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Verdenssamfundet er udfordret af en række globale problemstillinger af superkompleks karakter (Barnett 2000). Klimakrisen er blot én af disse udfordringer, der kræver langt mere radikale løsninger, end de vestlige demokratier hidtil har været vant til (Sörlin 2015). Det betyder, at investeringer i forskning, innovation og uddannelse er en forudsætning for at imødegå samfundsudfordringerne ikke mindst for at kunne opretholde en socialt ansvarlig og bæredygtig fremtid (Pedersen et.al. 2019). Med etableringen af Verdensmålene for Bæredygtig Udvikling opfordrer FN alle verdens lande til handling for at fremme velstand og samtidig beskytte planeten (Verdensmaalene.dk), og i en dansk uddannelseskontekst blev 2030-skolerne lanceret i 2019 for at understøtte, at FN’s verdensmål kan integreres i en dansk grundskolekontekst (2030skoler.dk). Således er 2030-skolerne forpligtet til at tage ansvar for at fremme bæredygtig udvikling i et verdensmålsperspektiv.Forskningsspørgsmål: Hvilke ledelsesmæssige tiltag, initiativer og drivkræfter kan fremme skolens arbejde med grøn samfundsmæssig omstilling? Analysen bygger på kvalitative interviews med tre skoleledere fra tre forskellige verdensmålscertificerede grundskoler. De tre cases er udvalgte efter et princip om kritiske cases i relation til de pågældende skoleledernes visioner og intentioner om at arbejde proaktivt med grøn samfundsmæssig omstilling ikke mindst gennem inddragelse af og åbenhed mod skolens lokalområde. Der foretages en tematisk analyse (Braun, Clarke, Hayfield, Terry 2018) af empirien med en skelnen mellem temaer, kategorier og koncepter. Analysen inddrager følgende teoretiske perspektiver: Forskning i samarbejdsdrevet innovation (Van de Ven 2007, Balslev 2012) og i kollaborativ problemløsning (Pedersen et.al. 2019) viser, at komplekse problemfelter dårligt adresseres gennem traditionelle enstrengede løsningsmodeller, men kræver en kollaborativ tilgang, der bygger på interdisciplinaritet, transparens og tillid. International forskning i skolers organisationsudvikling (Dzerefos 2020; Mogren & Gericke 2017a; 2017b) har identificeret nogle af de mulige drivkræfter og barrierer for grønne skolers organisatoriske succes. Grønne skoler synes at have forudsætninger for at få succes, hvis den politiske ramme omkring deres organisationsudvikling understøtter skolelederteamets autonome beslutninger (Dzerefos 2020). Endelig skal både den interne økologi i skoleorganisationen og den eksterne økologi i lokalsamfundsnetværket overvejes, hvis skoleledere ønsker at underbygge en optimal kvalitet i relation til skolens arbejde med grøn samfundsmæssig omstilling i lokale skolesammenhænge (Moore et al. 2019; Mogren & Gericke 2017a; Lotz-Sisitka et al. 2015; Breiting, Mayer & Mogensen 2005; Eisner 1992).Empirien indikerer, at skolelederne gør brug af bløde ledelsesteknologier med fokus på inddragelse, meningsforhandling og samarbejde i form af en åbning af skolen mod lokalsamfundet og etablering af en ”vi-bevidsthed”. Der er tale om en ”vi-bevidsthed” og en organisering, der fremmer en social praksis på tværs af elever, lærere, familier og lokalsamfund omkring etablering af en fælles forståelse af lokale problemfelter for grøn samfundsmæssig omstilling og mulige handlinger, som eleverne kan magte at deltage i og bidrage til. Undersøgelsen konkluderer, at der er belæg for at identificerer en fremvoksende form for kollaborativ skoleledelse for grøn samfundsmæssig omstilling. World society is challenged by a number of global issues of a super-complex nature (Barnett 2000). The climate crisis is just one of these challenges that require far more radical solutions than Western democracies have been accustomed to (Sörlin 2015). This means that investments in research, innovation and education are a prerequisite for meeting societal challenges, not least in order to be able to maintain a socially responsible and sustainable future (Pedersen et.al. 2019). With the establishment of the World Goals for Sustainable Development, the UN calls on all the countries of the world to take action to promote prosperity and at the same time protect the planet (Verdensmaalene.dk), and in a Danish educational context the 2030 schools were launched in 2019 to support that the UN's world goals can be integrated into a Danish primary school context (2030skoler.dk). Thus, the 2030 schools are obliged to take responsibility for promoting sustainable development in a world goal perspective.Research question: What leadership measures, initiatives and driving forces can promote the school's work with green societal transformation? The analysis is based on qualitative interviews with three head teachers from three different global target-certified primary schools. The three cases have been selected according to a principle of critical cases in relation to the respective school leaders' visions and intentions to work proactively with green societal change, not least through the involvement of and openness towards the school's local area.

Anxiety, depression, and co-morbid alcohol use disorder (AUD) are frequent and often difficult to diagnose and treat accurately. Diagnosis of anxiety or depression should only be made when the patients have been abstinent for four to six weeks. Patients are treated in general practice, municipal alcohol outpatient clinics, or in psychiatric settings. There are no national guidelines for this organisation in Denmark. Integrated treatment (psychotherapy and/or medical), at which both anxiety or depression and AUD are treated simultaneously by the same therapist (team), seems to be best.

Reaching the political goals for reduction of greenhouse gas emissions in the Danish agricultural sector requires significant effort. Pyrolysis of biomass represents a large reduction potential in the sector, but there is currently insufficient incentive for farmers to utilize biochar on agricultural soil. In this study, the effects of a Danish carbon tax on the economic incentive to utilize pyrolysis is investigated. Through a dairy farm case study, climate footprints are calculated and the reduction potential of pyrolysis is quantified. Combining these results with an analysis of the carbon tax structure and the carbon credit market, the economic burden of the dairy farm through the carbon tax is estimated in a range of scenarios.The farm is expected to pay between 2,7 and 4,1 mio. DKK in carbon tax corresponding to 8-11% of the annual turnover. Through pyrolysis, the farm savings in carbon tax are dependent on the details of the implementation of the tax. With subsidies for negative emissions in the agricultural sector, pyrolysis is estimated to reduce the carbon tax between 25% and 60%. Without subsidies, the savings are between 15% and 45%. In addition to the incentive for pyrolysis achieved through reduced carbon tax, the sale of carbon credits provides additional value. It is necessary to establish business models that distribute the value between farmers and pyrolysis plant owners, in order to realize the potential of pyrolysis in the agricultural sector.

Social retfærdighed og social bæredygtighed kan betyde forskellige ting for forskellige mennesker. Men tvetydighed behøver ikke at være en svaghed, for der er værdi i en mangfoldighed af analyser, tilgange og løsninger ift både uretfærdighed og bæredygtighed. Karrierevejledning kan være et af midlerne ved aktivt at tage stilling til social retfærdighed og sætte fokus på bæredygtige karrierer i vores samfundet. Dette kapitel fokuserer på social retfærdighed som et vigtigt led i karrierevejledning. Altså en social bæredygtighed både for den enkelte, for de fællesskaber vi alle er en del af og for samfundet. Her knytter kapitlet sig til en bred definition af bæredygtighed som omfatter: miljø, økonomi, sociale forhold (særligt karriere, arbejdsmarked og arbejdsliv) og kultur.

The purpose of this project is to research how digital communication platforms support sustainable micro-activism in the Danish ecovillages Avnø Oasis Ecovillage and Økosamfundet Dyssekilde. Further this paper examines how the ecovillages’ experience with communication platforms can be used in a larger societal perspective. Overall, this project aims to contribute to technological awareness regarding the use of communication platforms with the purpose of activism and furthering collectivism. This study uses explorative qualitative methods to gather empirical data on the ecovillages’ use of communication platforms and other technologies. The methods used were observatory field studies, visiting the above-mentioned Danish eco-villages, where we conducted semistructured interviews as well as informal interviews with the villages’ residents. The results of the interviews and observations presented their use of multiple communication platforms, with different purposes and functions. The identified purposes of the platforms were internal and external communication and organization of complex projects and everyday life. Additionally, the residents showed awareness of their use of these platforms regarding sustainability. This was present in their use and sharing of knowledge but also of the platforms’ own sustainability. Through these findings we conclude that the experiences of the ecovillages can benefit similar communities regarding community building, micro-activism and technological awareness through their use of communication platforms. This study also concludes how dominating commercial platforms are more effective in bigger activist movements. Even though these platforms have elements such as data-harvesting and personalized algorithms, which support individualistic tendencies and are less sustainable, the popularity of these platforms is beneficial for reaching a large audience.

Store og komplekse samfundsudfordringer er hverdagskost for mennesker i alle aldre og dét på mange områder; global sundhed, klima og miljø og også demografiske udfordringer omkring lige adgang til verdens ressourcer. Med andre ord; epokale nøgleproblemer i en antropocæn tidsalder – en tidsalder hvor mennesket påvirkning ser ud til at få alvorlige konsekvenser for klodens fremtid. I denne artikel sætter jeg fokus på grundskoles mulighed for at bygge lokale uddannelsesnetværk. Netværk, kan være med til at gøre en lille forskel gennem solide relationer og en vilje til at understøtte eleverne – som klodens aftagere – i at dannes til at tage bedre vare på vores hjem på kloden. Jeg henter viden fra nyeste forskning i STEM-netværk og peger, at skoler kan arbejde systematisk med deres lokale uddannelsesnetværk, for at fremme elevernes muligheder for at opbygge evnen til problemløsning og idéudvikling ud fra virkelige betydningsfulde udfordringer i samarbejde med lokale virksomheder og andre aktører. Big and complex societal challenges are common knowledge for people of all ages; global health, climate and environment and also demographic challenges around equal access to world resources. In other words; key epochal problems in an anthropocene age - an age where human influence seems to have serious consequences for the future of the planet.In this article, I focus on the ability of elementary schools to build local education networks. Networking can help make a difference through solid relationships and a willingness to support students in being formed to take better care of our planet. I on draw knowledge from the latest research in STEM networks and point out that schools can work systematically with their local educational network, to promote students' opportunities to build the ability for problem solving and idea development based on real significant challenges in collaboration with local companies and other actors.

This article on 'Ecoliteracy: Sustainability in education based on the local environment' offers a speculative proposal for primary school social studies in a cross-disciplinary approach. The article is thus a proposal for how social studies teachers can engage students in the global challenges of climate, biodiversity and the sustainability crisis, based on the students' and teachers' immediate areas and in dialogue with other subjects and skillsets. Sustainability pedagogy which is based on the local environment, in an international context, goes under the name ecoliteracy. Anchored in a concrete, geographical area, Campus Odense - Active Living Area, the article presents a sustainability pedagogy with ecoliteracy as its focus - and with answers to the three basic questions of didactics: How is teaching legitimized, what should it be about and how should it be carried out? The basic didactic and learning assumptions in the ecoliteracy approach are that knowledge and understanding of ecological systems, biodiversity and sustainability can be developed starting from a local environment. In this particular case, it takes place in a large, green recreational area the size of 70 football pitches, which is also a micro-landscape of diverse interests: between professions, between nature conservation and health promotion as well as between urban planning and citizen involvement. Denne artikel om ’Økoliteracy: Bæredygtighedsundervisning med afsæt i det lokale' giver et spekulativt bud på grundskolens samfundsfagsundervisning i et fagoverskridende perspektiv. Artiklen er således et bud på, hvordan samfundsfagslærere kan engagere elever i klima-, biodiversitets- og bæredygtighedskrisens globale udfordringer med afsæt i elevernes og lærernes nærområder og i dialog med andre fag og fagligheder. Bæredygtighedspædagogik, der tager afsæt i det lokale, går i en international sammenhæng under navnet økoliteracy. Forankret i et konkret, geografisk område, Campus Odense – Active Living Area, fremskriver artiklen en bæredygtighedspædagogik med økoliteracy som fokus og med svar på didaktikkens tre grundlæggende spørgsmål: Hvordan legitimeres undervisningen, hvad skal den handle om, og hvordan skal den udføres? De didaktiske og læringsmæssige grundantagelser i økoliteracytilgangen er, at viden om og forståelse for økologiske systemer, biodiversitet og bæredygtighed kan udvikles ved at tage afsæt i det lokale. I dette konkrete tilfælde i et stort, grønt rekreativt område på størrelse med 70 fodboldbaner, som også er et mikrolandskab af forskelligartede interesser: mellem fagligheder, mellem naturhensyn og sundhedsfremme og mellem byplanlægning og borgerinddragelse.