Matthias Barth
Datos Biográficos
| ID | 3728773 |
|---|---|
| NOMBRE | Matthias Barth |
| NOMBRES | Matthias |
| APELLIDO | Barth |
| FIRMA | BARTH M |
| AFILIACIONES | Leuphana University of Lüneburg |
| ORCID | 0000-0002-5590-3667 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 35 |
| TOTAL DE CITAS | 127 |
| TOTAL COMO AUTOR | 34 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2006 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 5 |
The Deep Time Walk as a transformative learning practice
Wissenschaftsorganisationen als Impulsgeber einer Nachhaltigkeitstransformation
Wenn Wissenschaftsorganisationen wirkungsvolle Impulse für nachhaltige Entwicklung geben wollen, dann müssen sie sich Fragen stellen wie etwa: Was sind unsere gesellschaftlichen Ziele und Zwecke? Wie können wir das Wissenschaftssystem so weiterentwickeln, dass es eine Nachhaltigkeitstransformation fördert? Wie müssen wir uns als Organisation selbst transformieren? Die Suche nach Antworten stößt interne Lernprozesse und eine Auseinandersetzung mit…
Sustainable digitalization ‐ fostering the twin transformation in a transdisciplinary way
Can digitalization be designed in such a way that it does not harm the environment or promote unsustainable lifestyles? Can it even promote a green transformation? The authors of this GAIA special issue discuss how stakeholder engagement and transdisciplinary approaches can help address digitalization and sustainability in an integrated way. The special issue deepens insights into the state of knowledge on sustainable digitalization in both scien…
Transdisciplinary learning as a key leverage for sustainability transformations
Learning and transdisciplinary research are widely acknowledged as key components for achieving sustainability; however, the links between these concepts remain vague in the sustainability literature. Recently, emphasis has been given to transdisciplinary learning, highlighting its potential as an approach that contributes to solving real-world problems. To better understand and foster transdisciplinary learning for sustainability transformations…
A whole-institution approach towards sustainability
Purpose Higher education and its leadership are not yet using their potential impact for a sustainable future. This paper aims to focus on UN developments and the long history of university involvement in sustainability might create more interest and understanding that sustainably oriented universities are actually possible and a much stronger role for higher education is needed when nations are discussing their future. Design/methodology/approac…
Impact of early childhood education settings on the systems thinking skills of preschool children through the lens of Bronfenbrenner's theory
The new generation spend a considerable amount of their time in formal education settings. Only a small fraction of this time is allocated to equipping children with the ability to deal with sustainability issues and so empowering them to respond to the key challenges of our time. Systems thinking (ST) has been promoted as a way of responding to these challenges by facilitating the understanding of complex dilemmas and mitigating them. The aim of…
Nachhaltigkeitstransfer
Der 2011 gegründete Verbund für Nachhaltige Wissenschaft (NaWis) strebt die Stärkung transdisziplinärer Nachhaltigkeitswissenschaften an Hochschulen und Forschungsinstituten an. Mit der Hochschule für nachhaltige Entwicklung Eberswalde wird die NaWis-Runde seit September 2021 durch eine Institution gestärkt, der wie kaum einer anderen deutschen Hochschule der Nachhaltigkeitsgedanke ins Stammbuch geschrieben steht
Design principles for advancing higher education sustainability learning through transformative research
A growing number of transformative research practices that redefine the role of science in engaging with local–mostly urban–transformation processes have emerged in recent decades. However, while education is considered a key driver for sustainability transformations, higher education has been slow to develop and implement dedicated, appropriate and effective transformative education programmes and learning modules. In this paper, we present a fr…
Teacher Education for Sustainable Development
Teacher Education for Sustainable Development (TESD) is a niche innovation in teacher education that empowers teachers to prepare learners to address global socio-environmental challenges. To advance the diffusion of this niche innovation into general teacher education, this article offers a systematic literature review based on a qualitative analysis of 158 peer-reviewed publications on TESD research. Our results show that TESD research is a gro…
Meaning-making in higher education for sustainable development
Despite the increase in teaching approaches designed to integrate sustainability into higher education, the connection between students’ learning experiences and their learning outcomes remains incompletely understood. The present multi-case study complements the discussion by investigating undergraduates’ long-term meaning-making processes using the theoretical lens of significant learning and process analysis of students’ learning experience. B…
Developing ESD-specific professional action competence for teachers
Equipping future change agents with the competencies to lead the societal transformation towards sustainability requires competent and committed teachers who effectively implement Education for Sustainable Development (ESD) across the education system. In a comparative case study, this paper investigates how individual ESD courses in teacher education programs at Leuphana University (Germany) and Arizona State University (USA) support the develop…
Bildung für nachhaltige Entwicklung
Learning processes for interpersonal competence development in project-based sustainability courses – insights from a comparative international study
Purpose For professional sustainability work, graduates need to be able to work in teams and collaborate with stakeholders; in other words, they need to have developed interpersonal competence. There is growing evidence that project-based sustainability courses facilitate interpersonal competence development. However, research so far has focused on single case studies and on assessing learning outcomes. The purpose of this study is to deepen the …
Current practice of assessing students’ sustainability competencies
While there is growing agreement on the competencies sustainability professionals should possess as well as the pedagogies to develop them, the practice of assessing students’ sustainability competencies is still in its infancy. Despite growing interest among researchers, there has not yet been a systematic review of how students’ sustainability competencies are currently assessed. This review article responds to this need by examining what tools…
The patterns of curriculum change processes that embed sustainability in higher education institutions
Implementing education for sustainable development (ESD) in higher education institutions (HEIs) is critical to facilitating a transition toward sustainable development. However, little is known about the specific implementation processes that lead to the institutionalization of sustainability curricula in HEIs. This meta-study and cluster analysis uses 131 international case studies to shed light on six distinct implementation patterns: (1) coll…
Transformative learning in the field of sustainability
Purpose This study aims to investigate how transformative learning has been conceptualised and operationalised in education for sustainable development (ESD) and sustainability learning and to collect evidence on how to support transformative learning in formal and non-formal environments. Design/methodology/approach The authors conducted a systematic literature review to provide a structured and replicable search and analysis of the relevant lit…
Embracing conflicts for interpersonal competence development in project-based sustainability courses
Purpose Advanced skills in communication, teamwork and stakeholder engagement are widely recognized as important success factors for advancing sustainability. While project-based learning formats claim to advance such skills, there is little empirical evidence that demonstrates how interpersonal competence is being developed. This study aims to describe and explains teaching and learning processes of project-based sustainability courses that cont…
Capacity building for transformational leadership and transdisciplinarity
Two new academies support future change agents: The Postdoc Academy for Transformational Leadership is designed to develop the next generation of leaders in sustainability and transformation research. And the platform tdAcademy aims to be a continuously evolving knowledge base for transdisciplinary research
Key competencies in sustainability in higher education—toward an agreed-upon reference framework
Making education for sustainable development happen in elementary schools
This study complements the discussion on theoretically derived competence models through an empirical analysis that gives a voice to teachers who are experienced in education for sustainable development (ESD). It adds their insights and expertise to the academic discourse. Our original contributions are threefold: (1) We find justification for aspects of pedagogical content knowledge (PCK) and content knowledge (CK), which share a common understa…
Die Zusammenarbeit von Lehrkräften, Hochschule und außerschulischen Bildungsakteuren – kollaborative Materialentwicklung unter der Perspektive BNE
Bei der Integration von Bildung für nachhaltige Entwicklung in Schule und Unterricht fällt Lehrkräften als Multiplikatorinnen und Multiplikatoren eine Schlüsselrolle zu, jedoch fehlt es vielfach an Angeboten, um Lehrkräfte bei dieser Aufgabe zu unterstützen. Aus- und Weiterbildungsformate, in denen gezielt die Entwicklung notwendiger Kompetenzen von Lehrkräften verfolgt wird, rücken in diesem Zusammenhang vermehrt in den Fokus wissenschaftlicher …
Transdisciplinary learning to foster sustainable development
Ways towards sustainable development will require mutual learning processes and processes of change across disciplines and stakeholders and between the Global South and North. The new Institute for Sustainable Development and Learning aims to meet these requirements ‐ through transdisciplinary learning as evidence-generating and evidence-supported learning processes on the individual, organizational and societal levels, thus fostering fundamental…
Thomas Hoffmann (2018)
Stephanie E. L. Bengtsson, Bilal Barakat and Raya Muttarak
Seeking sustainability competence and capability in the ESD and Hesd literature
Education for sustainable development (ESD) and higher education for sustainable development (HESD) are complex, multidisciplinary fields of enquiry, drawing on concepts and terms from different disciplines and languages. Although the fields are advancing in their acceptability within educational systems worldwide, they are currently struggling to achieve sought-after graduate and societal outcomes such as environmentally-responsible or sustainab…
Developing key competencies for sustainable development in higher education
Purpose To date, little attention has been given to the circumstances in which the process of developing key competencies for sustainable development may take place. The purpose of this paper is to consider, the possibilities both of formal and informal learning and their relationship to competence development within higher education. Design/methodology/approach An explorative, qualitative study based on focus groups was designed using different …
Key competencies in sustainability in higher education—toward an agreed-upon reference framework
Making education for sustainable development happen in elementary schools
This study complements the discussion on theoretically derived competence models through an empirical analysis that gives a voice to teachers who are experienced in education for sustainable development (ESD). It adds their insights and expertise to the academic discourse. Our original contributions are threefold: (1) We find justification for aspects of pedagogical content knowledge (PCK) and content knowledge (CK), which share a common understa…
Learning for change
Seeking sustainability competence and capability in the ESD and Hesd literature
Education for sustainable development (ESD) and higher education for sustainable development (HESD) are complex, multidisciplinary fields of enquiry, drawing on concepts and terms from different disciplines and languages. Although the fields are advancing in their acceptability within educational systems worldwide, they are currently struggling to achieve sought-after graduate and societal outcomes such as environmentally-responsible or sustainab…
The patterns of curriculum change processes that embed sustainability in higher education institutions
Implementing education for sustainable development (ESD) in higher education institutions (HEIs) is critical to facilitating a transition toward sustainable development. However, little is known about the specific implementation processes that lead to the institutionalization of sustainability curricula in HEIs. This meta-study and cluster analysis uses 131 international case studies to shed light on six distinct implementation patterns: (1) coll…
Mapping a sustainable future
Synthesising case-study research – ready for the next step
Within the emerging field of research on education for sustainability (EfS), case studies are an important if not the predominant research approach, although often criticised for its lack of internal and external validity and a tendency to draw conclusions with insufficient rigour. While, basic concerns have been expressed and discussed in an early issue of this journal, main assumption still hold true after more than 10 years of research in the …
Transdisciplinary learning as a key leverage for sustainability transformations
Learning and transdisciplinary research are widely acknowledged as key components for achieving sustainability; however, the links between these concepts remain vague in the sustainability literature. Recently, emphasis has been given to transdisciplinary learning, highlighting its potential as an approach that contributes to solving real-world problems. To better understand and foster transdisciplinary learning for sustainability transformations…
Developing ESD-specific professional action competence for teachers
Equipping future change agents with the competencies to lead the societal transformation towards sustainability requires competent and committed teachers who effectively implement Education for Sustainable Development (ESD) across the education system. In a comparative case study, this paper investigates how individual ESD courses in teacher education programs at Leuphana University (Germany) and Arizona State University (USA) support the develop…
Lernen mit Neuen Medien — ein Weg für die Bildung für eine nachhaltige Entwicklung
AuszugDas Konzept einer Bildung für eine nachhaltige Entwicklung (BfnE) stellt neue Herausforderungen an Bildungsprozesse und deren didaktische Konzeption. Aus den vielfältig vernetzten Zusammenhängen innerhalb der ökologischen Systeme der Natur, zwischen ihnen sowie zwischen ihnen und den komplexen Strukturzusammenhänge menschlicher Zivilisationsprozesse ergeben sich neue Problemstellungen, die neues Denken und neue Lernformen erfordern: Mit dem…
Developing key competencies for sustainable development in higher education
Purpose To date, little attention has been given to the circumstances in which the process of developing key competencies for sustainable development may take place. The purpose of this paper is to consider, the possibilities both of formal and informal learning and their relationship to competence development within higher education. Design/methodology/approach An explorative, qualitative study based on focus groups was designed using different …
Forschung für die NachhaltigkeitResearch for Sustainability
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Academic staff development as a catalyst for curriculum change towards education for sustainable development
Social Learning Instead of Educating the Other
Michael Bilharz and Katharina Schmitt (2011) raise serious concerns about the emerging trend to believe in sustainable consumption as a way to contribute to a more sustainable development and about the limited impact of the Lifestyle of Health and Sustainability (LOHAS) trend. They argue that it will need a new strategy for sustainable consumption, in order to change consumer beliefs and habits. Accordingly Bilharz and Schmitt present three alter…
Learning for change
Synthesising case-study research – ready for the next step
Within the emerging field of research on education for sustainability (EfS), case studies are an important if not the predominant research approach, although often criticised for its lack of internal and external validity and a tendency to draw conclusions with insufficient rigour. While, basic concerns have been expressed and discussed in an early issue of this journal, main assumption still hold true after more than 10 years of research in the …
Key Competencies for and beyond Sustainable Consumption An Educational Contribution to the Debate
Sustainable consumption is a field characterized by complex system relations that do not allow prescribing easy solutions for changing consumer behavior. This paper provides an educational perspective on the controversial debates that have evolved in GAIA and the broader scholarly literature about the roles and responsibilities of individuals in the context of sustainable consumption. We introduce an educational key competencies approach comprisi…
Empirische Forschung zur Bildung für nachhaltige Entwicklung – Themen, Methoden und Trends
Mapping a sustainable future
Stephanie E. L. Bengtsson, Bilal Barakat and Raya Muttarak
Seeking sustainability competence and capability in the ESD and Hesd literature
Education for sustainable development (ESD) and higher education for sustainable development (HESD) are complex, multidisciplinary fields of enquiry, drawing on concepts and terms from different disciplines and languages. Although the fields are advancing in their acceptability within educational systems worldwide, they are currently struggling to achieve sought-after graduate and societal outcomes such as environmentally-responsible or sustainab…
Transdisciplinary learning to foster sustainable development
Ways towards sustainable development will require mutual learning processes and processes of change across disciplines and stakeholders and between the Global South and North. The new Institute for Sustainable Development and Learning aims to meet these requirements ‐ through transdisciplinary learning as evidence-generating and evidence-supported learning processes on the individual, organizational and societal levels, thus fostering fundamental…
Thomas Hoffmann (2018)
Transformative learning in the field of sustainability
Purpose This study aims to investigate how transformative learning has been conceptualised and operationalised in education for sustainable development (ESD) and sustainability learning and to collect evidence on how to support transformative learning in formal and non-formal environments. Design/methodology/approach The authors conducted a systematic literature review to provide a structured and replicable search and analysis of the relevant lit…
Embracing conflicts for interpersonal competence development in project-based sustainability courses
Purpose Advanced skills in communication, teamwork and stakeholder engagement are widely recognized as important success factors for advancing sustainability. While project-based learning formats claim to advance such skills, there is little empirical evidence that demonstrates how interpersonal competence is being developed. This study aims to describe and explains teaching and learning processes of project-based sustainability courses that cont…
Capacity building for transformational leadership and transdisciplinarity
Two new academies support future change agents: The Postdoc Academy for Transformational Leadership is designed to develop the next generation of leaders in sustainability and transformation research. And the platform tdAcademy aims to be a continuously evolving knowledge base for transdisciplinary research
Key competencies in sustainability in higher education—toward an agreed-upon reference framework
Making education for sustainable development happen in elementary schools
This study complements the discussion on theoretically derived competence models through an empirical analysis that gives a voice to teachers who are experienced in education for sustainable development (ESD). It adds their insights and expertise to the academic discourse. Our original contributions are threefold: (1) We find justification for aspects of pedagogical content knowledge (PCK) and content knowledge (CK), which share a common understa…
Die Zusammenarbeit von Lehrkräften, Hochschule und außerschulischen Bildungsakteuren – kollaborative Materialentwicklung unter der Perspektive BNE
Bei der Integration von Bildung für nachhaltige Entwicklung in Schule und Unterricht fällt Lehrkräften als Multiplikatorinnen und Multiplikatoren eine Schlüsselrolle zu, jedoch fehlt es vielfach an Angeboten, um Lehrkräfte bei dieser Aufgabe zu unterstützen. Aus- und Weiterbildungsformate, in denen gezielt die Entwicklung notwendiger Kompetenzen von Lehrkräften verfolgt wird, rücken in diesem Zusammenhang vermehrt in den Fokus wissenschaftlicher …
Bildung für nachhaltige Entwicklung
Learning processes for interpersonal competence development in project-based sustainability courses – insights from a comparative international study
Purpose For professional sustainability work, graduates need to be able to work in teams and collaborate with stakeholders; in other words, they need to have developed interpersonal competence. There is growing evidence that project-based sustainability courses facilitate interpersonal competence development. However, research so far has focused on single case studies and on assessing learning outcomes. The purpose of this study is to deepen the …
Current practice of assessing students’ sustainability competencies
While there is growing agreement on the competencies sustainability professionals should possess as well as the pedagogies to develop them, the practice of assessing students’ sustainability competencies is still in its infancy. Despite growing interest among researchers, there has not yet been a systematic review of how students’ sustainability competencies are currently assessed. This review article responds to this need by examining what tools…
The patterns of curriculum change processes that embed sustainability in higher education institutions
Implementing education for sustainable development (ESD) in higher education institutions (HEIs) is critical to facilitating a transition toward sustainable development. However, little is known about the specific implementation processes that lead to the institutionalization of sustainability curricula in HEIs. This meta-study and cluster analysis uses 131 international case studies to shed light on six distinct implementation patterns: (1) coll…
A whole-institution approach towards sustainability
Purpose Higher education and its leadership are not yet using their potential impact for a sustainable future. This paper aims to focus on UN developments and the long history of university involvement in sustainability might create more interest and understanding that sustainably oriented universities are actually possible and a much stronger role for higher education is needed when nations are discussing their future. Design/methodology/approac…
Political science (26 obras) · Sustainability in Higher Education (24 obras) · Sustainability (23 obras) · Sociology (20 obras) · Engineering (18 obras) · Environmental Education and Sustainability (18 obras) · Engineering ethics (16 obras) · Pedagogy (16 obras) · Sustainable development (16 obras) · Computer Science (13 obras)