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30 SES 15 A: Urban Spaces and Learning Cities
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30. Environmental and Sustainability Education Research (ESER)
Paper Cities as Educational Ecosystems: Integrating Smart and Learning City Frameworks. University of Vienna, Austria Presenting Author:Smart City (SC) initiatives often privilege standardized indicators and data-driven solutions; this technocentric emphasis risks reinforcing performative logics that overlook the relational, cultural, and ecological dimensions of urban life (Anthopoulos, 2019). Critical views on SCs include unintended consequences such as increased time spent on digital devices and a growing disconnection from nature, which undermine place attachment and biophilic responses relevant to quality of life (Colding & Barthel, 2017). In this context, integrating the Learning Cities (LC) framework is crucial to foreground transformative learning and civic participation in decision-making, advancing education as a common good and strengthening participatory democracy (UIL, 2013; GNLC, 2015). Without integrating the Learning Cities (LC) framework, SCs risk uncritical reliance on big-data metrics that inadequately capture how knowledge is produced and used across diverse communities. Theoretically, we adopt an ecosystemic and transformative perspective that frames cities as complex, adaptive socio-ecological systems oriented toward integral wellbeing (Bateson, 1972; Bronfenbrenner, 1994; Folke et al., 2016; Montanari, 2024). The ecosystemic transformative learning framework can connect learning processes across diverse dimensions: micro (individuals and direct relations), meso (interrelations among contexts related to the person), exo (organizational and inter-organizational levels), and macro (regional and global socio-ecological systems). The present research study is included in a research project funded by a national science fund (anonymized for the submission), which aims to investigate the quality of life education in neighborhood-based initiatives (Bildungsgrätzl) outlined in the Smart Climate City Strategy Vienna (SCC Strategy Vienna, 2022). These educational neighborhoods (EN) are district-level educational communities that extend education into non-formal and informal contexts. Viennese ENs include at least one school partnership. Other notable examples similar to this initiative include Italian community educational pacts (Locatelli; 2024) and Community Schools in the UK (Medina et al., 2020). Cooperation between educational institutions fosters student and citizen agency, supports the transformation of socio-ecological systems, and drives local changes in response to global crisis and super-complex problems (Morin, 2001). These partnerships among educational institutions, organizations, collective movements, NGOs, etc., can generate LCs, which advance collective knowledge while supporting individual learning. Framing cities as collective agencies within socio-ecological systems clarifies how knowledge is co-produced and scaled, connecting district-level initiatives to broader transformations (Stapleton & Froese, 2015; Montanari, 2024). In particular, inter-organizational learning (IOL) enables exploration and co-creation of knowledge across organizations (Anand & Brix, 2022). To capture these dynamics beyond standardized indicators, robust qualitative tools and interdisciplinary dialogues, including situated practitioner knowledge, are required (GNLC, 2015). Therefore, this study’s contribution is twofold. Theoretically, it advances an ecosystemic transformative learning framework to understand how education, conceived as a common good, can guide the multi-level transformation of socio-ecological systems, linking local practices to global challenges. Practically, case study comparison shows how partnerships among educational institutions and local organizations can constitute LCs that generate collective knowledge while supporting individual learning. This proposal examines the following research questions:
In sum, sustainable urban transformation requires more than smart infrastructures and digital solutions; it necessitates transformative learning embedded in social relationships and local contexts, robust qualitative tools to evaluate these processes, and participatory governance that recognizes cities as dynamic educational systems. Methodology, Methods, Research Instruments or Sources Used This study employs a multi-level, mixed-methods design aligned with the ecosystemic transformative learning framework (Creswell & Creswell, 2022), integrating: (a) international and national policy analysis (macro/exo); (b) field-based observation of EN stakeholder meetings (micro/meso); (c) expert-informed/literature-based analysis for comparable initiatives. Strengthening qualitative and comparative evaluation across countries and systemic international and national policy analyses is crucial to deepen understanding of the potential of LC and SC frameworks integration. At the macro and exo levels, we analyze international policy documents and indicators from UIL and the Global Network of Learning Cities to identify LC operational features and evaluation gaps. We also examine UN/UNECE smart sustainable city indicators and policy framings to situate SC within global governance and measurement paradigms. At the national/local level, we analyze the Smart Climate City Strategy Vienna (SCC Strategy Vienna, 2022) to situate EN within Vienna’s smart climate policy and governance arrangements. At the micro/meso levels, we incorporate field-based insights from Viennese EN activities and networking meetings, such as the annual stakeholders’ meeting, which is a key moment for sharing knowledge and enabling inter-organizational learning and transformations. In addition, to address the second research question, we engage key actors to compare the Viennese EN with similar partnerships, e.g., stakeholders of Italian community educational pacts. Finally, for initiatives analogous to EN in other national contexts, we conduct a literature-based comparison drawing on scholarship that frames education as a common good and emphasizes collaborative governance and situated knowledge. Analytically, we map learning dynamics across micro, meso, exo, and macro levels, using LC key features and SC governance lenses to interrogate how local systems bridge citizen-centered learning and smart policy frameworks. Throughout, we prioritize qualitative triangulation to address the current limitations of LC/SC quantitative evaluation frameworks in capturing inter-organizational learning. Conclusions, Expected Outcomes or Findings This proposal reframes the city as an educational ecosystem. We criticize the assumption that technological innovation alone yields benefits: the dominant emphasis on human capital and competitiveness risks instrumentalizing social networks while neglecting affective and ecological dimensions. By contrast, LC principles re-anchor urban development in quality of life and wellbeing, mobilizing public and civic actors across local–global networks. Policy analysis reveals that existing SC indicators insufficiently capture inter-organizational learning and tacit knowledge flows. However, Vienna’s Strategy aligns with education agendas and the LC framework; nonetheless, the linkage to its climate and technological dimensions is underdeveloped. The Viennese case highlights opportunities, including inter-institutional networking, non-formal activities focused on health, languages, sustainability, digital/STEM, and adaptive governance. Challenges include the absence of systematic external evaluation, tools to trace multi-level learning dynamics, and routines to make tacit inter-organizational knowledge explicit. Current evaluation practices are fragmented, struggling to capture dynamics that bridge individual and collective learning across system levels. Expert-informed and literature-based analysis suggests three enabling conditions for success: participatory governance, recognition of education as a common good, and routines that externalize tacit knowledge. Preliminary evidence indicates that boundary practices (e.g., shared calendars, joint project pitches) and boundary roles (coordinators) facilitate knowledge circulation across schools, NGOs, and municipal services. Taken together, these findings argue for integrating LC and SC frameworks through qualitative, multi-level evaluations that foreground inter-organizational learning. Scaling local initiatives through regional, global, and hybrid networks can enable LCs to adapt to crises and co-create socio-ecological environments at larger scales, supporting bidirectional circulation of knowledge between local initiatives and global systems. Our ecosystemic lens offers guidance for designing and evaluating local initiatives aimed at sustainability, inclusion, and wellbeing, strengthening the dialogue among researchers, policymakers, and communities. By recognizing cities as collective agencies, we enable situated knowledge, transformative learning, and collaborative action. References Vernika Agarwal, V., Benmamoun, Z., Anjum, M., Mathiyazhagan, K., Akim M., & Pironti, M. (2025). Urban innovation dilemmas: Tackling the challenges for urban growth in smart city. Technology in Society, 85, 103194. Anand, A. & Brix, J. (2022). The learning organization and organizational learning in the public sector: a review and research agenda. The Learning Organization, 29(2), 129-156. Anthopoulos, L. (2019). Smart City Emergence. Cases From Around the World. Elsevier Inc. Bateson, G. (1972). Steps to an Ecology of Mind. Chandler Pub. Co Bronfenbrenner, U. (1994). Ecological models of human development. In International Encyclopedia of Education Vol. 3. Elsevier. Colding, J. & Barthel, S. (2017). An urban ecology critique on the “Smart City” model. Journal of Cleaner Production, 164, 95-101. Creswell, J. W. and Creswell, J. D. (2022). Research Design Qualitative, Quantitative, and Mixed Methods Approaches (sixth edition). Sage. Folke, C., Biggs, R., Norström, A. V., Reyers, B. & Rockström, J. (2016). Social-ecological resilience and biosphere-based sustainability science. Ecology&Society, 21. GNLC. (2015). UNESCO Global Network of Learning Cities. Guiding Documents. Locatelli, R. (2024). Community educational pacts in Italy: an interpretation of UNESCO’s new social contract for education? Journal of Education Policy. Medina, M. A., Grim, J., Cosby, G., & Brodnax R. (2020). The Power of Community School Councils in Urban Schools. Peabody Journal of Education, 95:1, 73-89. Montanari, S. (2024). Collective agency in socio-ecological systems evaluated through theatre-based research. In Langer, S., Agostini, E., Francesconi, D. & Zambaldi, N. (Eds.) PEA - Pedagogy, Ecology and the Arts: polis, (pp. 219-227). Milano: Franco Angeli. Morin, E. (2001). Seven complex lessons in education for the future. UNESCO. SCC Strategy Vienna. (2022). Smart Climate City Strategy Vienna. Our way to becoming a model climate city. City of Vienna. Stapleton, M., & Froese, T. (2015). Is Collective Agency a Coherent Idea? Considerations from the Enactive Theory of Agency. In C. Misselhorn, Collective Agency and Cooperation in Natural and Artificial Systems (pp. 219-236). UIL. (2013). Key Features of Learning Cities List of key features and measurements. UNECE. (2015). The UNECE–ITU Smart Sustainable Cities Indicators. Economic and Social Council. 30. Environmental and Sustainability Education Research (ESER)
Paper Walking with Pokémon: An Intergenerational A/r/tographic Inquiry into Playful Pedagogies for Collective Climate Agency in Urban Everyday Spaces 1: Migration Institute of Finland, Turku-Finland; 2: Youth Co-Researcher, Tampere-Finland Presenting Author:This intergenerational research project explores how playful, arts-based walking inquiries foster collective climate agency in urban everyday spaces amid Anthropocene polycrises, including climate change, biodiversity loss, and overconsumption (Bentz & O’Brien, 2019; Walker et al., 2025). Situated in Tampere, Finland, the study repurposes Pokémon trading cards as metaphorical prompts for youth-led photographic encounters with local urban sites such as former factory areas, parks, lakes, and marketplaces. Pokémon cards are approached as consumer artefacts embedded in carbon culture (Buckingham, 2011; Hickey Moody & Rousell, 2024), yet are reworked as pedagogical tools that enable children to engage critically and imaginatively with environmental issues by rendering global ecological challenges visible, situated, and actionable at the local level. The project is grounded in intergenerational collaboration between a researcher (also acting as artist photographer, mother, and pedagogue) and an eleven-year-old youth co-researcher with expertise as a Pokémon card collector. The research is guided by the following questions: How do embodied a/r/tographic practices enable relational ways of knowing through playful, place-responsive walking encounters between a mother-researcher and a youth co-researcher (Irwin, 2013; Springgay et al., 2005)? In what ways can such encounters extend multispecies pedagogies for school-aged children by decentring anthropocentrism and nurturing collective agency across human and more-than-human relations (Firinci Orman, 2025)? What possibilities emerge when popular culture mediates intergenerational dialogue, reflection, and creative action in contexts shaped by overlapping ecological and social crises (Hickey Moody & Rousell, 2024)? The objectives of this experiential project are fourfold. First, to document child-directed urban walks in which Pokémon cards guide visual and narrative engagements with environmental contradictions, such as the coexistence of industrial pollution histories and contemporary green redevelopment. Second, to theorise these walks as living a/r/tographic events that entangle artistic practice through photography, research through place-based analysis, pedagogy through dialogic learning, and mothering through relational care. Third, to build on posthumanist and common worlds frameworks to advocate relational and situated pedagogies that prioritise collective agency over individualised responsibility (Bentz & O’Brien, 2019; Firinci Orman, 2025). Fourth, to contribute transferable methodological insights for education research by demonstrating how a/r/tographic experimentation can inform teachers’ work as a/r/tographers in arts and sustainability education. The theoretical framework centres a/r/tography as a performative and rhizomatic methodology in which practitioners inhabit the in-between spaces of artist, researcher, and teacher identities (Irwin, 2013; Springgay et al., 2005). A/r/tography is understood as a living inquiry that privileges process, relationality, and emergence. The researcher’s positionality (as mother, artist photographer, pedagogue, and researcher) extends this methodology through m/a/r/tography, following Gordon’s feminist maternal intervention, which integrates maternal identities and embodied perspectives to enable intergenerational inquiry through maternal lines (Gordon, 2022). This extension disrupts patriarchal separations between care, knowledge production, and pedagogy and is particularly suited to family-embedded research contexts. Walking pedagogies further ground the framework by attuning participants to place, movement, sensory experience, and more-than-human entanglements (Rallis et al., 2024). Playful pedagogies transform popular consumer cultural objects into resources for critical environmental imagination, enabling children to rework familiar artefacts as tools for ethical and ecological reflection (Buckingham, 2011; Hickey Moody & Rousell, 2024). Within this framework, Pokémon cards (pocket monsters) are positioned as more-than-human companions in the walking inquiry. While fictional and commercially produced, they operate as affective and semiotic companions that actively participate in the pedagogical assemblage of the walks. In this sense, Pokémon participate in multispecies relationality not as biological beings but as more-than-human entities that co-produce attention, meaning-making, and ethical engagement with urban environments, aligning with relational and common worlds approaches to multispecies pedagogy (Firinci Orman, 2025). Methodology, Methods, Research Instruments or Sources Used The methodology of the study is an intergenerational a/r/tographic walking inquiry enacted through the researcher’s additional and embodied mother position (Gordon, 2022). The project involved an eleven-year-old youth co-researcher, who took a leading role in selecting and thematically interpreting ten Pokémon cards among her 500+ card collection. Each card was associated with a specific climate related issue, such as pollution, deforestation, habitat loss, or melting ice, and paired with familiar locations in Tampere. These associations guided a series of mother- child walking encounters across the city. During these encounters, Pokémon cards functioned as more-than-human companions within the walking inquiry. They guided where and how we walked through the city, prompted noticing of environmental relations across human and more-than-human worlds, and shaped photographic decisions by orienting attention to specific sites, materials, and atmospheres. At the same time, they mediated child–adult dialogue and supported the transformation of a familiar consumer artefact into an ethical companion for thinking and feeling with climate related concerns. The walks functioned as dialogic and performative research events. The youth co-researcher directed the conceptual focus of each walk and proposed photographic ideas, while the adult researcher acted as artist and pedagogue by capturing images, facilitating reflection, and supporting meaning making. The process included joint decision making, co-editing of photographs, and ongoing dialogue about the relations between Pokémon characters, urban environments, and ecological concerns. Pokémon cards operated as playful and metaphorical mediators that enabled noticing urban contradictions and multispecies relations. Data generation included collaborative photographs, child-authored captions, narrative mappings of walking routes, and recorded/noted dialogues produced during and after the walks. These materials culminated in a co-authored photo essay. Ethical considerations were central to the methodology and included prioritising child autonomy, informed assent, shared authorship, and ongoing negotiation of consent throughout the research process. The use of Pokémon materials followed principles of educational fair use. Methodologically, the approach aligns with a/r/tographic principles of contiguity, openings, and reverberations (Irwin, 2013), extended through walking pedagogies that emphasise materiality, return, and attentiveness to place (Rallis et al., 2024), as well as multispecies relationality (Firinci Orman, 2025). Analysis proceeded iteratively through a/r/tographic renderings. Images, walks, and recorded/noted reflections were revisited multiple times in order to trace emergent themes related to agency, hope, care, and relational ways of knowing. Conclusions, Expected Outcomes or Findings The project produces a child led photo essay that links Pokémon metaphors to urban climate themes, demonstrating how playful walking with artefacts can render complex polycrises tangible and emotionally accessible for children. The findings highlight how intergenerational, arts-based walking inquiries foster deep dialogue between children and adults, support child-centred agency in knowledge co-production, and generate counter-narratives to dominant forms of carbon culture (Hickey Moody & Rousell, 2024). Theoretically, the study extends multispecies pedagogies to school-aged children by showing how play functions as a pathway towards collective and more-than-human attunement (Firinci Orman, 2025). By foregrounding the lived multiplicity of the a/r/tographer through an additional mother positionality, the research illustrates how familial creativity and care can transform everyday urban spaces into sites of hopeful and relational climate pedagogy (Gordon, 2022; Walker et al., 2025). Practically, the project offers transferable methodological insights for educators and researchers working in arts and sustainability education. It demonstrates how family-based and place-responsive pedagogical approaches can bridge knowing and acting in the context of ecological crises, and how teachers might adopt a/r/tographic orientations when working with children in formal and informal learning environments. References Bentz, J., & O’Brien, K. (2019). Art for change: Transformative learning and youth empowerment in a changing climate. Elementa: Science of the Anthropocene, 7(1), 52. https://doi.org/10.1525/elementa.390 Buckingham, D. (2011). The material child: Growing up in consumer culture. Polity Press. Firinci Orman, T. (2025). Towards multispecies pedagogies: Seeking collective agency in early childhood education. Pedagogy, Culture and Society. https://doi.org/10.1080/14681366.2025.2487026 Gordon, R. R. (2022). Laboring for the motherland: A mother artist researcher teacher’s reconfiguration of the state sponsored transnational teacher (Doctoral dissertation, Michigan State University). https://d.lib.msu.edu/etd/50474 Hickey Moody, A., & Rousell, D. (2024). Affective attachments to carbon within youth cultures. In Towards posthumanism in education (pp. 16–32). Routledge. Irwin, R. L. (2013). Becoming A/r/tography. Studies in Art Education, 54(3), 198–215. https://doi.org/10.1080/00393541.2013.11518894 Rallis, N., Morimoto, K., Sorensen, M., Triggs, V., & Irwin, R. L. (Eds.). (2024). Walking in art education: Ecopedagogical and a/r/tographical encounters. Intellect. Springgay, S., Irwin, R. L., & Kind, S. W. (2005). A/r/tography as living inquiry through art and text. Qualitative Inquiry, 11(6), 897–912. https://doi.org/10.1177/1077800405280696 Walker, C., van Holstein, E., & Klocker, N. (2025). Editorial: Storytelling towards solidarity: Creative, hopeful, and inclusive climate change education. Geographical Research, 63(1), 59–64. https://doi.org/10.1111/1745-5871.12689 30. Environmental and Sustainability Education Research (ESER)
Paper A Climate-Neutral City Through the Eyes of Children: Developing Educational Materials to Foster Research Skills and Climate Awareness Alpen-Adria-Universität Klagenfurt, Austria Presenting Author:The EU Mission “100 Climate‑neutral and Smart Cities by 2030” (EU‑Cities‑Mission) seeks to realise a just transition to climate neutrality within the European Green Deal, driven by the urgency of the climate crisis. The associated challenges provide the foundation for the research project “The city of Klagenfurt goes climate‑neutral.” In this project, socially‑just principles are intended to ensure that no one is left behind (European Commission & DG Research & Innovation, 2022). Klagenfurt’s journey toward a 2030 climate‑neutral city now confronts a complex task: it must account for highly diverse living conditions, social, cultural and economic asymmetries, and the visions and experiences of different societal groups, each bringing specific knowledge. Only by integrating these perspectives can future‑proof, fair and sustainable solutions for the city of the future be devised. The research project accompanies Klagenfurt on this path and places social aspects of justice at the forefront of technical solution strategies. Students, as affected by climate change, become researchers in their own environment, engaging with the conditions and possibilities of a just transition. Klagenfurt’s path to 2030 climate neutrality offers a rich laboratory for the humanities and social sciences, providing privileged insight into political, social, cultural and economic processes, their historical conditions, and transnational entanglements. The urgency of countering the climate crisis with urban strategies collides with the varied needs and interests of different stakeholder groups, creating competing priorities that must be negotiated along the just‑transition pathway (Lenzholzer et al., 2020). Involving citizens in the transition to a climate‑just city aligns with broader global goals, particularly—though not exclusively—Education (SDG 4), Sustainable Cities and Communities (SDG 11) and Climate Action (SDG 13). SDG 4 focuses on inclusive, equitable, high‑quality education and lifelong learning opportunities for all, positioning education as a mandate for transformative learning (Singer‑Brodowski, 2018). Transformative learning is described as the awareness, reflection, expansion and alteration of one's own meaning frameworks and habitual assumptions (Mezirow, 1990). It is a multifaceted experience—emotional, bodily, symbolic, biographical, aesthetic and relational (Formenti & West, 2018; Taylor & Cranton, 2012)—and thereby accommodates changes in individual meaning perspectives as well as collective emancipation and transformation processes. This can foster socio‑ecological transformation and more sustainable societies, both individually and collectively, by cultivating ecological awareness (Wintersteiner et al., 2023). UNESCO’s 2021 roadmap illustrates how Education for Sustainable Development (ESD) can contribute to each Sustainable Development Goal. In this project, ESD plays a crucial role in exploring participation opportunities and raising awareness of the urgency of climate neutrality, as well as in examining the role of ESD and transformative learning for sustainable school development in Austria and internationally. Building on the theoretical and practical foundations outlined above, the core research question that guides this project is: “How can climate‑justice research be effectively implemented to overcome methodological challenges and opportunities and create action‑based activities and materials that advance Education for Sustainable Development (ESD)?” This question frames our inquiry at the intersection of participatory ethnography, transformative learning, and curriculum design. It asks not only what insights emerge from students’ fieldwork in the city of Klagenfurt, but also how those insights can be translated into tangible teaching resources that foster critical engagement with climate justice. Methodology, Methods, Research Instruments or Sources Used To answer the research question, three partner schools in the City of Klagenfurt employ ethnographic research grounded in cultural‑anthropological concepts of urgency and future, Education for Sustainable Development (ESD), transformative learning, and futures literacy. Five classes participate in the project, each engaging in a three‑part workshop spanning six days. These schools are part of the Austrian ÖKOLOG school network, that aims at embedding ESD at schools (whole institution approach) (www.ökolog.at). During the 2024/25 school year students receive an introductory overview of climate neutrality, the EU‑Cities‑Mission, and the notion of climate justice. They are then equipped with age‑appropriate methodological tools and introduced to the core principles of ethnographic inquiry. In a familiar school setting, students conduct independent fieldwork. Data analysis is carried out in close collaboration with the participating researchers. Students learn and apply a suite of practical methods: they conduct qualitative interviews within their immediate surroundings; they employ participant observation by undertaking research expeditions to local housing, leisure, cultural, and religious venues; they use visual methods by photographing the city, creating a multimodal view of the field; and they produce mental maps through ethnographic mapping, which visualises human action and interaction in space and time, thereby revealing power structures, networks and boundaries (Thierbach & Lorenz 2014; Helfferich 2014). Field observations are recorded in notebooks, later compiled into a field diary (Emerson et al., 1995). To ensure data quality, several support measures are implemented. Students first understand the purpose of data collection, receive training in methodology and ethics, and receive continuous feedback. Every step of data collection and analysis is documented to guarantee traceability. Researchers review, contextualise and code the student data to achieve consistent results. The students’ research activities are qualitatively monitored by the researcher. Through participant observation of the workshops, the researchers capture students’ perceptions and responses to the climate‑justice theme and the application of the research methods. While some research team members accompanied the research, others performed real‑time observations in the scool workshops, noting how students addressed the concept of a climate‑just city. After the workshops, interviews with class teachers and individual students gather reflections on their experiences. These data form the basis for developing teaching materials that translate the students’ findings into didactic form and support the school’s educational mission. Workshops and materials are subsequently piloted within the ÖKOLOG school network. Conclusions, Expected Outcomes or Findings Translating the research findings into school practice is a core goal of dissemination. Based on the project results, handbooks and teaching materials are developed for use by teachers in their classrooms. These resources allow educators to apply innovative approaches to both instruction and field research, and to discuss current developments in Education for Sustainable Development (ESD) and future competencies. Within our project we anticipate that teachers and students will engage with the complex topic of climate justice beyond regular lessons. By employing ethnographic research methods—field observation, narrative interviews, and audiovisual techniques—students can make the multifaceted dimensions of climate justice tangible. This practice‑oriented inquiry not only raises awareness of urgent contemporary challenges but also fosters a reflective, critical stance toward key societal issues. The resulting impact manifests as a sustainably embedded, conscious attitude toward climate protection and social justice. Through the ÖKOLOG network, the results are disseminated and stimulate competence‑oriented design of teaching and school development processes that are jointly reflected upon. For 25 years the network has connected roughly 800 Austrian schools across all school types, every Austrian pedagogical university, and is supported by the Ministry of Education. Regular meetings of regional teams in the nine federal states and of all pedagogical universities provide a solid framework for lasting impact and continuous improvement (Rauch & Dulle 2023). Anchoring the project within the ÖKOLOG network guarantees the sustainable transfer of the developed products to other schools and ensures wide dissemination. References Emerson, Robert M./Fretz, Rachel I./Shaw, Linda L. (1995): Writing Ethnographic Fieldnotes. Chicago: University of Chicago Press. European Commission (2021): Youth for a Just Transition: A Toolkit for Youth Participation in the Just Transition Fund. Luxembourg: Publications Office of the European Union. Text abrufbar unter: https://data.europa.eu/doi/10.2776/931982 (Zugriff am 14.9.2023). European Commission/Directorate-General for Research and Innovation (2022): EU missions – 100 climateneutral and smart cities. Publications Office of the European Union. European Commission/Joint Research Centre (2022): GreenComp, the European Sustainability Competence Framework. LU: Publications Office of the European Union. Text abrufbar unter: https://data.europa.eu/doi/10.2760/13286 (Zugriff am 22.9.2023). Formenti, Laura/West, Linden (2018): Transforming Perspectives in Lifelong Learning and Adult Education: A Dialogue. Cham: Palgrave Macmillan. Helfferich, Christine (2014): Mental Maps und Narrative Raumkarten. In: Christine Bischoff/Caroline Oehme-Jüngling/Walter Leimgruber (Hrsg.), Methoden der Kulturanthropologie. Bern: Haupt Verlag, 241–256. Lenzholzer, Sanda/Carsjens, Gerrit-Jan/Brown, Robert D./Tavares, Silvia/Vanos, Jennifer/Kim, YouJoung/Lee, Kanghyun (2020): Urban Climate Awareness and Urgency to Adapt: An International Overview. In: Urban Climate, 33, 100667, 1-16. Mezirow, Jack (1990): How Critical Reflection Triggers Transformative Learning. In: Mezirow, Jack (Hrsg.), Fostering Critical Reflection in Adulthood. San Francisco: Jossey-Bass, 1–20. Rauch, F. & Dulle, M. (2023). The Austrian ECOLOG Schools Network. Results of a Quantitative Evaluation. Sisyphus, 11(2), 94-107. https://revistas.rcaap.pt/sisyphus/article/view/28591/22582 Singer-Brodowski, Mandy (2018): Transformative Bildung durch transformatives Lernen. Zur Notwendigkeit der erziehungswissenschaftlichen Fundierung einer neuen Idee. In: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, Waxmann, 39 (1), 13–17. Thierbach, Cornelia/Lorenz, Alexandra (2014): Exploring the Orientation in Space. Mixing Focused Ethnography and Surveys in Social Experiment. In: Historical Social Research / Historische Sozialforschung, GESIS - Leibniz-Institute for the Social Sciences, Center for Historical Social Research, 39 (2 (148)), 137–166. UNESCO, Deutsche UNESCO-Kommission (2021): Bildung für nachhaltige Entwicklung: eine Roadmap. Bonn: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000379488 (Zugriff am 21.9.2023). Wintersteiner, Werner/Glettler, Christiana/Grobbauer, Heidi/Peterlini, Hans Karl/Rauch, Franz/Steiner, Regina (2023): Transformative Bildung – ein Weg zur Nachhaltigkeit? In: Magazin erwachsenenbildung.at. Das Fachmedium für Forschung, Praxis und Diskurs (49), 10–18. | ||