Text (Instruction Step Text)
From The Embassy of Good Science
Describe the actions the user should take to experience the material (including preparation and follow up if any). Write in an active way.
- ⧼SA Foundation Data Type⧽: Text
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[https://zenodo.org/records/13973985 Chapter 4: How to support students to develop skills that promote sustainability]
[https://sussex.figshare.com/articles/report/Media_Arts_and_Humanities_Sustainability_Educator_Toolkit/23492969?file=41201159 Media, Arts, and Humanities Sustainability Educator Toolkit]
[https://www.laudesfoundation.org/ The Just Transitions Initiatives Mapping]<div>
[https://www.youtube.com/watch?v=usDU0cdze6U What is a Just Transition and How Can We Accelerate It?]
</div><div><div>[https://www.youtube.com/@ClimateHorizons]</div></div> +
Based on what you learned from the video, please answer the following questions.
You can expand the image by clicking on the button on the bottom right-hand corner. +
HLEG Guidelines for Trustworthy AI +
<div>
<span lang="EN-US">The course follows a progressive logic which mimics the domains of the GreenComp (Bianchi et al., 2022) and is structure is organized as follows:</span>
</div><div>
'''<span lang="EN-US">Section 1 – Embodying Sustainability Values</span>'''
</div><div>
<span lang="EN-US">This section contains six micromodules and introduces the ethical and conceptual foundations of the course. It frames key ethical considerations such as environmental justice, planetary health, and care-based approaches that shape responsible research practices.</span>
</div><div>
'''<span lang="EN-US">Section 2 – Embracing Complexity</span>'''
</div><div>
<span lang="EN-US">With eight micromodules, this section explores systemic thinking and the interconnected nature of sustainability challenges. It includes practical exercises and applied reflection tools that support learners in examining research practices while accounting for the complexity at stake.</span>
</div><div>
'''<span lang="EN-US">Section 3 – Envisioning Sustainable Futures</span>'''
</div><div>
<span lang="EN-US">This section consists of six micromodules focused on transformative thinking, innovation critique, and future-oriented perspectives. Participants are encouraged to reflect on alternative research pathways and consider long-term impacts.</span>
</div><div>
'''<span lang="EN-US">Section 4 – Acting for Sustainability</span>'''
</div><div>
<span lang="EN-US">The final section includes five micromodules dedicated to practical implementation. It translates earlier conceptual insights into actionable changes in research culture, infrastructure, and daily practice.</span>
</div><div>
<span lang="EN-US">Although the sections are designed in sequence to support conceptual development, each micromodule remains largely self-contained. Learners may engage with them in order to follow the trajectory set by the profile-specific learning paths or select modules according to their interests and needs.</span>
</div>
How do we engage with AI?
Instead of focusing on technical performance or efficiency, the episode below highlights the importance of values, emotions, and intentions in how we engage with generative AI. Drawing on speculative thinking and storytelling, Mariana Fernández explores alternative ways of relating to algorithmic technologies—approaches that take into account environmental limits, social justice, and more-than-human perspectives.
Listen to the episode and reflect on how algorithmic systems are influencing academic cultures and the production of knowledge. +
Creating a podcast is not just about recording. Good podcast episodes are planned in advance.
Before recording, it is important to think through a few key elements that shape how your episode will sound and how listeners will experience it.
First, define the theme. This is the core idea of your episode and helps keep the content focused.
Ask:
* What is the claim, tension, or insight driving this episode?
* What makes this worth listening to instead of something else?
Next, consider your audience. Understanding who you are speaking to influences how much explanation is needed and what tone to use.
Basic audience definitions (age, interests) are often too shallow. What matters more is situational context:
* When are they listening? (commuting, working, relaxing)
* What problem or curiosity brought them to this episode?
* What competing content are they comparing you against?
This helps you decide:
* How quickly to get to the point
* How much repetition or reinforcement is needed
* Whether depth or accessibility should dominate
Then you should think about designing the intellectual journey of the episode. This of the episode as a progression of understanding, not just a sequence of points. Structure the episode as:
1. Orientation – What are we talking about and why it matters
2. Tension – What’s unclear, misunderstood, or debated
3. Development – Exploration, examples, arguments
4. Resolution – What should the listener now understand differently
You should also decide on the format and style, such as whether the episode will be an interview or a solo explanation, and how formal or informal it should feel.
Format choices (interview, solo, etc.) shape the type of thinking possible:
* Interviews introduce unpredictability but reduce control
* Solo episodes increase clarity but risk monotony
* Co-hosted formats enable contrast but require balance
Instead of choosing format by preference, choose it by:
· What best serves the idea you’re exploring
The tone you select is also very important as it signals credibility and relationships. Are you speaking as an expert, a peer, or a facilitator? Are you explaining, exploring, or challenging?
In addition, think about the listener experience. What should listeners understand or remember after the episode? What matters is not everything you say—but what listeners remember.
Before recording, define:
* 1–3 key takeaways that must stick
* A concise way to restate them
Reinforce these through:
* Repetition in different phrasing
* Examples that anchor the idea
* A clear closing synthesis
If everything feels important, nothing is retained.
Finally, consider the technical setup, including how you will record and whether editing or music will be used. These elements are commonly considered before recording a podcast and help ensure that the final episode is clear, focused, and engaging for listeners. (Tyxstudios, 2025)
Extending kinship relationships to Nature implies extending the concept of interdependency to the environment and as a consequence the responsibilities that humans have towards the environment. This perspective, rooted in ancestral scientific foundation, based on experimentation, observation and adaptation is deeply embedded in indigenous systems around the world, including Ubuntu among the Bantu and Xhosa peoples of Africa, Lokahi for Native Hawaiians, All my relations widely used by Tribal and Indigenous nations across Turtle Island and Tendrel of Tibetan Buddhism from Tibet, the Himalayas, and South Asia: it underlines how humans hold care responsibilities toward non-human relatives (Gauthier et al 2005).
This view is defined by Gauthier et al. as “Kincentric ecology”.
Watch the video below. You can expand the window by clicking on the button on the bottom-right corner. +
<div>Various interventions – especially those related to open science – have been proposed to improve the reproducibility and replicability of scientific research. To assess whether and which interventions have been formally tested for their effectiveness in improving reproducibility and replicability, the research team from TIER2 and OSIRIS conducted a scoping review of the literature on interventions to improve reproducibility. They systematically searched Medline, Embase, Web of Science, PsycINFO, Scopus and Eric, on August 18, 2023. Grey literature was requested from experts in the fields of reproducibility and open science. Any study empirically evaluating the effectiveness of interventions aimed at improving the reproducibility or replicability of scientific methods and findings wasincluded. An intervention could be any action taken by either individual researchers or scientific institutions (e.g., research institutes, publishers and funders). We summarized the retrieved evidence narratively and in an evidence gap map. Of the 104 distinct studies we included, 15 directly measured the effect of an intervention on reproducibility or replicability, while the other research questions addressed a proxy outcome that might be expected to increase reproducibility or replicability, such as data sharing, methods transparency or preregistration. Thirty research questions within included studies were non-comparative and 27 were comparative but cross-sectional, precluding any causal inference. Possible limitations of our review may be the search and selection strategy, which was done by a large team including researchers from different disciplines and different expertise levels. Despite studies investigating a range of interventions and addressing various outcomes, our findings indicate that in general the evidence-base for which various interventions to improve reproducibility of research remains remarkably limited in many respects.
The full pre-print is available here: [https://osf.io/preprints/metaarxiv/a8rmu_v1 MetaArXiv Preprints - Open Science interventions to improve reproducibility and replicability of research: a scoping review preprint]
Dudda, L., Kormann, E., Kozula, M., DeVito, N. J., Klebel, T., Dewi, A. P. M., … Leeflang, M. (2024, June 17). Open Science interventions to improve reproducibility and replicability of research: a scoping review preprint. '"`UNIQ--nowiki-00000003-QINU`"'
</div>
The BEYOND Trainer Guide introduces effectiveness measures to help trainers assess whether the training provided is impactful and beneficial. The versatile evaluation tools (developed in WP4) are designed to be applicable to various target groups and compatible with a variety of training activities and resources. Such evaluation measures are often absent in training resources, yet they provide trainers with a valuable mechanism to ensure how effectively training supports learning. Understanding how training facilitates learning and development is necessary in the process of fostering and strengthening integrity in the research community. Provision of training is a necessary component of the overall building of a culture of integrity. Yet training, the effects of which are not monitored, falls short of its potential to mirror the change it contributes to the research community. Therefore, in the orchard approach, learning and development provides important information about the readiness of the community to build a culture of integrity. Evaluating training effectiveness to ensure training programs achieve their intended outcomes is crucial because it connects training investments to tangible results, ensuring that the effort put into developing and delivering training is worthwhile, and for pinpointing further development needs.
Effectiveness of research ethics and integrity (REI) training can be viewed through an established effectiveness framework, which identifies four outcome domains, namely:
1. reactions (participants’ self-assessment),
2. learning (knowledge, content),
3. behaviour (acting in the research community),
4. results (e.g. institutional outcomes).'"`UNIQ--ref-0000002F-QINU`"''"`UNIQ--ref-00000030-QINU`"'
Evaluating development of ethical competencies should be determined through done as a system to get a more holistic picture. To do this, one can combine different forms of measurement, such as self-assessment and facilitator feedback as well as attitudes and behaviour treats (in tasks that display REI competencies in the research community, like research proposals, ethics sections of theses, articles, etc.). Furthermore, measurement could take place at different time points to gain insight into the learning process, learning outcome, and long-term implications, namely:
• during the training (learning process),
• right after the training – students' and facilitator’s self-reports,
• later as part of another event or course where the display of REI competencies is expected (like RE section in theses and articles, research proposal, evaluation of RE situation in the department, etc.)
It is also important to consider what to do with the results, that is what kind of changes are necessary to improve teaching and/or the environment to build the culture of integrity.
Different tools can be used to collect various learning outputs and analysis instruments can be implemented to analyse the information that has been collected (Table 2) By analysis instruments we mean the taxonomies of learning and application of theoretical models, such as levels of reflection, ethical principles and so on (if data available are mainly in a qualitative format) or statistics and learning analytics (if the data are mainly in quantitative format).
{| class="wikitable"
|+Table 1: Tools and analytical instruments for collecting learning outputs in research ethics and integrity training
!Tool for collecting learning outputs
!Details
!Analysis instrument
|-
|'''''ProLearning'' app'''
|''ProLearning'': https://www.epfl.ch/labs/chili/dualt/current-projects/realto/
<span lang="EN-GB"></span>
|learning analytics
|-
|'''Engagement app'''
|App under development, [https://forms.office.com/Pages/ShareFormPage.aspx?id=WXWumNwQiEKOLkWT5i_j7twYn7PlpvpDlgGDpz2LgIdUMk5XRTVYQTVKRFRDWDlHOUdGU1FHTUlFVi4u&sharetoken=03epmvYBRpmfXvpRg9os form] (for copying and editing)
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Self-Reflection Form/Compass'''
|App under development, [https://forms.office.com/Pages/ShareFormPage.aspx?id=WXWumNwQiEKOLkWT5i_j7twYn7PlpvpDlgGDpz2LgIdUMk5XRTVYQTVKRFRDWDlHOUdGU1FHTUlFVi4u&sharetoken=03epmvYBRpmfXvpRg9os form] (for copying and editing)
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Pre-post texts'''
|Collect a short text (e.g. a response to a case or short essay) before the training and after the training
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Learning diaries'''
|Ask learners keep a diary over a certain period, for each submission provide some guiding questions or topics
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Group reports'''
|Ask groups working together to provide a (short) group report (or provide a template with points to work on)
|SOLO taxonomy, content criteria
|-
|'''Group discussions'''
|Monitor the group discussions to evaluate the level of understanding and content discussed (scaffold as appropriate)
|SOLO taxonomy, content criteria
|-
|'''Group dynamics'''
|''CoTrack'' application: https://www.cotrack.website/en/
|learning analytics
|-
|'''Online learning platform'''
|Make use of accumulated authentic learning outputs in the learning platform.
|statistics, SOLO taxonomy, reflection scale, content criteria
|-
|'''Domain-specific/ domain-transcending measure'''
|Use either of the two forms (WP4.2) measuring recognition and exemplifying of ethical issues.
|statistics, SOLO taxonomy, content criteria
|-
|'''Retention check'''
|After a certain time (few weeks/months) ask learners to provide a short text (analysis of a case, short essay on an ethics topic/question). Compare the levels of understanding to another piece collected during or right after the training.
|SOLO taxonomy, content criteria
|-
|'''Vignettes'''
|This can be used for measuring ethical sensitivity in (non-)training context
|statistics, EASM (based on the SOLO taxonomy), content criteria
|-
|'''National surveys'''
|Can be used for analysing training-related content in reports and monitoring the display of REI leadership.
|statistics, REI leadership framework
|}
Evaluation tools can give further insight into the effectiveness of the training and materials proposed. This will help trainers to adjust training content and delivery methods to improve trainees’ learning experience and outcomes. We propose mixing various tools for collecting learning outputs and adjusting them to the intended target groups (thoughout the trainig guide suggestions are provided on which tools would be most suitable for various target groups).
'"`UNIQ--references-00000031-QINU`"'
To illustrate how the taxonomies can be applied in creating learning objectives for training, we provide an example of an analysis of learning outcomes in RID-SSISS training material based on the three taxonomies (Table 1).
{| class="wikitable"
|+
Table 1: Example of an analysis of learning outcomes in RID-SSISS training material based on three taxonomies
!Level of training material
!Learning outcomes
!Bloom
!SOLO
!Fink
|-
| rowspan="3"|Foundational level
|Raise awareness of ethical issues during the research process;|remember, understand
|unistructural, multistructural, relational
|foundational knowledge
|-
|Practice utilising the codes of conduct, being familiar with central topics;|understand, apply, analyse
|relational, extended abstract
|application, integration
|-
|Learn together as a team, collaborate with peers.
|evaluate
|relational
|human dimension, learning to learn, caring
|-
| rowspan="3"|Advanced level
|Develop one’s research ethics competencies by combining previous knowledge and implementing new tools;|understand, apply
|unistructural, multistructural, relational
|foundational knowledge, application, integration, learning to learn
|-
|Identify ethical issues by determining which ethical principle might be at stake.'"`UNIQ--ref-0000004D-QINU`"'
|analyse, evaluate
|unistructural, multistructural, relational
|application, integration
|-
|Utilise the ethical analysis steps to provide solutions to ethical dilemmas (in groups).'"`UNIQ--ref-0000004E-QINU`"'
|apply, analyse, evaluate, create
|unistructural, multistructural, relational, extended abstract
|foundational knowledge, application, integration,
human dimension,
caring, learning to learn
|-
| rowspan="5"|Leadership level
|Develop research ethics competencies by combining previous knowledge and implementing new tools;|understand, apply
|unistructural, multistructural, relational
|foundational knowledge, application, integration, learning to learn
|-
|Identify which ethical principles might be at stake in a case.'"`UNIQ--ref-0000004F-QINU`"'
|analyse, evaluate
|unistructural, multistructural, relational
|application, integration
|-
|Utilise the ethical analysis steps to provide solutions to ethical dilemmas.'"`UNIQ--ref-00000050-QINU`"'
|apply, analyse, evaluate, create
|unistructural, multistructural, relational, extended abstract
|foundational knowledge, application, integration,
human dimension,
caring, learning to learn
|-
|Implement different ethical approaches to the possible courses of action;|analyse, evaluate
|unistructural, multistructural, relational
|foundational knowledge, application, integration,
|-
|Take the role of a REI leader and display (some) REI leadership competencies during their group work.
|apply, analyse, evaluate, create
|relational, extended abstract
|human dimension, caring, learning to learn
|}
Learning taxonomies are helpful not only in the design of learning goals for teaching, but also in devising appropriate targets of assessment. The coordination between learning goals or objectives, the methods used for teaching and the activities chosen to support learning, as well as the assessment of the learning are referred to as constructive alignment.'"`UNIQ--ref-00000051-QINU`"''"`UNIQ--ref-00000052-QINU`"''"`UNIQ--ref-00000053-QINU`"' This means that the core components of a teaching should be geared towards supporting the same aim, namely learning. Learning taxonomies are helpful not only in the design of learning goals for teaching, but also in devising appropriate targets of assessment.
'"`UNIQ--references-00000054-QINU`"'
To illustrate how the taxonomies can be applied in creating learning objectives for training, we provide an example of an analysis of learning outcomes in RID-SSISS training material based on the three taxonomies (Table 1).
{| class="wikitable"
|+
Table 1: Example of an analysis of learning outcomes in RID-SSISS training material based on three taxonomies
!Level of training material
!Learning outcomes
!Bloom
!SOLO
!Fink
|-
| rowspan="3"|Foundational level
|Raise awareness of ethical issues during the research process;|remember, understand
|unistructural, multistructural, relational
|foundational knowledge
|-
|Practice utilising the codes of conduct, being familiar with central topics;|understand, apply, analyse
|relational, extended abstract
|application, integration
|-
|Learn together as a team, collaborate with peers.
|evaluate
|relational
|human dimension, learning to learn, caring
|-
| rowspan="3"|Advanced level
|Develop one’s research ethics competencies by combining previous knowledge and implementing new tools;|understand, apply
|unistructural, multistructural, relational
|foundational knowledge, application, integration, learning to learn
|-
|Identify ethical issues by determining which ethical principle might be at stake.'"`UNIQ--ref-00000071-QINU`"'
|analyse, evaluate
|unistructural, multistructural, relational
|application, integration
|-
|Utilise the ethical analysis steps to provide solutions to ethical dilemmas (in groups).'"`UNIQ--ref-00000072-QINU`"'
|apply, analyse, evaluate, create
|unistructural, multistructural, relational, extended abstract
|foundational knowledge, application, integration,
human dimension,
caring, learning to learn
|-
| rowspan="5"|Leadership level
|Develop research ethics competencies by combining previous knowledge and implementing new tools;|understand, apply
|unistructural, multistructural, relational
|foundational knowledge, application, integration, learning to learn
|-
|Identify which ethical principles might be at stake in a case.'"`UNIQ--ref-00000073-QINU`"'
|analyse, evaluate
|unistructural, multistructural, relational
|application, integration
|-
|Utilise the ethical analysis steps to provide solutions to ethical dilemmas.'"`UNIQ--ref-00000074-QINU`"'
|apply, analyse, evaluate, create
|unistructural, multistructural, relational, extended abstract
|foundational knowledge, application, integration,
human dimension,
caring, learning to learn
|-
|Implement different ethical approaches to the possible courses of action;|analyse, evaluate
|unistructural, multistructural, relational
|foundational knowledge, application, integration,
|-
|Take the role of a REI leader and display (some) REI leadership competencies during their group work.
|apply, analyse, evaluate, create
|relational, extended abstract
|human dimension, caring, learning to learn
|}
Learning taxonomies are helpful not only in the design of learning goals for teaching, but also in devising appropriate targets of assessment. The coordination between learning goals or objectives, the methods used for teaching and the activities chosen to support learning, as well as the assessment of the learning are referred to as constructive alignment.'"`UNIQ--ref-00000075-QINU`"''"`UNIQ--ref-00000076-QINU`"''"`UNIQ--ref-00000077-QINU`"' This means that the core components of a teaching should be geared towards supporting the same aim, namely learning. Learning taxonomies are helpful not only in the design of learning goals for teaching, but also in devising appropriate targets of assessment.
'"`UNIQ--references-00000078-QINU`"'
Storytelling also involves perspective.
Read this article about using narratives and storytelling to communicate science.
M.F. Dahlstrom, Using narratives and storytelling to communicate science with nonexpert audiences, Proc. Natl. Acad. Sci. U.S.A. 111 (supplement_4) 13614-13620, '"`UNIQ--nowiki-0000003A-QINU`"' (2014).
Every story implicitly answers questions such as:
* Who does this story matter to?
* Why should the audience care?
* What might change because of these outcomes?
* What can others learn from this? How can they relate?
Considering the audience’s perspective is a crucial part of effective storytelling in research communication. Communicators must think carefully about who the story is for, why it matters to them, and the context in which it will be shared. Importantly, bringing emotions into research communication does not mean exaggeration or sensationalism. Instead, emotion often appears in more grounded forms—curiosity, uncertainty, urgency, or concern—and these subtle emotional cues shape how audiences interpret and respond to scientific information (Dahlstrom, 2014).
Stories therefore do more than communicate results—they guide how those results are understood and valued.
Because stories are inherently more personal and relatable, they can transform research into something worth listening to and help it reach wider audiences. However, this power also means that stories must be framed thoughtfully to produce the intended effect (Dahlstrom & Ho, 2012).
When communicating research to the public, it is therefore important to balance:
* engagement
* clarity
* scientific accuracy
Emphasising dramatic elements may attract attention, but it can also create unrealistic expectations if results are still uncertain.
Responsible storytelling in research involves communicating both the potential importance and the limitations of research findings. +
Incorporating gender, health, and climate justice in your research: A reflexive question card exercise +
This activity helps uncover blind spots in conventional research approaches by encouraging reflexivity and intersectional thinking.
The goal is to reflect on one’s own positionality and framing, not to produce right answers, but to surface assumptions and expand accountability.
<span lang="EL"><span lang="EN-US">(Please click on the top left of the image to expand it to full screen and improve your experience).</span></span> +
'''Systems thinking'''
Recognize that sustainability in research and innovation involves complex, multifaceted challenges, and therefore cannot be addressed through simplistic or one dimensional solutions. Be aware that the complexity of environmental, climate and sustainability challenges can be emotionally impactful. Use systems thinking to determine the environmental consequences (including unintended consequences) of research and innovation activities.
'''Critical thinking'''
Recognize potential trade-offs between competing priorities (people, planet, profit) in research and innovation. Evaluate the trustworthiness of information sources regarding environmental problems and potential solutions (e.g. technological solutions). Align project aims with alternative approaches towards growth and consumption which are informed by more sustainable and just economic models
Build in opportunities for critical reflection throughout research and innovation projects to ensure continuous alignment with sustainability principles.
'''Problem framing'''
Identify common challenges, risks, and uncertainties related to the environmental and climate impacts of research and innovation activities in your field. Map out all stakeholders affected by a research and innovation project – including communities, industries, policymakers, and ecosystems
Openly and transparently communicate potential benefits and risks of a project to the environment, climate, and affected communities. Engage multiple stakeholders – especially those most at risk of potential harms – and consider their knowledge, perspectives, and priorities to support more equitable outcomes +
LCA helps identify environmental hotspots across research activities. Sustainable laboratory initiatives such as My Green Lab provide practical strategies to reduce these impacts and support more environmentally responsible research. +
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers) +
'''Use you own research''' to reflect on the cards questions
OR use the '''CASE STUDY EXAMPLE:'''
'''"Rebuilding with Dignity: Participatory Research in a Flooded Neighbourhood"'''
'''Context:'''
In the aftermath of devastating flash floods in the peri-urban district of ''Las Marismas'', located on the low-lying outskirts of a Mediterranean city, a European research consortium '''initiates a climate adaptation project'''. The floods displaced over 1,500 residents, disproportionately affecting undocumented migrants, single mothers, and elderly locals who had settled in informal housing near riverbeds. Many residents feel abandoned by local authorities and express mistrust toward institutions, citing past experiences with extractive research and failed development promises.
The '''research project''', funded under the EU’s Green Deal programme''', aims to co-develop low-cost, community-led solutions for urban flood resilience'''. It includes both social and infrastructural components, such as local early-warning systems, nature-based stormwater management, and inclusive governance models. The research team comprises environmental engineers, social scientists, public health researchers, and local facilitators.
'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.
For each card, use the scenario to:
*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action. +
<div><div>
<span lang="EN-GB">Once you have familiarized yourself with the material and defined the learning goals for your teaching activity, you can begin planning your session(s). After establishing these goals, consider assigning participants the completion of those micromodules which can '''provide them with the foundational knowledge required to engage meaningfully''' with the activities in your session(s).</span>
</div><div>
<span lang="EN-GB">The session structure provided below can serve as a '''training template''', helping you organize and deliver your in-class activities in a clear and effective way.</span>
</div><div>
</div><div>
<span lang="EN-GB">TRAINING TEMPLATE </span>
</div><div>
'''<span lang="EN-GB">Welcome & Introduction</span>'''
</div><div>
# <span lang="EN-GB">Introduce yourself and outline the session plan</span>
</div><div>
# <span lang="EN-GB">Present the learning objectives</span>
</div><div>
# <span lang="EN-GB">Start with a '''warm-up question''':</span>
</div><div>
* <span lang="EN-GB">“What’s one word that comes to mind when you think of sustainability in research?”</span>
</div></div><div><div>
* <span lang="EN-GB">“What aspect of sustainability in research makes you feel excited or uneasy?”</span>
</div><div>
<span lang="EN-GB">You can collect answers using a virtual board or ask people to reflect on these questions with their neighbours. </span>
</div><div>
</div><div>
# <span lang="EN-GB">Briefly introduce the topics you are going to address (drawing on RE4GREEN materials)</span>
</div><div>
<span lang="EN-GB"> </span>
</div><div>
'''<span lang="EN-GB">Icebreaker Activity</span>'''
</div><div>
<span lang="EN-GB">The goal of this activity is to explore participants’ expectations and prior knowledge.</span>
</div><div>
''<span lang="EN-GB">Option A: Mind Mapping (Small Groups)</span>''
</div><div>
* <span lang="EN-GB">Divide participants into subgroups</span>
</div><div>
* <span lang="EN-GB">Provide a series of digital or physical boards (you can use flipcharts for this)</span>
</div><div>
* <span lang="EN-GB">Write one key work related to each topic on each board. For example, you can propose the following topics/key words:</span>
</div><div>
* <span lang="EN-GB">Environmental justice</span>
</div><div>
* <span lang="EN-GB">Ecofeminism</span>
</div><div>
* <span lang="EN-GB">Planetary health</span>
</div><div>
* <span lang="EN-GB">Sustainable research culture</span>
</div><div>
* <span lang="EN-GB">For each topic/board ask people to write on the board: </span>
</div><div>
* <span lang="EN-GB">What they already know about the topic </span>
</div><div>
* <span lang="EN-GB">What they want to learn more about relate to that topic </span>
</div><div>
<span lang="EN-GB">Invite people to move from table to table (or from board to board if online). Invite participants to brainstorm with other learners working on the same table/board. At the end of the activity go from board to board and summarize the input provided by participants. </span>
</div><div>
</div></div><div><div>
''<span lang="EN-GB">Option B: Learning Goals (Mentimeter)</span>''
</div><div>
* <span lang="EN-GB">Prepare a Mentimeter (or similar tool)</span>
</div><div>
* <span lang="EN-GB">Prompt: ''“After this session, I expect to be able to…”''</span>
</div><div>
* <span lang="EN-GB">Ask participants to submit two goals</span>
</div><div>
* <span lang="EN-GB">Review and discuss responses together</span>
</div><div>
<span lang="EN-GB"> </span>
</div><div>
'''<span lang="EN-GB">Interactive / Expert Lecture</span>'''
</div><div>
<span lang="EN-GB">Introduce the topic through:</span>
</div><div>
* <span lang="EN-GB">An invited expert, or</span>
</div><div>
* <span lang="EN-GB">Your own lecture.</span>
* <span lang="EN-GB">An example introductory lectures is provided here.</span>
</div><div>
''<span lang="EN-GB">Key elements:</span>''
</div><div>
* <span lang="EN-GB">The competence profile developed by RE4GREEN</span>
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* <span lang="EN-GB">Core ethical concepts related to the session topic</span>
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* <span lang="EN-GB">Application of concepts to practical examples</span>
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* <span lang="EN-GB">Use of RE4GREEN videos and materials</span>
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'''<span lang="EN-GB">After the lecture:</span>'''
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* <span lang="EN-GB">Allocate ~10 minutes for Q&A</span>
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* <span lang="EN-GB">Prepare questions in advance if needed</span>
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'''<span lang="EN-GB">Trainer Tip:</span>'''
<span lang="EN-GB">Keep the session dynamic by asking questions throughout. Consider including a short break.</span>
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'''<span lang="EN-GB">Interactive Group Session</span>'''
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<span lang="EN-GB">After introducing the main topics of your session via a lecture, invite participants to engage in shared reflection. You can use the micromodules for this. Whereas they are primarily designed for individual learning, many elements can be adapted for group settings. </span>
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<span lang="EN-GB">Below we provide a list of activities presented in the micromodules which can be used in class to:</span>
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* <span lang="EN-GB">Encourage '''discussion'''</span>
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* <span lang="EN-GB">Foster group work and shared '''reflection'''</span>
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* <span lang="EN-GB">Support '''case-based learning '''</span>
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<span lang="EN-GB">For groups larger than 10 participants, divide into smaller groups.</span>
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'''''<span lang="EN-GB">Discussion Tools</span>'''''
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* '''<span lang="EN-GB">Competence profile -</span>''' [[Instruction:72053409-4628-4104-ac22-e90bb2166de4|<u><span lang="EN-GB">Sustainability and eco-justice in everyday research</span></u>]]
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* '''<span lang="EN-GB">Environmental justice prompt cards -</span>''' [[Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a|<u><span lang="EN-GB">Addressing environmental justice in research & innovation</span></u>]]
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* '''<span lang="EN-GB">Climate-conscious methodology matrices</span>'''
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* <span lang="EN-GB">For researchers and ethics reviewers [[Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba|<u>Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)</u>]]</span>
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* <span lang="EN-GB">For students and citizen scientists [[Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815|<u>Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists)</u>]]</span>
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'''<span lang="EN-GB">Group Work Activities</span>'''
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<span lang="EN-GB">· '''Crisis Tree Exercise -''' [[Instruction:30edbd4b-bfea-4b9e-be90-61892b7877ca|<u>Mapping research connections to environmental justice: Crisis Tree exercise</u>]]</span>
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* <span lang="EN-GB">Map connections between research and environmental justice</span>
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<span lang="EN-GB">· </span> '''<span lang="EN-GB">Myths and Rituals Exercise -</span>''' [[Instruction:Dcad977e-3564-4a76-8ea0-ee15a8b391a6|<u><span lang="EN-GB">Myths and rituals: Art-science, sustainable tech, and degrowth</span></u>]]
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* <span lang="EN-GB">Create a ritual that embodies care within a research environment</span>
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'''<span lang="EN-GB">Scenarios and Case Work</span>'''
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<span lang="EN-GB">· </span> '''<span lang="EN-GB">Ecofeminist research dilemmas -</span>''' [[Instruction:46351c66-8276-40bf-84da-8cac974a02aa|<u><span lang="EN-GB">Applying ecofeminist ethics to research practice</span></u>]]
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<span lang="EN-GB">After the group work:</span>
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* <span lang="EN-GB">Facilitate reporting back</span>
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* <span lang="EN-GB">Summarize key insights</span>
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* <span lang="EN-GB">Highlight connections across discussions</span>
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'''<span lang="EN-GB">Final Reflection / Take-Home Messages</span>'''
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* <span lang="EN-GB">Facilitate a discussion on relevance to participants’ work or studies</span>
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* <span lang="EN-GB">Optionally use small groups</span>
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* <span lang="EN-GB">Support participants in identifying key takeaways</span>
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'''<span lang="EN-GB">Conclusion</span>'''
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* <span lang="EN-GB">Revisit the icebreaker or learning goals</span>
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* <span lang="EN-GB">Were expectations met?</span>
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* <span lang="EN-GB">Share:</span>
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* <span lang="EN-GB">QR code to evaluation form</span>
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* <span lang="EN-GB">Links to online modules for continued learning</span>
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<span lang="EN-GB">Close by:</span>
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* <span lang="EN-GB">Thanking participants</span>
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* <span lang="EN-GB">Encouraging application of insights in their work</span>
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* <span lang="EN-GB">Inviting them to share and promote the RE4GREEN modules</span>
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<span lang="EN-GB"> </span>
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<span lang="EN-GB"> </span>
</div><div>
<span lang="EN-GB"> </span>
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Chambers, J. M., & Hille Ris Lambers, R. (Eds.). (2020). 71 visions on our role in social-environmental transformative change. Wageningen University & Research.
Morris, B. S., Chrysochou, P., Christensen, J. D., Orquin, J. L., Barraza, J., Zak, P. J., & Mitkidis, P. (2019). Stories vs. facts: Triggering emotion and action-taking on climate change. Climatic Change, 154, 19–36. '"`UNIQ--nowiki-0000003A-QINU`"'
Westerink, J., et al. (2026). Transformative pathways for social networks to navigate towards a nature-positive society: Collaborate, challenge, and disrupt. Current Opinion in Environmental Sustainability, 79, 101617. https://doi.org/10.1016/j.cosust.2026.101617 +
Essay Activity +
Food and Agriculture Organization of the United Nations (FAO), n.d. ''Agrifood systems''. Available at: [https://www.fao.org/food-systems/en//?utm_source=chatgpt.com FAO Agrifood Systems] [Accessed 29 June 2026].
European Commission, 2025. ''Bioeconomy Strategy: A strategy for a competitive and sustainable EU bioeconomy''. Available at: [https://environment.ec.europa.eu/strategy/bioeconomy-strategy_en?utm_source=chatgpt.com European Commission Bioeconomy Strategy] [Accessed 29 June 2026].
United Nations Educational, Scientific and Cultural Organization (UNESCO), n.d. ''Local and Indigenous Knowledge Systems (LINKS)''. Available at: [https://www.unesco.org/en/links?utm_source=chatgpt.com UNESCO Local and Indigenous Knowledge Systems (LINKS)] [Accessed 29 June 2026]. +
