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The paper highlights some of the key concerns across the sectors of school, higher and teacher education. A few potential research themes that can help problematise the issues raised have been identified. An emphasis is laid on the need to build on practice-based repositories of knowledge, curricular framing and pedagogic strategies. Examining the contours of and potential for ESD includes: addressing questions of environmental, social, economic and epistemic justice in school and higher education contexts; exploring linkages between ESD and climate change education, education on sustainable cities and communities and identifying novel methods of wider public engagement and social education.

Over the past few decades, the debates have shifted from whether to how Computer Science (CS) should be introduced into formal education. Given the diverse ways to introduce CS into formal education, and the struggles many countries have faced, considerably more research is required to provide a framework for effective CS curricular reforms. Effectiveness implies implementing a scalable reform and teacher Professional Development (PD) program that promotes teachers' acceptance of the discipline and sustains changes in their practices to affect student learning and perception. This thesis investigated these prerequisites within a mandatory curricular reform project in the Canton of Vaud in Switzerland. The project introduces CS as a part of Digital Education in the K-12 curriculum through the collaboration between 4 major institutions in a Research Practice Partnership (RPP). The RPP brought together the main reform stakeholders to conceive, pilot and deploy the CS curriculum and teacher PD program to all 93 schools in the region (130'000 students, 9'000 teachers) within a framework that looks to address existing barriers to affecting sustained changes in teachers' practices. In this thesis we focus on the mandatory primary school Digital Education curricular reform where teachers teach all subjects and are generally less interested in teaching CS than specialised teachers. The thesis examines all phases of the reform, from conception to widespread deployment, with inputs from coordinators, trainers, teachers, students and researchers in order to: - Understand how to effectively co-construct a CS PD program with key stakeholders and propose recommendations to improve the outcomes of RPP initiatives. The findings draw from 3 studies where we interviewed project coordinators, trainers, teachers and researchers. - Validate the effectiveness of the proposed curricular reform framework and PD program in terms of teacher perception, short-term and sustained adoption. The validation relies on 3 studies following 350 pilot grades 1-4 teachers for four years, of which two after their PD program. Additional studies then investigated (i) the factors that influence teachers' decision to teach a given CS pedagogical activity through adoption modelling, and (ii) solutions to improve teachers' acceptance of CS. - Investigate how the reform contributes to equity in terms of student perception and learning in one study involving 4 data collections with approximately 13'500 grades 3-6 student- and 320 teacher respondents. Two of these data collections evaluated student learning using the competent Computational Thinking (CT) test, a CT-concepts test we designed and validated through 3 main studies with data from 2'700 grade 3-6 students. - Validate the effectiveness of our adapted cascade deployment model to spread the PD program to all teachers in the region in our final study. The validation concerns the first of three deployment phases and involves 14 teacher-trainers, 700 grades 1-4 teachers and a comparison with the pilot program's outcomes. To conclude, this thesis contributes to validating longitudinally, at a large scale, and through multiple studies, a framework for the sustainable and scalable implementation of CS curricular reforms and their PD program. This framework provides insight which are useful for all stakeholders involved in CS curricular reforms, and will hopefully increase the likelihood of their reforms succeeding.

The master's thesis project "Future Learning Space" is embedded into the context of the contemporary learning environment at ETH Zurich. The thesis advocates for the preservation and re-use of the Huber Pavilions on ETH Campus Hönggerberg, which coincidentally were being demolished at the same time. While exploring the question “what makes a healthy learning environment?”, the diploma project tests the limits to collaborate with the existing network of stakeholders at ETH, from a student's perspective. The diploma thesis concludes with a 1:1 mock-up, a building site and -permit for the construction of a research object next to the HIL building, allowing students of the following semesters to continue the legacy of the Huber Pavilions and build their own learning environment.

Introduction The world today faces significant environmental challenges which have been directly or indirectly due to actions of mankind. A pro-active, environmental-friendly behaviour from individuals, communities and policy-makers to protect and prevent further degradation of environment is an immediate need. Materials & Methods: This descriptive, cross-sectional study was conducted among second and third year students of a medical college in Tamil Nadu during the period July to August 2016 using a selfadministered questionnaire to assess the individual behaviour and family practices. Kaiser-Meyer-Olkin (KMO) and Barlett’s test were used to assess sampling adequacy. The responses were expressed as frequencies and percentages. Results: A total of 210 students participated in the study. Individual eco-friendly practices with Likert-type responses were coded for a maximum of 60. Among the total 210 participants, 22.8%, 74.8% and 2.4% achieved high, medium and low scores respectively. The mean score was 35.23 with standard deviation (SD) 6.698. Assessing family practices, for a maximum score of 9, the mean score was 3.7 (SD 1.5). Conclusion: The self-reported behaviour varied between domains. Participants had better practices related to energy-efficiency at home compared to waste reduction, recycling and transport behaviour suggesting the role of other socioeconomic determinants. The relatively poor scores among medical students and their families, a specific population with adequate exposure to environmental education suggest need for more effective measures to inculcate eco-friendly behaviour

The SmartBay NIAP fund was made available in 2012 through Dublin City University over a two year period to enable researchers to access the SmartBay Ireland National Test and Demonstration Facility in Galway Bay. Research proposals were invited for funding under a number of activity types that are in line with the objectives of the SmartBay PRTLI Cycle 5 programme. This fund provided small awards (typically €2-25K) to research teams through a national competitive process, which was open to all higher education institutions on the island of Ireland. There were both open and biannual calls. The SmartBay NIAP fund was established to enable researchers in academia and industry to access the SmartBay Ireland national test and demonstration infrastructure. Proposals to access the infrastructure were brief and required information on the researcher(s), a description of the proposed research and its potential impact to the research team arising from the access to SmartBay Ireland. Marine Institute

This book includes the program, the abstracts and all remaining details pertaining to the 2nd IEF International Colloquium ROADS TO CARE, held at the Faculty of Arts and Humanities of the University of Coimbra between October 19 and 21, 2022, organized by the R&D Unit IEF - Institute for Philosophical Studies, funded by the FCT - Foundation for Science and Technology, I.P., of the Ministry of Science, Technology and Higher Education of the Government of the Portuguese Republic, under the UIDB/00010/2020 project.

The world is becoming increasingly urbanized. Municipal, metropolitan, regional and national governments, companies, international organizations, financiers, technology developers and civil society across the globe are faced with increasingly complex problems to transform the potential challenge of rapid urbanization into an opportunity to foster development and prosperity in societies. Cities are under immense pressure to address environmental sustainability issues. In addition, utilizing the potential of technologies and innovations, often under the label of Smart City initiatives, to enhance the performance in terms of efficiency, resilience and sustainability has become an important priority on many cities' agendas. In this complex urban context, infrastructures, which are best conceptualized as complex socio-technical systems, play a crucial role in attaining the desired performance for cities. Governance of urban infrastructures plays a pivotal role in enabling cities to deliver quality services to citizens. Addressing complex problems associated with governance of large urban infrastructures calls for a genuine holistic-multidisciplinary approach. However, literature shows that urban practitioners (both in the public and private sector) seldom approach complex urban problems from such a holistic and multidisciplinary perspective, and technical and discipline-specific approaches continue to prevail. The current literature also highlights the important role that professional training can play in helping urban practitioners to adopt such a perspective. Yet, only a limited number of studies have attempted to shed light on the challenges associated with training urban practitioners to adopt a holistic perspective; even fewer studies go on to propose effective strategies for dealing with those challenges in practice. This thesis precisely sheds light on this understudied domain of research. Action Research is used as the research methodology in this thesis. A full-scale Executive Master program on innovative governance of large urban systems (IGLUS) was developed and served as the empirical context of the research. The thesis reports the processes undertaken for the design, implementation, and continuous evaluation of the IGLUS Executive Master. Building upon this solid empirical basis, it also provides a systematic and structured illustration of some of the most important challenges associated with training urban practitioners to adopt a more holistic-multidisciplinary perspective to address complex urban problems. Strategies for effectively dealing with these challenges, and ultimately delivering a transformative learning experience, are also proposed. The key findings of this thesis are that critical reflection is instrumental to developing meaningful learning experiences for adult learners. Developing and using conceptual frameworks can serve as an invaluable pedagogical exercise; supporting the meaning-making processes for both the educators and learners. Helping adults to effectively engage in critical reflection in and on their actions is absolutely essential, but is an inherently complex and delicate task. Thus, delivering a learning experience on the basis of promoting critical reflection requires a genuinely innovative, reflective and comprehensive approach towards the design and delivery of the training programs; in these settings knowledgeable, dedicated and creative program managers and educators play a pivotal role.

The present dissertation thesis tries to contribute to two main core aspects of marketing: enhancing rigor and contributing to a positive difference in the world. The first section highlights the importance of better quantitative marketing measures and open science practices, such as preregistration and replication of the effects on different samples. I present two objective methods that we developed to measure one of the most important marketing constructs: brand familiarity. The second section addresses how better marketing research could be used to help tackle the world’s most pressing problems. It has three subsections, and empirical works on 1) how to increase prosocial giving, 2) understanding and reducing inequality, and 3) increasing sustainable consumption. I hope such a novel framework will provide further consideration of the role of marketing in achieving the goals of a more prosperous, equitable, and sustainable world.

The problems in today’s world are numerous, often global, and pose immense challenges to sustainable development. A recent, international response to encounter these problems was the elaboration of the Agenda 2030 for Sustainable Development, i.e. an agreement on 17 Sustainable Development Goals, signed by all members of the United Nations. One of the key enablers within Agenda 2030 is education with a focus on Education for Sustainable Development. At the same time, the Zürcher Lehrplan 21 aims at integrating Education for Sustainable Development as a relevant educational goal and developed competencies to be acquired for doing so, i.e. the future educational concept in Zurich, where the focus on this thesis is laid on. Accordingly, students should be empowered to reflect on their own actions and understand the connection of social, economic and environmental issues. These new competencies might also imply new ways of teaching. A promising method for the implementation of Education for Sustainable Development in class might be role- playing games, i.e. different forms of playing are used to simulate real systems and learn about them. Role-playing games should be motivating, and enable the students to learn through own experience – in accordance with Kolb’s experiential learning theory. This study explored the opportunity of role-playing games in a classroom setting with looking at the so-called CoPalCam game, i.e. a role-playing game modelling the supply chain of palm oil in Cameroon. It was developed within the scope of OPAL, a project aiming at shaping a path towards a more sustainable palm oil production. In order to test the feasibility of the CoPalCam game for secondary schools in Zurich, an adapted, German version was developed. The rules and structure of the game were adapted and written in German. In a second step the game materials were redesigned. Thirdly, the new game version was performed with five different secondary school classes in the area of Zurich with a total of 83 students. Finally, the game sessions were evaluated based on both short questionnaires, filled out by both students and teachers, and observations during the game sessions. The evaluation showed that the new game version is well suited for educational purpose on the secondary school levels in Zurich for students aged 12 to 15. All teachers were motivated to use the role-playing game again in class. The students enjoyed playing the game and were active during the actual gaming phase. The students’ engagement during the debriefing was rather low and needs to be improved. Learning advancement with respect to the omnipresence of palm oil in cosmetics, and the awareness of the link of deforestation, child labour and the palm oil production could be observed. It was not possible to conclude much about the networked thinking due to this game, as the main evaluation tool, the student questionnaire, proved to be only partially appropriate. However, due to exceedingly positive feedback, the adapted game will be further used within the scope of “Edible Research”, i.e. a project providing hands-on learning activities on food systems and agroecology for students aged 12 to 15 in schools of Zurich.