To accelerate the energy transition and achieve the needed large-scale transformation to address climate change, different barriers including lock-ins and path dependencies, incumbent power structures and changing individual and collective norms, values, and behaviors around energy need to be addressed. In the face of these challenges, citizens are beginning to play a bigger role in the transformation of the energy system. For example, they are becoming prosumers (energy consumers who also produce energy) and are increasingly engaging in collective energy actions, including taking part in energy communities. In the latter instance, collective investment and consumption decisions are made together, and norms, understanding and behavior towards energy are shaped collectively. To better understand the roles that individuals and groups can play in confronting the challenges of the energy transition, we make use of and adapt Ostrom’s socio-ecological systems (SES) framework to analyze past examples of collective actions and to delve deeper into the causes and catalysts of collective actions. We show how this framework can be used to analyze collective actions across time and contexts, focusing on connecting individual and group behavior with changing societal norms and the corresponding barriers to change. By applying the adapted SES framework as a lens to analyze historical examples of collective actions that have resulted in a widespread transformation in social norms and structures, we identify similarities and differences between these case studies and the current energy transition. Confronting incumbents and the challenge of changing social norms and behaviors are among the similarities, but the specific tactics used to limit incumbents’ powers and the actions taken to influence the norms and behaviors differ. Lastly, we determine the key actors that influenced social and behavioral change, as one of the main outcomes of the analysis.@en

This piece elaborates on a ‘new way of thinking’ (Einstein, 1946) that would contribute to overcoming the challenge of climate change and its impacts. This ‘new way’ will have us go beyond using facts and figures alone to persuade and cajole. It will have us stretching our moral imagination (Johnson, 2016) and empathising with people very different from ourselves. It will have us investing in processes of exchange which support the co-creation of knowledge and the future we want together.@en

This Special Focus highlights the potential of transdisciplinary research and learning to confront the complexity of the challenges facing society today. By serving as a bridge between science, practice and society, transdisciplinarity can be a means to help foster collaboration between diverse actors, question existing paradigms of knowledge co-production and build pathways towards transformation@en

We develop and apply the concept of equitable knowledge co-production (EKC) by proposing a reflexive framework to support inclusive stakeholder engagement with diverse knowledge-holders. This framework is built on the authors’ experiences of leading three ongoing Horizon 2020 projects, and its goal is to contribute to the realisation of epistemic and recognition justice in the context of large-scale research and innovation projects by raising awareness of how knowledge co-production is carried out during the project proposal and implementation phases.@en

Citizens are expected to play a significant role to the current energy transition in Europe, such as through prosumerism and collective initiatives for energy efficiency. While there are many platforms for domestic energy analytics and for engaging citizens and transition stakeholders on energy topics, context-specific information is frequently lacking. This article outlines the development of an Interactive Policy Platform that aims to provide contextualized, impact-driven, and ready-to-use information on the role of citizen initiatives in the energy and low-carbon transition in Europe. Specifically, it will help researchers, policymakers, and citizens to explore different dimensions of energy citizenship, understand the decarbonization potentials of diverse clusters of citizens, and identify the conditions under which citizen-led energy initiatives are currently operating. The Platform will be co-designed together with a sample of its future users, ensuring the usability of its interface and the relevance of the provided information. Ultimately, the Platform is envisioned to help transition stakeholders understand and support initiatives related to energy citizenship around Europe, thus contributing to the EU's promise of a just and inclusive decarbonization. @en

In this paper, we develop and apply the concept of ‘insight discovery’ as a key competence for transdisciplinary research and learning. To address complex societal and environmental problems facing the world today, a particular expertise that can identify new connections between diverse knowledge fields is needed in order to integrate diverse perspectives from a wide range of stakeholders and develop novel solutions. The capacity for “insight discovery” means becoming aware of personal mental representations of the world and being able to shape and integrate perspectives different from one’s own. Based on experiences and empirical observations within the scope of an educational programme for Masters students, PhD candidates and post-doctoral researchers, we suggest that insights are the outcome of a learning process influenced by the collective and environment in which they are conceived, rather than instant moments of individual brilliance. The process which we describe, named the insight discovery process (IDP), is made up of five aspects. Within a group setting, a person begins with an “original mental model”, experiences an “insight trigger”, processes new information within the “liminal space”, “formulates an insight” and eventually forms an “adapted mental model”. There is a potential for incorporating such process as a fundamental competence for transdisciplinary curricula in undergraduate and graduate programmes by cultivating specific practices and safe learning environments, focused on the enquiry, exchange and integration of diverse perspectives.@en

In line with EU’s 2050 decarbonization agenda, the H2020 Energy Citizens for Inclusive Decarbon-ization (ENCLUDE) project aims to help the EU fulfil its promise of a just and inclusive decarboni-zation, adopting the principles of sharing and co-creating new knowledge and practices that are aimed at maximizing the number as well as the diversity of citizens and societal actors who are willing and able to contribute and take any form of action in the energy transition. Catalyzing chain reactions of decarbonization activities across the European Union will be achieved through the ENCLUDE Academy for Energy Citizen Leadership. We focus on a bottom-up approach of citizen engagement for decarbonization actions by identifying, networking and supporting local community leaders who have the intention to lead energy indicatives. A part of this support includes providing leaders with an overview of past collective actions across different contexts and time periods to help provide a historical context for current efforts towards societal transformation.
To do this, we sort through the vast and diverse literature documenting and analyzing collective actions, cutting across historical, geographical, social, and epistemological boundaries. Connecting these diverse perspectives to create a holistic understanding of the catalyzing and hindering factors of effective collective action for change, we adapt Ostrom’s Socio-Ecological Systems (SES) frame-work to analyze two historical examples of collective actions from the United States – the civil rights movement and the fall of the tobacco industry. We show that this interdisciplinary framework can be used to analyze collective actions across different time periods and contexts, focusing on different resources and subsystems that span from individual’s and in-groups’ actions and norms, to the general macroenvironment represented with various political, economic and social traits. Analyzing collective actions will ultimately provide valuable insight for initiating and sustaining collective ac-tions within the energy transition.
The analysis of the two distinctive collective actions shows the different leadership and organiza-tional style, as well as the importance of changing norms to reach social and societal change. We identify critical factors to understanding how societal transformation occurs outside of the environ-mental context and evaluate which of these factors are also relevant for decarbonization. The report ends with the practical application of this document to the upcoming ENCLUDE Academy, while the appendix contains further analysis of dozens of other collective actions.@en

Inter- and transdisciplinary research and education, as carried out by scholars trained in the West, is rooted in assumptions about the legitimacy of academic freedom, autonomy, and governance structures. What happens, however, when this type of research is undertaken in a new cultural context in which these assumptions are not self-evident? In this chapter, I explore higher education teaching, research, and governance in China from a historical perspective to answer a key guiding question of this book in this context: How are inter-and transdisciplinary research and education tied to historical notions of higher education within Chinese culture? Are they imports of recent internationalization of a globalized educational system? How are inter- and transdisciplinary approaches visible in institutes and programs that have been or are being created in China? The chapter starts with a description of past traditions in higher education in China and continues with developments that influenced the contemporary higher education system under the regime of the Chinese Communist Party. Finally, I conclude by linking these past developments with manifestations of inter- and transdisciplinarity within the contemporary system of Chinese higher education. The chapter shows that while inter- and transdisciplinarity have historical roots in a traditional notion of Chinese higher education and are beginning to take root in the contemporary system, significant barriers remain for its future development.@en

Real-world laboratories (RWL) aim to support transformations for sustainable urban development by producing outputs with practical and scientific relevance. To achieve these aims, the local community of which the RWL is a part should be in close collaboration from the start of a project. RWLs offer spaces for ‘thinking outside the box’ and for experimenting with new ideas through concrete interventions into the life world of the community. We provide methodological guidance for researchers on how to design interventions in RWLs that both affect change on the ground and contribute to scientific knowledge. This includes addressing issues important to local communities and generating transformation knowledge about how sustainable urban development can be actualised. We use the case of a project-based master’s course within an RWL in the city of Zurich in Switzerland to demonstrate how the use of design thinking supported the development of needs-based interventions, curbing emissions from food consumption while aiming to generate scientifically relevant output. We conclude that further improvements in methodology are needed in order to test the effectiveness of interventions. However, the outputs of the approach show its potential both for having an impact in the real world and building on existing academic concepts for advancing transformation knowledge.@en

While the importance of transdisciplinary (Td) processes as a means to address societal problems is well-established, guidance for the intentional design of stakeholder interactions to meet specific goals, under different conditions and contexts, remains less explored. We propose the concept of critical design moments (CDMs) as a lens through which to identify key processes in the design of stakeholder interactions that affect the relevance and impact of its outcomes. We demonstrate how an approach using CDMs can help to make explicit not only the goals of stakeholder interactions, but also how these goals might be met through the process design of specific activities orienting these interactions. The CDMs were identified as part of the implementation of a Td winter school for early career researchers to provide them with real-world experiences of interacting with stakeholders and local residents of a community. This work provides an approach for how Td stakeholder interactions can be designed in other Td contexts.

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Achieving the European Union’s vision of climate neutrality by 2050 dictates the need to transform the role that citizens can play in decarbonizing the energy system. Yet, “which citizens to involve in this process,” “when to involve them,” and “how to do so fairly and effectively,” are questions that still remain unclear to both experts and policymakers. Energy citizenship has been discussed as a concept that has the potential to galvanize the public for the energy transition. This potential has yet to be fulfilled, as there is a need to connect theory and concepts to the realities, challenges, and opportunities of the lives of citizens, under diverse circumstances. In this perspective, we argue that the concept of energy citizenship and its potential for contributing to low carbon transitions should be studied within a research framework that aims to produce transformative knowledge. We also introduce such a new transdisciplinary framework for creating transformative knowledge to explore and address questions relevant to the concept of energy citizenship. Our framework aims to produce knowledge that can be used to mobilize decarbonization actions for both individuals and collectives, by: (i). integrating different scales of analysis and action, i.e., at individual, collective, and national/ regional/ global levels, (ii). reconceptualizing the role of research and researchers, and finally, (iii). striving to be inclusive in a meaningful and innovative way.@en

Wissen allein reicht nicht für eine wirkungsvolle Politik. Vielmehr braucht es Vertrauen, Partizipation und Transdisziplinarität, damit Wissenschaft relevant bleibt und Erkenntnisse in die Praxis umgesetzt werden. Dafür muss sich die Forschungswelt verändern.@en

In this communication, we present the background and core elements of the 2021 edition of the International Transdisciplinarity Conference. Beginning with a brief history of how the event was initiated and the role played by saguf in supporting its development, we then detail the main features of the conference and its relevance for transdisciplinary sustainability research and education. @en

The paper introduces a heuristic framework for conducting joint problem framing (JPF) processes in transdisciplinary research (TD). JPF is an essential element in confronting real-world problems, especially in the realm of sustainability (Hirsch Hadorn et al. in Ecol Econ 60(1):119–128, 2006; Pohl and Hirsch Hadorn in Principles for designing transdisciplinary research, Oekomm, München, 2007; Rossini in Technikfolgenabschätzung Theor Prax 18(1):117–119, 2009). It is the process of clarifying and prioritizing aspects of a problem situation to ensure its relevance for a diverse collection of stakeholders involved (Kønig et al. in Futures 91:12–24, 2017; Schneider and Buser in Sustain Sci 13(1):129–142, 2017; Stindt et al. in J Bus Log 37(2):113–131, 2016). The goal of this paper is twofold. First, we identify the documented challenges in conducting a joint problem framing process and through personal experience with case studies. Second, we introduce a means to address these challenges in the form of a heuristic framework. This framework is a series of questions which first asks for a description and explanation of the JPF process, based on researcher observations. Then, the framework leads its user to probe for the assumptions behind these observations. Finally, the framework helps its user to derive insights and lessons for conducting future JPF processes based on these responses. This framework is geared primarily towards helping transdisciplinary researchers with varying levels of experience, but can also be used by practitioners.@en

In the new Bachelor-level course Umweltproblemlösen (Tackling environmental problems), a part of ETH Zurich’s Environmental Sciences Bachelor’s programme, we teach students to zoom in on elements of practice (design thinking) and to zoom out on the whole system (systems thinking). Participants take stakeholders’ interests and needs into account and prepare possible measures, thus developing transformation knowledge and anticipating their future role as transdisciplinary sustainability scientists. Umweltproblemlösen (Tackling environmental problems) is a Bachelor-level course that carries on a long tradition of transdisciplinary (td) case studies in the Environ mental Sciences curriculum at ETH Zurich. Td case studies introduce students to key features of transdisciplinarity. Two corres ponding learning goals of the case studies are 1. to not only analyse problems, but to also suggest solutions, and 2. to take the complexity of the tackled socio-ecological system into account. In the new course we address both learning goals by integrating systems and design thinking. We present this approach in detail to show how features of transdisciplinarity are transferred to learning contexts. We compare it to the approaches of other td case studies by asking how each interprets and addresses the two learning goals. The comparison shows that the case study approaches implicitly impart different ideas about how a td environmental scientist should support societal problem solving. A key difference to previous approach es is that the new course asks students to enter deeply into the world of practice and the stakeholders’ divergent needs. @en

In this chapter, the author demonstrates how engaging with “productive failure” can be used to develop students’ capacity for complex problem-solving in the area of sustainable development. She demonstrates how this approach helps to encourage “productive failure” in students and thereby builds their capacity for complex problem-solving. Productive failure as a learning design does not mean embracing avoidable failures and lowering standards for excellence. Instead, it involves increasing the acceptability of unavoidable failures so that students are able to learn from them. Productive failure is a learning process that can be harnessed within transdisciplinary education for sustainable development to nurture underdeveloped affective competences. It is an approach that provides support for students as they experience unavoidable failures for the sake of long-term growth and learning. The course, Tackling Environmental Problems, creates conditions under which students experience the complexity of real-world problem-solving.@en

This chapter discusses how complex, real-world topics related to sustainable development are tackled through a curriculum that fosters transdisciplinary skills and thinking for students at an environmental sciences department at the Federal Institute of Technology in Zurich, Switzerland (ETH Zurich). We describe a process through which university students at all levels learn how to handle complex, real-world problems. We argue that the ability to frame complex problems and the ability to empathize with diverse points-of-view are key skills for transdisciplinary learning and research. Competence fields are identified by reflecting on the actual skills needed for conducting a transdisciplinary research process and by identifying elements from past teaching experiences that have proven to be effective. We then develop a framework which shows how these competence fields link different learning domains, so that students develop not only cognitive, but also affective and psychomotor abilities. This framework may serve as a starting point for the design of other courses aimed at training transdisciplinarians.@en