Search Results (58)

The rubber industry is facing major socio-economic and environmental constraints. Rubber-based agroforestry systems represent a more sustainable solution through the diversification of income and the provision of greater ecosystem services than monoculture plantations. Participative approaches are known for their ability to co-construct solutions with stakeholders and to promote a positive impact on smallholders. This study therefore implemented a participatory research process with stakeholders in the natural rubber sector for the purpose of improving inclusion, relevance and impact. Facilitation training sessions were first organised with academic actors to prepare participatory workshops. A working group of stakeholder representatives was set up and participated in these workshops to share a common representation of the value chain and to identify problems and solutions for the sector in Indonesia. By fostering collective intelligence and systems thinking, the process is aimed at enabling the development of adaptive technical solutions and building capacity across the sector for future government replanting programmes. The resulting adaptive technical packages were then detailed and objectified by the academic consortium and are part of a participatory plant breeding approach adapted to the natural rubber industry. On-station and on-farm experimental plans have been set up to facilitate the drafting of projects for setting up field trials based on these outcomes. Research played a dual role as both knowledge provider and facilitator, guiding a co-learning process rooted in social inclusion, equity and ecological resilience. The initiative highlighted the potential of rubber cultivation to contribute to climate change mitigation and food sovereignty, provided that it can adapt through sustainable practices like agroforestry. Continued political and financial support is essential to sustain and scale these innovations. Full article

In an era marked by accelerating ecological degradation and widening global inequalities, prevailing patterns of resource extraction and consumption are proving increasingly unsustainable. Driven by hyper-consumption and entrenched linear production models, the global economy continues to exert immense pressure on planetary systems. This communication article calls for a fundamental paradigm shift from the long-standing assumption of resource abundance to a framework of responsible scarcity. Drawing from recent data on material throughput, on the transgression of planetary boundaries, and on the structural and geopolitical disparities underlying global resource use, this article highlights the urgent need to realign natural resource governance with ecological limits and social justice. A conceptual framework is proposed to support this transition, grounded in principles of ecological constraint, functional sufficiency, equity, and long-term resilience. The article concludes by outlining a forward-thinking research and policy agenda aimed at fostering sustainable and just modes of resource utilization in the face of growing environmental and socio-economic challenges. Full article

Uniquely rooted in regenerative leadership and complemented by Complexity Leadership Theory (CLT), this conceptual essay offers a theoretical exploration of how educational institutions can act as dynamic systems that catalyze adaptive, community-led responses to anthropocentric socio-environmental crises. Rather than sustaining existing structures, educational leadership for regeneration seeks to restore ecological balance and nurture emergent capacities for long-term resilience. Positioned as key sites of influence, educational institutions are explored as engines of innovation capable of mobilizing students, educators, and communities toward collective environmental action. CLT offers a valuable lens for understanding how leadership emerges from nonlinear, adaptive processes within schools, enabling the development of innovative, collaborative, and responsive strategies required for navigating complexity and leading planetary-positive change. Drawing on a synthesis of the recent global literature, this paper begins by outlining the need to go beyond sustainability in envisioning regenerative futures, followed by an introduction to regenerative principles. It then examines the current and evolving role of educational leadership, the relevance in enabling whole-institution transformation, and how this relates to regenerative practices. The theoretical frameworks of systems thinking and CLT are introduced before noting their application within regenerative educational leadership. The final sections identify implementation challenges and offer practical recommendations, including curriculum innovation, professional development, and youth-led advocacy, before concluding with a call for education as a vehicle for cultivating planetary-conscious citizens and systemic change. This work contributes a timely and theoretically grounded model for reimagining educational leadership in an era of global turbulence. Full article

Traditional villages are critical to preserving cultural heritage and promoting sustainable rural development. This study evaluates the development potential of 47 traditional villages in Jilin Province from the perspectives of spatial planning, architectural conservation, and rural real estate revitalization. A Development Potential Assessment (DPA) framework is constructed based on five dimensions: geographical position, cultural resources, socio-economic factors, natural ecology, and living environment. The AHP-entropy weighting method is applied to ensure objectivity in scoring, while kernel density analysis and coefficient of variation techniques identify spatial patterns and internal disparities. To further inform strategic planning and targeted investment, an Importance–Performance Analysis (IPA) model is introduced, aligning resource advantages with development performance. Key findings include the following: (1) significant spatial heterogeneity, with higher potential concentrated in the southeast and lower levels in the northwest; (2) cultural and socio-economic dimensions are the most influential factors in differentiating development types; and (3) a subset of villages shows a disconnect between resource endowment and realized potential, indicating the need for tailored design interventions and investment strategies. This research offers a visual and data-driven basis for differentiated revitalization strategies, integrating urban science methods, architectural thinking, and real estate development logic. It supports refined policy implementation, spatial design decisions, and the activation of underutilized rural assets through context-sensitive planning. Full article

This paper explores the concept of evolutionary urban resilience by framing cities as complex, open, and adaptive Social-Ecological-Technological Systems (SETS), shaped by multi-scalar dynamics, systemic uncertainty, and interdependent crises. It challenges the reductionist view of resilience as a fixed capacity or linear sequence of risk management phases, and instead proposes a process-based paradigm rooted in learning, creativity, and the ability to navigate disequilibrium. The framework defines urban resilience as a continuous and iterative transformation process, supported by: (i) a combination of tangible and intangible qualities activated according to problem typology; (ii) cross-domain processes involving infrastructures, flows, governance, networks, and community dynamics; and (iii) the engagement of diverse agents in shared decision-making and coordinated action. These dimensions unfold across three incremental and interdependent scenarios—baseline, critical, and chronic crisis—forming a ladder of resilience that guides communities through escalating challenges. Special emphasis is placed on the role of Information and Communication Technologies (ICTs) as relational and adaptive tools enabling distributed intelligence and inclusive governance. The framework also outlines concrete operational and policy implications for cities aiming to build anticipatory and transformative resilience capacities. Applied to the case of Taranto, the approach offers insights into how structurally fragile communities facing conflicting adaptive trajectories can unlock transformative potential. Ultimately, the paper calls for a shift from government to governance, from control to co-creation, and from reactive adaptation to chaos generativity, recasting urban resilience as an evolving project of collective agency, systemic reconfiguration, and co-production of emergent urban futures. Full article

When education in STEM, social science, and the humanities are disconnected from each other and from place, it is inauthentic and nonresponsive to the lived experiences of people and communities. In rural spaces, the Food–Energy–Water (FEW) Nexus, a framework for problem solving and decision-making around these central resources, is salient because of the concentration of FEW resource production and extraction present. Storying the FEW Nexus is an interdisciplinary pedagogical framework that is theoretically rooted in a critical pedagogy of place and socio-ecological systems. Storying the FEW Nexus brings together these two related but distinct frameworks, calling attention to the need for relevant, place-based, and rural-focused narratives within STEM instruction. Developed for K-12 learners in rural places, Storying the FEW Nexus positions STEM knowledge and skills as resources that, alongside local narratives, are vital to the sustainability and viability of communities with unique and intertwined environmental justice histories and current realities. The FEW Nexus is leveraged to support rural learners in developing sustainable solutions to local socio-ecological systems issues. In this conceptual paper, we review the literature base supporting this integrated approach, describe the framework within the context of these aims, and make suggestions for researchers and practitioners. Full article

Policymakers face the challenge of increasing food and energy production while reducing nutrient pollution. Coastal hypoxic zones, often caused by human activity, are a key indicator of sustainability. The purpose of this study is to develop a novel framework that can be used by policymakers to assess strategies to reduce or eliminate hypoxic zones in coastal waters. The developed framework includes socioecological conditions by integrating the Driver–Pressure–State–Impact–Response (DPSIR) framework and multiple thinking approaches (nexus, systems, and goal-oriented) with sustainable development goals (SDGs) and their targets, the food–energy–water (FEW) nexus, agricultural conservation practices (ACPs), and the collective knowledge from the published literature and experts, all applied to hypoxia in oceans. Four categories of ACPs with potential positive effects on hypoxia were identified: conservation cropping systems, conservation drainage systems, riparian buffer systems, and wetland systems. The Gulf of Mexico, a large hypoxic zone, served as a case study. The methods from the development of this framework may be tailored to some 500 global coastal hypoxic zones, covering 245,000 km² of oceans. Full article

Since the early years of the 21st century, there has been a clear critique of the diotic way of farming in the international scientific arena, emphasizing that the existing models of economic development are exacerbating social inequalities and overexploiting natural resources. At the same time, the literature promotes the implementation of a new way of farming that takes into account environmental, social, and economic concerns. We have brought together new methods and ways of farming in these areas into one broad concept, called the conclusion of sustainable development. Within this concept, particular emphasis has been placed on sustainable energy development, the intensive development of technologies based on renewable energy sources, and the advancement of end-user awareness of modern technologies. The aim of this paper was to identify the factors that determine the ecological attitude of users of single-family houses in Poland when making strategic energy decisions related to the choice of heating devices in a household. To solve this research problem, the authors conducted a nationwide survey on a representative sample of single-family house users. In turn, the results were analyzed using log-linear analysis. The results showed that the determinants of the ecological nature of such energy decisions are primarily the age of the house users and their level of education. It was found that younger people are significantly more likely to think about ecology when making decisions related to how a building is heated than older people. In addition, people with a higher level of education are more likely to think about ecology when making such decisions than those with a lower level of education. Findings showed that the gender of the occupant of a single-family house, as well as the size of the town in which the building is located, have no significant impact on the ecological nature of decisions related to the choice of the method of obtaining energy for home heating. It was also shown that territorial variation, i.e., the region of the country, had no effect on this issue. The identification of socio-demographic determinants of the ecological nature of decisions related to the choice of heating devices in single-family houses in Poland fills the research gap and thus contributes to the literature in this area. Full article

There is mounting evidence and concern that humanity is failing to equitably meet social needs while overshooting the Earth’s ecological boundaries. Efforts to monitor progress towards equitable urban sustainability have expanded significantly over the years; however, challenges remain in comprehensively assessing and comparing the progress made in different settings. To stimulate critical thinking and guide capacity-building efforts, we assessed the main dimensions and indicators used to monitor urban sustainability and equity in a selection of European cities. We analysed city reports to identify major recurring underlying themes, which we framed as guiding questions, and suggested areas for further development. The purpose was not to highlight the strengths and limitations of specific cities’ efforts. Our critical assessment identified several areas that require attention: the need for the more explicit use of theories or conceptual frameworks to select dimensions and indicators and to frame problems (and subsequently to guide intervention design); the standardisation of indicators; and improved data availability, reliability, and disaggregation to support data capturing, reporting, and comparability across settings. Despite meaningful progress, further efforts are needed to strengthen cities’ capacities to measure, monitor, and report on equitable urban sustainability. These efforts should be complemented with educational initiatives to foster the socio-cultural and behavioural changes necessary to achieve more equitable, sustainable, and healthy urban environments. Full article

The One Health approach often reaches classrooms through Environmental Education (EE), which aims to guide society’s response to current crises (environmental, health, economic, values). However, traditional EE teaching has focused on isolated ecological concepts and standardised solutions, ignoring the multidimensional nature of EE and failing to integrate the interdependence between environmental, animal, and human health. Moreover, teacher training often neglects didactic content knowledge, preventing students from acquiring the systemic vision needed to address eco-social problems and create sustainable solutions aligned with the Sustainable Development Goals (SDGs). This limits teachers’ ability to influence students’ concerns and behaviours. In this context, this study aims to reflect on the current state of the issue and propose strategies informed by Science Education research to improve EE teaching, enabling the integration of One Health dimensions through effective didactics to achieve Transformative Environmental Education (TEE). For this purpose, we begin by addressing the limitations identified in recent systematic reviews, shifting the paradigm towards a symbiosis of EE and Science Education through scientific practices. We then present practical examples showcasing successful EE initiatives that foster a deeper understanding of socio-environmental issues, encourage innovative solutions, and nurture engaged citizens from early education onwards. These proposals can support classroom practice and ongoing teacher self-development. Pedagogical strategies include tackling issues that require systemic and critical thinking by developing scientific and epistemic practices while raising awareness of Environmental Justice. Thus, this study advocates for a new vision of EE, integrating the One Health approach, which could be applied to develop new educational programs, including teacher training. This would lead to a new learning evaluation model and help identify key determinants that trigger pro-environmental behaviours. Full article

The application of the resilience concept within socioecological systems has recently received much attention. Assessing the characteristics of cocoa agroecosystems in the dry and moist semi-deciduous ecological zones has become critical for resilience analysis in this era of climate change and the constant shrinking of cocoa suitability areas. Previous studies have used one of the dimensions of resilience to analyse complex adaptive systems, excluding critical factors and variables. This study applied a multi-criteria decision-making process, the Analytic Hierarchy Process (AHP) that accommodates the three dimensions of resilience, i.e., buffer capacity, adaptive capacity and self-organisation. The AHP is a multi-criteria decision-making tool that proceeds with the design of a hierarchy system for the goal, criteria, attributes and variables. Selected cocoa farmers were assigned weights related to criteria, attributes and variables in a comparison matrix. The resilience of the cocoa agroecosystems in Offinso Municipal and Adansi North Districts was 2.75 ± 0.06 (mean ± SD) and 3.23 ± 0.10 (mean ± SD), respectively. Buffer capacity contributed the highest proportion (44.3%) in the Offinso Municipal District, followed by adaptive capacity (38.7%) and self-organisation (17%). A similar trend was recorded for the Adansi North District: buffer capacity (42.9%), adaptive capacity (42.9%) and self-organisation (14.3%). Across the two study areas, shade trees, crop diversification, soil quality, cocoa variety, farm size, farm age, alternative livelihood, annual income and co-operative membership contributed prominently to the construction of cocoa agroecosystem resilience. The assessment of agroecosystem resilience is location-specific, and the study provides a simplified methodology for evaluating resilience. The paper aims to understand the importance of the components of the cocoa agroecosystem, and a simplified methodology for evaluating its resilience to perturbations. It presents a conceptual and methodological framework for the analysis and measurement of agroecosystem resilience in a participatory manner. Full article

The growing relevance of socio-ecological systems (SESs) thinking reflects both the challenges of an anthropogenic poly crisis and attempts to understand the complexities of societal development in an era of globalisation. The article begins by suggesting there are two related variants of SES thinking; relationships between the natural and human worlds (Variant 1) and whole social and human system analysis using metaphorical transfer and theorisation of natural ecological principles (Variant 2). This article elaborates Variant 2 through the development a social ecosystem model (SEM) applied to post-compulsory education and skills development. An exploration of the SEM is conducted through a review of the literatures on ‘Learning Ecologies’ to assess the strengths and limitations of this human ecological approach. Perceived limitations are addressed by the development of the SEM that adds a political economy dimension to the learning ecological model, which is then applied to the field of learning and skills in the English context in support of an inclusive and place-based approach to vocational education and training (VET). The article concludes by suggesting that the SEM can be further expanded by its application to transitioning to more sustainable futures, being developed by scholars of indigenous communities and populations of the Global South, that arguably brings Variant 2 of SESs thinking closer to Variant 1. Full article

Green roofs cool cities, clean the air, provide habitat, and manage stormwater. They are compelling tools to teach interconnected human-ecological systems. This study included the design, pilot, and evaluation of a fourth-grade science unit entitled “Raising the Green Roof”, exploring these connections. Five classrooms in two Midwestern U.S. public elementary schools participated, and 4th-grade students (n = 73) drew systems models at three time points (212 models) and wrote their ideas. Qualitative content analyses of the models showed that learners were increasingly combining social systems (green roof infrastructure) with ecological systems (water cycle) across the unit. Students also increasingly evidenced specific knowledge as they progressed through the unit. The analysis of student models revealed that most student confusion is related to built environment aspects (e.g., how water moves from building roofs to municipal waterways). Results of the study suggest the potential for teaching socio-hydrologic systems thinking at the fourth-grade level. The findings emphasize the need to enhance built environment education for youth in science units that aspire to connect features of the built environment, such as green roofs, with ecology. The study additionally reinforced the effectiveness of place-based units in elementary education that emphasize science practices. Full article

The halfway point for the implementation of the United Nations Sustainable Development Goals (SDGs) was marked in 2023, as set forth in the 2030 Agenda. Geospatial technologies have proven indispensable in assessing and tracking fundamental components of each of the 17 SDGs, including climatological and ecological trends, and changes and humanitarian crises and socio-economic impacts. However, gaps remain in the capacity for geospatial and related digital technologies, like AI, to provide a deeper, more comprehensive understanding of the complex and multi-factorial challenges delineated in the SDGs. Lack of progress toward these goals, and the immense implementation challenges that remain, call for inclusive and holistic approaches, coupled with transformative uses of digital technologies. This paper reviews transdisciplinary, holistic, and participatory approaches to address gaps in ethics and diversity in geospatial and related technologies and to meet the pressing need for bottom-up, community-driven initiatives. Small-scale, community-based initiatives are known to have a systemic and aggregate effect toward macro-economic and global environmental goals. Cybernetic systems thinking approaches are the conceptual framework investigated in this study, as these approaches suggest that a decentralized, polycentric system—for example, each community acting as one node in a larger, global system—has the resilience and capacity to create and sustain positive change, even if it is counter to top-down decisions and mechanisms. Thus, this paper will discuss how holistic systems thinking—societal, political, environmental, and economic choices considered in an interrelated context—may be central to building true resilience to climate change and creating sustainable development pathways. Traditional and Indigenous knowledge (IK) systems around the world hold holistic awareness of human-ecological interactions—practicable, reciprocal relationships developed over time as a cultural approach. This cultural holistic approach is also known as Systemic Literacy, which considers how systems function beyond “mechanical” aspects and include political, philosophical, psychological, emotional, relational, anthropological, and ecological dimensions. When Indigenous-led, these dimensions can be unified into participatory, community-centered conservation practices that support long-term human and environmental well-being. There is a growing recognition of the criticality of Indigenous leadership in sustainability practices, as well as that partnerships with Indigenous peoples and weaving knowledge systems, as a missing link to approaching global ecological crises. This review investigates the inequality in technological systems—the “digital divide” that further inhibits participation by communities and groups that retain knowledge of “place” and may offer the most transformative solutions. Following the review and synthesis, this study presents cybernetics as a bridge of understanding to Indigenous systems thinking. As non-Indigenous scholars, we hope that this study serves to foster informed, productive, and respectful dialogues so that the strength of diverse knowledges might offer whole-systems approaches to decision making that tackle wicked problems. Lastly, we discuss use cases of community-based processes and co-developed geospatial technologies, along with ethical considerations, as avenues toward enhancing equity and making advances in democratizing and decolonizing technology. Full article

In the face of the climate crisis, sustainability education must include a focus on understandings of socio-ecological systems (SES) and applying systems thinking (ST) skills. This study investigates a Community and Citizen Science (CCS) program designed for elementary school students to collect forest data to better understand their SES and gain insights into wildfire management in a California region recently ravaged by wildfires. We examine the development of fourth-grade students’ systems thinking skills and understandings of SES, seeing these as crucial components toward fostering agency with science to support climate resilience. We found that students were capable of recognizing the intricate impacts of wildfires on interconnected human and ecological systems and demonstrated varying levels of proficiency in systems thinking skills. This place-based CCS program cultivated knowledge and skills in young learners that may contribute to better socio-ecological resilience and proactive sustainability efforts. Full article