2cc2-6989-499b-b1e9-1954a9d06522&diff=17855 2026-03-26T11:18:32Z

<p>0009-0008-8896-1557: </p> <hr /> <div>{{Instruction<br /> |Title=Circularity in Research and Innovation<br /> |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a<br /> |Instruction Goal=This Micromodule introduces participants to the concept of circularity and its application in research and innovation. <br /> By the end of this module participants should be able to: <br /> *'''Understand''' the concept of circularity and explain its relevance to sustainable research and innovation.<br /> *'''Identify''' and apply the 9R strategies (Refuse, Rethink, Reduce, Reuse, Repair, Refurbish, Remanufacture, Repurpose, Recycle) in practical contexts.<br /> *'''Develop''' systems thinking and adaptability skills to analyze how circularity influences research, innovation, and design decisions.<br /> *'''Integrate''' circular principles into their professional activities to promote sustainability and resource efficiency.<br /> |Has Duration=0.34<br /> |Important For=Researcher; Technology Developer / Engineer; Undergraduate Student / Graduate Student<br /> |Has Method=Individual learning<br /> }}<br /> {{Custom TabContent Trainee Open}}<br /> {{Instruction Steps Foldout Trainee}}<br /> {{Instruction Perspective Trainee<br /> |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.<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Watch &amp; Wonder: A Circularity Intro<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-445<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Reflect: Circularity is the breakthrough we need!<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-446<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Watch: The Circularity Approach.<br /> |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.”<br /> |Instruction Step Interactive Content=Resource:H5P-447<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Reflect: The Circularity Quest Begins<br /> |Instruction Step Text=Based on the video you just watched, answer the following True or False questions.<br /> |Instruction Step Interactive Content=Resource:H5P-448<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Introducing the 9R Strategy<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-507<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Putting the 9Rs to work<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-449<br /> }}<br /> {{Instruction Remarks Trainee}}<br /> {{Custom TabContent Close Trainee}}<br /> {{Custom TabContent Trainer Open}}<br /> {{Instruction Steps Foldout Trainer}}<br /> {{Instruction Perspective Trainer}}<br /> {{Instruction Remarks Trainer}}<br /> {{Custom TabContent Close Trainer}}<br /> {{Related To}}<br /> {{Tags<br /> |Has Virtue And Value=Efficiency; integrity; respect<br /> }}</div>

0009-0008-8896-1557 https://embassy.science:443/wiki-wiki/index.php?title=Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299&diff=17854 2026-03-26T11:01:53Z

<p>0009-0008-8896-1557: </p> <hr /> <div>{{Instruction<br /> |Title=Just Transition (part one): Sustainability as a wicked problem<br /> |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a<br /> |Instruction Goal=This Micromodule introduces sustainability as a wicked problem and highlights the importance of Perspective Taking, Systems Thinking, and Negotiation in engineering. <br /> <br /> By the end of the module participants will be able to:<br /> <br /> *'''Understand''' the wicked nature of sustainability and recognize the complexity of balancing environmental, social, and economic dimensions in engineering decisions.<br /> *'''Apply''' transversal skills — Perspective Taking, Systems Thinking, and Negotiation — to analyze and solve complex sustainability challenges in engineering contexts.<br /> *'''Evaluate''' material and design choices considering environmental impacts, societal wellbeing, and ethical responsibilities to promote sustainable engineering practices.<br /> *'''Reflect''' on the broader responsibilities of engineers in creating solutions that are socially responsible, environmentally sound, and technically effective.<br /> |Has Duration=0.35<br /> |Important For=Early Career Researcher; Undergraduate Student / Graduate Student<br /> |Has Method=Individual learning<br /> }}<br /> {{Custom TabContent Trainee Open}}<br /> {{Instruction Steps Foldout Trainee}}<br /> {{Instruction Perspective Trainee<br /> |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. <br /> <br /> 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.<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Sustainability as a wicked problem<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-418<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Explore: Skills for Sustainable Problem-Solving.<br /> |Instruction Step Text=&lt;div&gt;<br /> &lt;span lang=&quot;EN-US&quot;&gt;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.&lt;/span&gt;<br /> <br /> &lt;span lang=&quot;EN-US&quot;&gt;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.&lt;/span&gt;<br /> <br /> &lt;span lang=&quot;EN-US&quot;&gt;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.&lt;/span&gt;<br /> <br /> &lt;span lang=&quot;EN-US&quot;&gt;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.&lt;/span&gt;<br /> &lt;/div&gt;<br /> |Instruction Step Interactive Content=Resource:H5P-419<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Adopt perspective, think systematically, negotiate, be fair.<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-420<br /> }}<br /> {{Instruction Remarks Trainee}}<br /> {{Custom TabContent Close Trainee}}<br /> {{Custom TabContent Trainer Open}}<br /> {{Instruction Steps Foldout Trainer}}<br /> {{Instruction Perspective Trainer}}<br /> {{Instruction Remarks Trainer}}<br /> {{Custom TabContent Close Trainer}}<br /> {{Related To}}<br /> {{Tags<br /> |Has Virtue And Value=Efficiency; fairness; respect<br /> }}</div>

0009-0008-8896-1557 https://embassy.science:443/wiki-wiki/index.php?title=Instruction:8d5e2cc2-6989-499b-b1e9-1954a9d06522&diff=13382 2025-11-27T11:18:47Z

<p>0009-0008-8896-1557: </p> <hr /> <div>{{Instruction<br /> |Title=Circularity in Research and Innovation<br /> |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a<br /> |Instruction Goal=This Micromodule introduces participants to the concept of circularity and its application in research and innovation. <br /> By the end of this module participants should be able to: <br /> *'''Understand''' the concept of circularity and explain its relevance to sustainable research and innovation.<br /> *'''Identify''' and apply the 9R strategies (Refuse, Rethink, Reduce, Reuse, Repair, Refurbish, Remanufacture, Repurpose, Recycle) in practical contexts.<br /> *'''Develop''' systems thinking and adaptability skills to analyze how circularity influences research, innovation, and design decisions.<br /> *'''Integrate''' circular principles into their professional activities to promote sustainability and resource efficiency.<br /> |Has Duration=0.34<br /> |Important For=Research Integrity Experts; Researchers; engineers<br /> |Has Method=Individual learning<br /> }}<br /> {{Custom TabContent Trainee Open}}<br /> {{Instruction Steps Foldout Trainee}}<br /> {{Instruction Perspective Trainee<br /> |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.<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Watch &amp; Wonder: A Circularity Intro<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-445<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Reflect: Circularity is the breakthrough we need!<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-446<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Watch: The Circularity Approach.<br /> |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.”<br /> |Instruction Step Interactive Content=Resource:H5P-447<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Reflect: The Circularity Quest Begins<br /> |Instruction Step Text=Based on the video you just watched, answer the following True or False questions.<br /> |Instruction Step Interactive Content=Resource:H5P-448<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Introducing the 9R Strategy<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-507<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Putting the 9Rs to work<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-449<br /> }}<br /> {{Instruction Remarks Trainee}}<br /> {{Custom TabContent Close Trainee}}<br /> {{Custom TabContent Trainer Open}}<br /> {{Instruction Steps Foldout Trainer}}<br /> {{Instruction Perspective Trainer}}<br /> {{Instruction Remarks Trainer}}<br /> {{Custom TabContent Close Trainer}}<br /> {{Related To}}<br /> {{Tags<br /> |Has Virtue And Value=Efficiency; integrity; respect<br /> }}</div>

0009-0008-8896-1557 https://embassy.science:443/wiki-wiki/index.php?title=Instruction:3388606c-a826-4f93-984f-9e0052a0cde8&diff=12739 2025-10-01T14:18:22Z

<p>0009-0008-8896-1557: Created page with &quot;{{Instruction |Title=Creating and communicating a sustainable research culture |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a |Instruction Goal=Partic...&quot;</p> <hr /> <div>{{Instruction<br /> |Title=Creating and communicating a sustainable research culture<br /> |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a<br /> |Instruction Goal=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.  <br /> <br /> <br /> By the end of the module participants should be able to:<br /> <br /> * '''Develop''' a tailored climate communication strategy for their research environment (department, group, project).<br /> * '''Explore''' practical ways to implement small but impactful behavioral changes that promote sustainability within academic culture.<br /> * '''Apply''' core sustainability values when planning and delivering events or conferences in their field.<br /> |Has Duration=0.35<br /> |Important For=Researchers; Funders; resesarch institutes<br /> |Has Method=Individual learning<br /> }}<br /> {{Custom TabContent Trainee Open}}<br /> {{Instruction Steps Foldout Trainee}}<br /> {{Instruction Perspective Trainee}}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Climate Mainstreaming<br /> |Instruction Step Text=Read the slides carefully. The purpose of this exercise is to assess participants’ understanding of the concept of climate mainstreaming within organisations and the key steps required for its successful implementation.<br /> |Instruction Step Interactive Content=Resource:H5P-450<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Quiz: Understanding Climate Mainstreaming<br /> |Instruction Step Text=By answering the multiple-choice questions, which are based on the previously studied slideshow, learners will reflect on essential conditions, staff engagement strategies, communication tools, and fundraising approaches. After engaging with the slideshow, participants are better prepared to answer these questions. This activity helps consolidate knowledge from the presentation while also encouraging critical thinking on how climate actions can be embedded in organisational culture and daily practices.<br /> |Instruction Step Interactive Content=Resource:H5P-451<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Think Green, Meet Clean<br /> |Instruction Step Text=Read the slides carefully.The aim of this activity is to help participants understand 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.<br /> |Instruction Step Interactive Content=Resource:H5P-452<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=T or F: Think Green, Meet Clean<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-453<br /> }}<br /> {{Instruction Remarks Trainee}}<br /> {{Custom TabContent Close Trainee}}<br /> {{Custom TabContent Trainer Open}}<br /> {{Instruction Steps Foldout Trainer}}<br /> {{Instruction Perspective Trainer}}<br /> {{Instruction Remarks Trainer}}<br /> {{Custom TabContent Close Trainer}}<br /> {{Related To}}<br /> {{Tags<br /> |Has Virtue And Value=Sustainability; research climate; justice<br /> }}</div>

0009-0008-8896-1557 https://embassy.science:443/wiki-wiki/index.php?title=Instruction:8d5e2cc2-6989-499b-b1e9-1954a9d06522&diff=12728 2025-10-01T08:24:05Z

<p>0009-0008-8896-1557: Created page with &quot;{{Instruction |Title=Circularity in Research and Innovation |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a |Instruction Goal=This Micromodule introduc...&quot;</p> <hr /> <div>{{Instruction<br /> |Title=Circularity in Research and Innovation<br /> |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a<br /> |Instruction Goal=This Micromodule introduces participants to the concept of circularity and its application in research and innovation. 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. <br /> <br /> <br /> By the end of this module participants should be able to:<br /> <br /> * '''Understand''' the concept of circularity and explain its relevance to sustainable research and innovation.<br /> * '''Identify''' and apply the 9R strategies (Refuse, Rethink, Reduce, Reuse, Repair, Refurbish, Remanufacture, Repurpose, Recycle) in practical contexts.<br /> * '''Develop''' systems thinking and adaptability skills to analyze how circularity influences research, innovation, and design decisions.<br /> * '''Integrate''' circular principles into their professional activities to promote sustainability and resource efficiency.<br /> |Has Duration=0.34<br /> |Important For=engineers; research integrity researchers; Researchers<br /> |Has Method=Individual learning<br /> }}<br /> {{Custom TabContent Trainee Open}}<br /> {{Instruction Steps Foldout Trainee}}<br /> {{Instruction Perspective Trainee}}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=A Circularity Intro: Watch &amp; Wonder<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-445<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Circularity is the breakthrough we need!<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-446<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=The Circularity Approach.<br /> |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.”<br /> |Instruction Step Interactive Content=Resource:H5P-447<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=The Circularity Quest Begins<br /> |Instruction Step Text=Based on the video you just watched, answer the following True or False questions.<br /> |Instruction Step Interactive Content=Resource:H5P-448<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Putting the 9Rs to work<br /> |Instruction Step Text=The third and final exercise is intended to summarise the key content that emerged from the previous two activities, while also helping participants 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.<br /> |Instruction Step Interactive Content=Resource:H5P-449<br /> }}<br /> {{Instruction Remarks Trainee}}<br /> {{Custom TabContent Close Trainee}}<br /> {{Custom TabContent Trainer Open}}<br /> {{Instruction Steps Foldout Trainer}}<br /> {{Instruction Perspective Trainer}}<br /> {{Instruction Remarks Trainer}}<br /> {{Custom TabContent Close Trainer}}<br /> {{Related To}}<br /> {{Tags<br /> |Has Virtue And Value=Efficiency; respect; integrity<br /> }}</div>

0009-0008-8896-1557 https://embassy.science:443/wiki-wiki/index.php?title=Instruction:91ce5981-bb8a-4188-97a3-15aa4767307a&diff=12722 2025-10-01T07:11:12Z

<p>0009-0008-8896-1557: Created page with &quot;{{Instruction |Title=Innovation in a post-growth world |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a |Instruction Goal=This Micromodule familiarizes...&quot;</p> <hr /> <div>{{Instruction<br /> |Title=Innovation in a post-growth world<br /> |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a<br /> |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. 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. <br /> <br /> By the end of the module participants should be able to: <br /> <br /> * '''Clearly''' distinguish the key characteristics of innovation oriented towards growth and that oriented towards post-growth. <br /> * '''Identify''' and understand the core values associated with each orientation.<br /> * '''Recognize''' the significant differences between growth-oriented and post-growth-oriented innovation. <br /> * '''Reflect''' on the role of each approach to innovation in relation to sustainability.<br /> * '''Assess''' the broader social significance of both approaches to innovation.<br /> |Has Duration=0.40<br /> |Important For=Students; Researchers<br /> |Has Method=Individual learning<br /> }}<br /> {{Custom TabContent Trainee Open}}<br /> {{Instruction Steps Foldout Trainee}}<br /> {{Instruction Perspective Trainee}}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Growth and post growth oriented innovation. What are they”?<br /> |Instruction Step Text=Read the slides carefully, focusing on the goals and methods of the two types of innovation and the differences between them.<br /> |Instruction Step Interactive Content=Resource:H5P-424<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Understanding of degrowth, postgrowth<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-425<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Key Issues in Post-Growth Innovation<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-428<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Let’s think about innovation without growth<br /> |Instruction Step Text=Answer the following multiple-choice questions based on the text (slide show) you read earlier.<br /> |Instruction Step Interactive Content=Resource:H5P-427<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Growth -oriented innovation vs post-growth oriented innovation<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-429<br /> }}<br /> {{Instruction Remarks Trainee}}<br /> {{Custom TabContent Close Trainee}}<br /> {{Custom TabContent Trainer Open}}<br /> {{Instruction Steps Foldout Trainer}}<br /> {{Instruction Perspective Trainer}}<br /> {{Instruction Remarks Trainer}}<br /> {{Custom TabContent Close Trainer}}<br /> {{Related To}}<br /> {{Tags<br /> |Has Virtue And Value=Collaborative spirit; respect; justice; integrity; Responsible Research and Innovation<br /> }}</div>

0009-0008-8896-1557 https://embassy.science:443/wiki-wiki/index.php?title=Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299&diff=12633 2025-09-29T14:22:12Z

<p>0009-0008-8896-1557: </p> <hr /> <div>{{Instruction<br /> |Title=Just Transition (part one): Sustainability as a wicked problem<br /> |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a<br /> |Instruction Goal=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.<br /> <br /> By the end of the module participants should be able to:<br /> <br /> * '''Understand''' the wicked nature of sustainability and recognize the complexity of balancing environmental, social, and economic dimensions in engineering decisions.<br /> * '''Apply''' transversal skills — Perspective Taking, Systems Thinking, and Negotiation — to analyze and solve complex sustainability challenges in engineering contexts.<br /> * '''Evaluate''' material and design choices considering environmental impacts, societal wellbeing, and ethical responsibilities to promote sustainable engineering practices.<br /> * '''Reflect''' on the broader responsibilities of engineers in creating solutions that are socially responsible, environmentally sound, and technically effective.<br /> |Has Duration=0.35<br /> |Important For=Educators; Students<br /> |Has Method=Individual learning<br /> }}<br /> {{Custom TabContent Trainee Open}}<br /> {{Instruction Steps Foldout Trainee}}<br /> {{Instruction Perspective Trainee}}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Sustainability as a wicked problem<br /> |Instruction Step Text=The purpose of this exercise is to facilitate an understanding of the character of sustainability as a wicked problem. Accordingly, participants are expected, after watching the video, to respond to the following multiple-choice questions.<br /> |Instruction Step Interactive Content=Resource:H5P-418<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Exploring Skills for Sustainable Problem-Solving.<br /> |Instruction Step Text=&lt;div&gt;<br /> &lt;span lang=&quot;EN-US&quot;&gt;The purpose of this exercise is to reinforce your understanding of sustainability as a wicked problem and to highlight the importance of three key transversal skills: Perspective Taking, Systems Thinking, and Negotiation'''.'''&lt;/span&gt; &lt;span lang=&quot;EN-US&quot;&gt;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.&lt;/span&gt; <br /> &lt;/div&gt;<br /> |Instruction Step Interactive Content=Resource:H5P-419<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Adopt perspective, think systematically, negotiate, be fair.<br /> |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.<br /> |Instruction Step Interactive Content=Resource:H5P-420<br /> }}<br /> {{Instruction Remarks Trainee}}<br /> {{Custom TabContent Close Trainee}}<br /> {{Custom TabContent Trainer Open}}<br /> {{Instruction Steps Foldout Trainer}}<br /> {{Instruction Perspective Trainer}}<br /> {{Instruction Remarks Trainer}}<br /> {{Custom TabContent Close Trainer}}<br /> {{Related To}}<br /> {{Tags<br /> |Has Virtue And Value=Efficiency; fairness; respect<br /> }}</div>

0009-0008-8896-1557 https://embassy.science:443/wiki-wiki/index.php?title=Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299&diff=12632 2025-09-29T14:19:13Z

<p>0009-0008-8896-1557: Created page with &quot;{{Instruction |Title=Just Transition (part one): Sustainability as a wicked problem |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a |Instruction Goal=T...&quot;</p> <hr /> <div>{{Instruction<br /> |Title=Just Transition (part one): Sustainability as a wicked problem<br /> |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a<br /> |Instruction Goal=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.<br /> <br /> By the end of the module participants should be able to:<br /> <br /> * '''Understand''' the wicked nature of sustainability and recognize the complexity of balancing environmental, social, and economic dimensions in engineering decisions.<br /> * '''Apply''' transversal skills — Perspective Taking, Systems Thinking, and Negotiation — to analyze and solve complex sustainability challenges in engineering contexts.<br /> * '''Evaluate''' material and design choices considering environmental impacts, societal wellbeing, and ethical responsibilities to promote sustainable engineering practices.<br /> * '''Reflect''' on the broader responsibilities of engineers in creating solutions that are socially responsible, environmentally sound, and technically effective.<br /> |Has Duration=0.35<br /> |Important For=Students; Educators<br /> |Has Method=Individual learning<br /> }}<br /> {{Custom TabContent Trainee Open}}<br /> {{Instruction Steps Foldout Trainee}}<br /> {{Instruction Perspective Trainee}}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Sustainability as a wicked problem<br /> |Instruction Step Text=The purpose of this exercise is to facilitate an understanding of the character of sustainability as a wicked problem. Accordingly, participants are expected, after watching the video, to respond to the following multiple-choice questions.<br /> |Instruction Step Interactive Content=Resource:H5P-418<br /> }}<br /> {{Instruction Step Trainee<br /> |Instruction Step Title=Exploring Skills for Sustainable Problem-Solving.<br /> |Instruction Step Text=&lt;div&gt;<br /> &lt;span lang=&quot;EN-US&quot;&gt;The purpose of this exercise is to reinforce your understanding of sustainability as a wicked problem and to highlight the importance of three key transversal skills: Perspective Taking, Systems Thinking, and Negotiation'''.'''&lt;/span&gt; &lt;span lang=&quot;EN-US&quot;&gt;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.&lt;/span&gt; <br /> &lt;/div&gt;<br /> |Instruction Step Interactive Content=Resource:H5P-419<br /> }}<br /> {{Instruction Remarks Trainee}}<br /> {{Custom TabContent Close Trainee}}<br /> {{Custom TabContent Trainer Open}}<br /> {{Instruction Steps Foldout Trainer}}<br /> {{Instruction Perspective Trainer}}<br /> {{Instruction Remarks Trainer}}<br /> {{Custom TabContent Close Trainer}}<br /> {{Related To}}<br /> {{Tags<br /> |Has Virtue And Value=Efficiency; respect; fairness<br /> }}</div>

0009-0008-8896-1557 https://embassy.science:443/wiki-wiki/index.php?title=User:0009-0008-8896-1557&diff=12630 2025-09-29T13:51:33Z

<p>0009-0008-8896-1557: create user page</p> <hr /> <div>{{S_User | | }}</div>

0009-0008-8896-1557