EU GREEN -

Panel 1: What do we know and think about sustainability? ‣

Different academic disciplines interpret sustainability through unique lenses. Each discipline contributes to a broader understanding of sustainability, but their approaches often reflect their core concerns and values – environmental protection, economic growth, or social justice. Developing holistic, multidisciplinary solutions is a significant challenge. In this panel we invite papers that explore and address the challenges of developing inter, multi and trans disciplinary solutions, how these issues of interpretation can influence the measurement of sustainability and options and frameworks that are available to address these.

Contact person

John Scahill (ATU):

Panel 2: How can we transform and imagine both university teaching and living on the campus for the future? ‣

Education for sustainability requires universities to rethink not only the qualification goals and formats of their educational provisions, but also the university as a physical space. Interdisciplinary thought requires incorporating different world views and academic cultures and modes of working. Creativity and student engagement for project-based learning requires to think universities beyond the concept of instruction and lecturing. In this panel we want to develop a perspective on redesigning universities as physical spaces that are better prepared to function as hubs for critical discourse and creative solutions to the pressing societal problems of presence and future.

Contact person

Philipp Pohlenz (OVGU):

Panel 3: How can Ecofiction and Ecocritique develop and enrichen pedagogic strategies in teacher training programs? And can they be a new paradigm in teacher training? ‣

We welcome articles on working with speculative fiction, poetry and drama, creative writing, science, storytelling, and imagination as tools for education in the context of crisis and climate change to encourage collective reflection and promote a pedagogy of hope and agency. Development of interdisciplinary teaching methods, interactive learning and teaching methods – science and literature – is of particular interest to this panel.

Contact person

Britt Farstad (Gävle):

Anne-Rachel Hermetet (Angers):

Panel 4: How can Critical Thinking help to foster the future and the present? ‣

Critical thinking is a concept that involves some complexity, sometimes of a tacit nature, but it is an essential faculty to analyse information, challenge assumptions, develop informed opinions, and make better decisions. In this panel, we intend to receive contributions that allow us to understand how critical thinking can help current and future generations to be able to develop and engage responsible, action-oriented citizens, capable of effecting positive change toward sustainability.

Contact person

Hugo Rebelo (Evora):

Panel 5: What does it mean to live and to teach in a postmigrant and inclusive society? ‣

This panel aims to provide a platform for professionals in the field of higher education to exchange ideas, best practices, and research findings on the latest developments and innovations to teach in an inclusive society. Papers should address one of the following sub-themes and can describe a wide range of research including empirical or theoretical studies: education for inclusive society; barriers to an Inclusive society; access to inclusive education; Inclusive society and human rights; inclusive education in higher education settings; inclusive policies; social inclusion in workplaces; professional development for inclusive teaching and training.

Contact person

Manuel Lucero (Extremadura):

Manuel Montanero Fernández (Extremadura):

Panel 6: How can teacher training programs be designed to foster social, cultural, economic and environmental sustainability and awareness? ‣

Teachers are key actors in education for sustainable development, from early childhood to university and adult education (UNESCO, 2017). In this panel, we would like to reflect on current research and practice in teacher education aiming at transformations in social, cultural, economic and environmental domains. What skills need to be fostered to address complex issues? How should teacher education programs be designed? How is the European sustainability competence framework GreenComp (Bianchi et al., 2022) taken into account in courses?

Contact person

Assunção Folque (Evora):

Laure Pillot (Angers):

Panel 7: How can we learn to live in a multispecies community? ‣

Drawing attention to the world is perhaps one of the greatest aims of education for sustainability, fostering awareness and care for the multispecies communities we still have the chance to live with. This panel welcomes papers that promote the arts of noticing, encourage collective reflection on how to learn from and coexist with more-than-human beings, and that foster strategies to envisioning a more liveable futures. Presentations may include speculative approaches, creative expressions, scientific data and storytelling, as tools for education in the context of the contemporary polycrisis. Please indicate your chosen format in your proposal.

Contact person

Maria Ilhéu (Evora):

William Pillot (Angers):

Panel 8: How can we bring different generations together in education for sustainability? ‣

The topic of "sustainability" already implies a cross-generational perspective, as it always thinks about current actions taking into account the resources for the future. Education for sustainability should therefore consider and help shape this temporal and cross-generational dimension: exchange, dialogue and criticism play an important role in understanding different visions of the future and in being able to formulate common plans. In this panel we want to discuss different educational concepts and didactical models that enable intergenerational exchange on the topic of "sustainability" and shed light on their socio-political relevance.

Contact person

Antonio Roselli (OVGU):