• Energy Research

Unsustainable socio-economic practices manifest prominently in water crises and water-related disasters. This turns water managers into prototypical sustainability professionals, and important change agents in a broader societal transformation towards sustainability. Water education is, de facto, sustainability education. By bridging the gap between a pedagogical and a professional view on required sustainability competencies, experiences with water education offer valuable insights in the context of Education for Sustainable Development (ESD). The paper reports on recent experiences with increasing the sustainability orientation of water education programmes, and explores key issues that require attention in ESD programmes in general. The experience of three international degree and capacity development programmes at the UNESCO-IHE Institute for Water Education and the National Autonomous University of Mexico (UNAM) reveals lessons on learning environments and capacities essential to the design and implementation of training programmes in, for and about sustainable development. To guide ESD programme development in higher education, it proposes adopting a ‘learning and applying what we teach’ approach, with particular attention to: skill development for meaningful stakeholder engagement; normative and value-based aspects of sustainability education; and necessary organizational capacities and professional skills of educational providers.

Realising the Sustainable Development Goals (SDGs) will require transformative changes at micro, meso and macro levels and across diverse geographies. Collaborative, transdisciplinary research has a role to play in documenting, understanding and contributing to such transformations. Previous work has investigated the role of this research in Europe and North America, however the dynamics of transdisciplinary research on ‘transformations to sustainability’ in other parts of the world are less well-understood. This paper reports on an international project that involved transdisciplinary research in six different hubs across the globe and was strategically designed to enable mutual learning and exchange. It draws on surveys, reports and research outputs to analyse the processes of transdisciplinary collaboration for sustainability that took place between 2015–2019. The paper illustrates how the project was structured in order to enable learning across disciplines, cultures and contexts and describes how it also provided for the negotiation of epistemological frameworks and different normative commitments between members across the network. To this end, it discusses lessons regarding the use of theoretical and methodological anchors, multi-loop learning and evaluating emergent change (including the difficulties encountered). It offers insights for the design and implementation of future international transdisciplinary collaborations that address locally-specific sustainability challenges within the universal framework of the 2030 Agenda for Sustainable Development.

AbstractCreating a just and sustainable planet will require not only small changes, but also systemic transformations in how humans relate to the planet and to each other, i.e., social–ecological transformations. We suggest there is a need for collaborative environments where experimentation with new configurations of social–ecological systems can occur, and we refer to these as transformative spaces. In this paper, we seek a better understanding of how to design and enable the creation of transformative spaces in a development context. We analyse nine case studies from a previous special issue on Designing Transformative Spaces that aimed to collect examples of cutting-edge action-oriented research on transformations from the Global South. The analysis showed five design phases as being essential: Problem Definition Phase; Operationalisation Phase; Tactical Phase; Outcome Phase; and Reflection Phase. From this synthesis, we distilled five key messages that should be considered when designing research, including: (a) there are ethical dilemmas associated with creating a transformative space in a system; (b) it is important to assess the readiness of the system for change before engaging in it; (c) there is a need to balance between ‘safe’ and ‘safe-enough’ spaces for transformation; (d) convening a transformative space requires an assemblage of diverse methodological frameworks and tools; and (e) transformative spaces can act as a starting point for institutionalising transformative change. Many researchers are now engaging in transdisciplinary transformations research, and are finding themselves at the knowledge–action interface contributing to transformative space-making. We hope that by analysing experiences from across different geographies we can contribute towards better understanding of how to navigate the processes needed for the urgent global transformations that are being called for to create a more equitable and sustainable planet Earth.

The imperatives of environmental sustainability, poverty alleviation and social justice (partially codified in the Sustainable Development Goals or SDGs) call for ambitious societal transformations. As such, few aspects of actionable knowledge for sustainability are more crucial than those concerning the processes of transformation. This article offers a brief overview of different conceptualisations of transformation, and outlines a set of practical principles for effective research and action towards sustainability. We review three approaches to transformations, labelled: ‘structural’, ‘systemic’ and ‘enabling’. We show how different ways of understanding what we mean by transformations can affect what actions follow. But these approaches are not mutually exclusive. We use an international set of examples on low carbon economy transformations, seed systems, wetland conservation and peri-urban development to show how they can be complementary and reinforcing. We describe three cross-cutting practical considerations that must be taken seriously for effective transformations to sustainability: diverse knowledges, plural pathways and the essentially political nature of transformation. Realizing the ambitions of the SDGs, we conclude, requires being clear about what we mean by transformation, and recognizing these basic methodological principles for action.

Experiments to create spaces for social-ecological transformation are multiplying. These experiments aim at transcending traditional spaces for rational deliberation, planning, and participatory decision-making. We present a methodological approach for triggering the emergence of "transformation laboratories" (T-labs), which are participatory spaces where new agency is activated in relation to a stagnant sustainability challenge to generate intentional bottom-up transformations. We applied a set of participatory research tools to elicit current perceptions and foster personal involvement in transforming the ongoing urbanization of a culturally and ecologically significant historical wetland in Mexico City. Given that the emergence of T-labs as genuine bottom-up transformative spaces involves changes at multiple levels (individual, collective, and social-ecological), our approach was designed to promote a safe space that stimulates openness and personal interaction. We posit that through enabling participants to reformulate their connections to the system, to others in the system, and to themselves, the system may be transformed from the inside out. We argue that transformation, in this sense, is essentially about how changes in perception about one's own role in the system's dynamics translate into changes in agency. Our T-lab brought in 19 agents involved in the use and management of the Xochimilco urban wetland. Through a set of research tools, we elicited and presented information that helped agents to see their social-ecological position and role and to identify the practices they share with others within specific social networks and spaces of action. We argue that the process of collaboration initiated by our application of these tools and communication of their results are key for advancing initiatives that seek to create conditions for endogenous transformations.

Formalised knowledge systems, including universities and research institutes, are important for contemporary societies. They are, however, also arguably failing humanity when their impact is measured against the level of progress being made in stimulating the societal changes needed to address challenges like climate change. In this research we used a novel futures-oriented and participatory approach that asked what future envisioned knowledge systems might need to look like and how we might get there. Findings suggest that envisioned future systems will need to be much more collaborative, open, diverse, egalitarian, and able to work with values and systemic issues. They will also need to go beyond producing knowledge about our world to generating wisdom about how to act within it. To get to envisioned systems we will need to rapidly scale methodological innovations, connect innovators, and creatively accelerate learning about working with intractable challenges. We will also need to create new funding schemes, a global knowledge commons, and challenge deeply held assumptions. To genuinely be a creative force in supporting longevity of human and non-human life on our planet, the shift in knowledge systems will probably need to be at the scale of the enlightenment and speed of the scientific and technological revolution accompanying the second World War. This will require bold and strategic action from governments, scientists, civic society and sustained transformational intent. Energy Research & Social Science, 70 ISSN:2214-6296