Institut für Kulturpflanzenwissenschaften

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Browsing Institut für Kulturpflanzenwissenschaften by Sustainable Development Goals "4"

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    Computational aspects of experimental designs in multiple-group mixed models
    (2023) Prus, Maryna; Filová, Lenka
    We extend the equivariance and invariance conditions for construction of optimal designs to multiple-group mixed models and, hence, derive the support of optimal designs for first- and second-order models on a symmetric square. Moreover, we provide a tool for computation of D - and L -efficient exact designs in multiple-group mixed models by adapting the algorithm of Harman et al. (Appl Stoch Models Bus Ind, 32:3–17, 2016). We show that this algorithm can be used both for size-constrained problems and also in settings that require multiple resource constraints on the design, such as cost constraints or marginal constraints.
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    Operational principles for fostering transformative qualities and capacities in higher education sustainability science and practice
    (2026) Fagerholm, Nora; Coles, Neil; Beery, Thomas; Torralba, Mario; Hakkarainen, Viola; Albert, Christian; Andersson, Erik; Bergström, Ryan; Bieling, Claudia; Gentin, Sandra; Klonner, Carolin; Olafsson, Anton Stahl; Raymond, Christopher; Rouhiainen, Henna; Wamsler, Christine; Fagerholm, Nora; Department of Geography and Geology, University of Turku, 20114, Turku, Finland; Coles, Neil; Institute of Agriculture, The University of Western Australia, Crawley, 6009, Perth, WA, Australia; Beery, Thomas; Sustainable Multifunctional Landscapes Research Group, Kristianstad University, Kristianstad, Sweden; Torralba, Mario; Environmental Geography Group, IVM Institute for Environmental Studies, VU University Amsterdam, Amsterdam, The Netherlands; Hakkarainen, Viola; Faculty of Sustainability, Leuphana University Lüneburg, Lüneburg, Germany; Albert, Christian; Institute of Environmental Planning, Leibniz University Hannover, Herrenhaeuser Str. 2, 30419, Hannover, Germany; Andersson, Erik; Ecosystems and Environment Research Programme, Faculty of Biological and Environmental Sciences, University of Helsinki, 00014, Helsinki, Finland; Bergström, Ryan; Sustainable Multifunctional Landscapes Research Group, Kristianstad University, Kristianstad, Sweden; Bieling, Claudia; Division Societal Transition and Agriculture (430B), Institute of Social Sciences in Agriculture, University of Hohenheim, Stuttgart, Germany; Gentin, Sandra; Department of Geosciences and Natural Resource Management, University of Copenhagen, Copenhagen, Denmark; Klonner, Carolin; Department of Geography and Geology, University of Turku, 20114, Turku, Finland; Stahl Olafsson, Anton; Department of Geosciences and Natural Resource Management, University of Copenhagen, Copenhagen, Denmark; Raymond, Christopher; Ecosystems and Environment Research Programme, Faculty of Biological and Environmental Sciences, University of Helsinki, 00014, Helsinki, Finland; Rouhiainen, Henna; Biodiversity Unit, University of Turku, Turku, Finland; Wamsler, Christine; Lund University Centre for Sustainability Studies (LUCSUS), Lund, Sweden
    Education for sustainability is widely recognised as a critical pathway for driving the transformations needed to address today’s polycrisis. Despite growing theoretical and conceptual advancements in sustainability education, current approaches have not achieved the deep systemic changes required. While university networks and individual institutions increasingly integrate sustainability into their education, concerns persist that transformative learning agendas often remain superficial. In particular, they frequently fail to equip learners with the emotional resilience and skills necessary to engage effectively with complex global challenges, as well as educators with the pedagogical framework to facilitate such learning. This article emphasises the need to advance transformative learning in sustainability science and practice in higher education by addressing the inner dimensions of sustainability: our individual and collective values, beliefs, worldviews, and associated transformative qualities and capacities. This means targeting deep leverage points and meaningful change by supporting more relational approaches, including an integrated inner–outer change in being, thinking, and acting. We provide seven operational principles for supporting the inner–outer transformation towards sustainability in learning and teaching sustainability science and practice, especially in geography and related fields. These principles highlight the importance of nurturing five clusters of transformative qualities and capacities—awareness, connection, insight, purpose, and agency—guided by relational approaches required to support profound and integrative learning experiences. We provide concrete examples of how to implement these principles. The proposed principles aim to inspire educators and learners to deeply engage with sustainability challenges to contribute to transformative change across individual, collective, and system levels.
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    Weaving knowledge, innovation, and learning: a transdisciplinary pathway to circular bioeconomy through BioBeo
    (2025) Buruleanu, Claudia Lavinia; Chléirigh, Laoise Ní; Nic an Bhaird, Máire; Curran, Thomas P.; Reinmuth, Evelyn; Bîzoi, Mihai; Kyriakopoulos, Grigorios L.
    The bioeconomy represents a new way of life for people, but also a responsibility towards the future of the planet. Generating a significant socio-economic impact, it could be viewed as a key element of sustainable development, as the current and future solution for economic processes, based on new development models compelled by climate changes and the economy’s resilience to potential crises. In this context, the paper presents in its first part the Circular Economy description and the Circular Bioeconomy discussion from an interdisciplinary perspective. The second part of the paper aims to explore education as a tool for facilitating systemic changes supporting a real transition to a sustainable bioeconomy. The key aspects discussed refer to the following: (1) European policies, strategies, and action plans for bioeconomy; (2) Circular Economy as a solution for sustainable food systems; (3) main requirements and challenges for developing a (Circular) Bioeconomy, including indicators of sustainability; (4) the links between Circular Bioeconomy and the Sustainable Development Goals; (5) possibilities for integrating the agri-food industry’s needs into bioeconomy education; and (6) pathways for teach bioeconomy concepts effectively.