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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The responses of higher education (HE) institutions towards the climate crisis and escalating social inequalities have been researched from either 'top-down' (i.e. institutionally-led) or 'bottom-up' (i.e. student-led) perspectives. As scholars call for enhanced insight into the space between these two poles, this paper provides an autoethnographical account of a 'bottom-up' network led by doctoral students – Researchers 4 Sustainability (R4S) – initiated within a UK university to contest 'top-down' structures by way of disciplinary silos. Likening disciplines to communicative subsystems, we draw on a social constructivist perspective of dialogue to demonstrate how three forms of dialogue – exploring, explaining and expanding – support not just the transcending of disciplinary boundaries, but crucially, institutional hierarchies, in the creation of sustainability knowledge. Herein, we introduce a framework against which to organise student-led dialogues relative to their inter- and/or trans-disciplinary orientations and offer recommendations for theory and practice. [ABSTRACT FROM AUTHOR]

After the Second World War, the Italian educational context in Italy was distinguished by a network of different democratic and antiauthoritarian pedagogical ideas and educational experiences, developed as heterogeneous forms of New Education. The Movimento di Cooperazione Educativa (MCE), inspired by Freinet’s popular pedagogy and cooperative techniques, underwent transformative and contradictory processes. In particular, the paper is focused on a transdisciplinary educational approach developed within the MCE and applied in preschool (scuola d’infanzia). By using oral and written sources (interviews, publications, MCE bulletins, archives), the paper intends to trace the main elements that shaped the Pedagogy of Listening, developed in Rome at the end of the 70s by Alessandra Ginzburg, and experimented with by many MCE teachers. The Pedagogy of Listening combined Freinet’s techniques with the Lacanian listening posture and the bi-logic elaborated by Matte Blanco, aiming to legitimate children as a specific cultural group deserving respect and recognition. The paper addresses the conditions that allowed the Pedagogy of Listening to emerge within the Italian movement, original tools and techniques that were produced concerning preschool education and the ways in which the Pedagogy of Listening evolved over time, being translated and further transformed within nurseries, primary and middle schools. [ABSTRACT FROM AUTHOR]

Water is the main actor of a summer school dedicated to heritage and environment, realized in navigation, by a community of international and multidisciplinary students and teachers, and dedicated to an in-depth investigation of the seas of the former Yugoslavia. The narrow spaces of a small wooden gulet acted as a floating classroom, meeting-point, and hostel, while the limited spaces and fresh water available were shared among all participants. Sharing the scarce spaces and limited water resources has represented a metaphor of reciprocal interdependence, and it was the main educational texture of the summer school on board. [ABSTRACT FROM AUTHOR]

Work-integrated learning (WIL) is widely used to connect students with the world of work and authentic industry practices. WIL research and practice is primarily focused on the benefits to students and universities, whilst the value of WIL to partner organisations remains relatively underexplored. This study takes an industry, government and community partner-centric perspective to examine learning in partner organisations stimulated through engagement with transdisciplinary WIL. A case study of a transdisciplinary, innovation-focused project-based WIL subject at one Australian university is interrogated through the theoretical lenses of practice theory and mutual learning. Fifteen interviews with stakeholders in partner organisations are analysed against the three dimensions of practice articulated by Kemmis et al. (2014): sayings, doings and relatings. The analysis shows that through engagement with university-led transdisciplinary WIL partners were able to advance their learning projects, disrupt and reconfigure organisational practices, and legitimise experimentation within their organisations. The study builds the case for conceptualising WIL engagement as a professional learning opportunity for partner organisations, in addition to the well-documented benefits to students and universities. [ABSTRACT FROM AUTHOR]

Utilising novel ways of knowing, aligned with an ecological approach, the Learning in Development Research Framework (LDRF) has been introduced as a different way to guide research and practice in sport. A central feature of this framework is an appreciation of researcher embeddedness; positioned as an inhabitant who follows along with the unfolding inquiry. This positioning is integral for enriching ones understanding of the relations between socio-cultural constraints and affordances for skill learning within a sports organisation. Moreover, the notion of embeddedness foregrounds the ongoing nature of inquiry when practiced as an art of inquiry. In an effort to extend these ideas, this paper highlights how a phronetic iterative approach to data analysis-synthesis could be undertaken, while ensuring that the researcher remains 'in touch' with a phenomenon, and thus faithful to key tenets of research practiced as an art of inquiry. To illustrate this, we present a 'walk-through' from a recent LDRF study. Rather than focusing on data collection or recorded observations made from afar, this walk-through shows how a researcher, practicing an art of inquiry, can grow knowledge of and with the phenomena, enriching the evolution of practice and performance from within an ecology of relations. [ABSTRACT FROM AUTHOR]

This study examines young people's involvement in regional sustainability transformation processes based on a real-world experiment in a community of 5700 inhabitants on the southern outskirts of city of Vienna, Austria. The eight-month experiment aimed to explore methods and tools for transdisciplinary co-creation with youth, the impact of structural conditions on their participation and the effects of their integration. Findings highlight the crucial roles of topics relevant to youth, a trusted intermediary like a youth worker, and structural conditions such as political support and resource allocation in enhancing youth engagement success. Collaborative decision making with policymakers and direct communication were also key to effective participation. The real-world experiment laid the groundwork for future participatory methods and had an impact on youth–community relations. It affirmed the role of youth in regional development, with effects that extended beyond the immediate scope of the experiment in terms of time, space, and topic. [ABSTRACT FROM AUTHOR]

Finding pathways to enable values-for-sustainability transformation is crucial. Despite the emergence of strategic insights and theoretical frameworks like the Four Perspectives, there remains a scarcity of empirical work to directly engage with values for pragmatic learning. We address this gap by presenting an empirical case study of an intervention designed to move two groups from non-collaborative to collaborative on the basis of newly found shared values. By conceptualizing values as tacit knowledge and employing the Knowledge Creation Theory, our intervention facilitated the development of cross-group shared values through Externalization and Combination modes. Our results demonstrate empirical evidence of values-engagement processes including Surfacing and Negotiation from Four Perspectives (i.e. Surfacing values, Negotiating values, Eliciting values, Transforming through values), and informs their sequence of appearance. We highlight the importance of a pool of shared experiences as basis for Surfacing, and demonstrate the utility of the SECI (Socialization, Externalization, Combination, Internalization) model to plan the utilization and sequencing of values-engagement processes towards achieving sustainability transformations. The findings suggest that starting with participants having shared experiences facilitates Surfacing and Negotiation of values, and enables developments of cross-group collaboration valuable for providing preparedness for a diversity of sustainability transformation contexts. [ABSTRACT FROM AUTHOR]

In today's ever-evolving scientific landscape, invasion science faces a plethora of challenges, such as terminological inconsistency and the rapidly growing literature corpus with few or incomplete syntheses of knowledge, which may be perceived as a stagnation in scientific progress. We explore the concept of 'competency', which is extensively debated across disciplines such as psychology, philosophy, and linguistics. Traditionally, it is associated with attributes that enable superior performance and continuous ingenuity. We propose that the concept of competency can be applied to invasion science as the ability to creatively and critically engage with global challenges. For example, competency may help develop innovative strategies for understanding and managing the multifaceted, unprecedented challenges posed by the spread and impacts of non-native species, as well as identifying novel avenues of inquiry for management. Despite notable advancements and the exponential increase in scholarly publications, invasion science still encounters obstacles such as insufficient interdisciplinary collaboration paralleled by a lack of groundbreaking or actionable scientific advancements. To enhance competency in invasion science, a paradigm shift is needed. This shift entails fostering interdisciplinary collaboration, nurturing creative and critical thinking, and establishing a stable and supportive environment for early career researchers, thereby promoting the emergence of competency and innovation. Embracing perspectives from practitioners and decision makers, alongside diverse disciplines beyond traditional ecological frameworks, can further add novel insights and innovative methodologies into invasion science. Invasion science must also address the ethical implications of its practices and engage the public in awareness and education programs. Such initiatives can encourage a more holistic understanding of invasions, attracting and cultivating competent minds capable of thinking beyond conventional paradigms and contributing to the advancement of the field in a rapidly changing world. [ABSTRACT FROM AUTHOR]

In this paper we take inspiration from Levin's (2003) provocation "can universities ever become a greenhouse for education in action research?" His assertion that creating action research learning opportunities within universities is possible becomes particularly relevant in the context of a changing Higher Degree Research (HDR) landscape, notably in Australia. The increasing emphasis on industry-focused doctorates and the demand for post-doctoral career pathways beyond academia necessitates a deeper understanding of supporting engaged and impact-oriented research training. To address these challenges, we present a reflexive discussion centred around the HDR Participatory Action Research (PAR) Collaborative—a year-long peer-learning initiative designed to cultivate a community of practice on transdisciplinary participatory research among graduate researchers at the University of Technology Sydney. This was conducted as a participatory action research project, with a systems-thinking orientation. We articulate lessons learned around the blockers and enablers for training HDR candidates engaged in participatory research to tackle wicked problems and ways to enhance HDR researcher development in this area, including the prototyping of new peer learning and mentoring approaches. By aligning with Levin's emphasis on practical and useful knowledge, we highlight the importance of curriculum design for synchronous and asynchronous hybrid delivery, collective peer learning practices, and transdisciplinary orientations to research as crucial factors for success in action research programs within the academic context. By addressing the evolving needs of HDR training and research cultures, our study contributes to the ongoing dialogue on holistic and integrative research approaches and ways to support them within higher education. [ABSTRACT FROM AUTHOR]

Environmental knowledge networks (EKNs) link research collaborators in a common purpose to produce data and knowledge to better understand social-ecological phenomena and address environmental challenges. Over recent years, as scientists have grappled with how to produce data and actionable knowledge for conservation and sustainability, more EKNs have been established. Although each network is founded for its own purposes and maintains its own goals and ways of operating, these networks are generally managed by scientists to produce knowledge to advance science and decision making. In this Insight article, we articulate key qualities and benefits of EKNs and shows how EKNs can address grand challenges that cannot be answered by a single team or institution, create a diverse, vibrant culture of science and community of practice, and provide innovative solutions and knowledge to society. We also discuss challenges of EKN governance, and how challenges may vary with a network's development. Finally, based on a synthesis of structured discussions about key issues in EKN management, we share recommendations and best practices, emphasizing management practices that are inclusive, reflexive, adaptive, and flexible, so that others may benefit from our experience leading EKNs. [ABSTRACT FROM AUTHOR]

This paper deals with the ways in which the intellectual and political history of AIDS can assist in the chronological conceptualization of a pandemic such as COVID-19 as it is unfolding. It problematizes the idea of pandemic "beginnings" and "ends" to show that such definitions are shaped by the disciplinary location and thematic foci of relevant scholars. Central to this analysis is the notion that ethical and political contexts affect research on a pandemic in different ways at national and global levels at various points in its trajectory. The article develops this argument in relation to two main themes: firstly, with reference to the history of AIDS research in South Africa; secondly, with the philosophical concept of bioagency to understand the ways in which viruses and humans co-shape the course of epidemics over time. I first make the case for the development of historically informed, long-term ethnographic studies of COVID-19. Using bioagency as a point of departure to consider viruses as social actors, the essay then critiques the notion of bioinformationalism as catalyzing the widening accessibility of biomedical research. Instead, I discuss the biotechnology and pharmaceutical industries as protagonists in the operation of biocapital. I argue that the history of AIDS in South Africa can provide methodological and theoretical insights into how to interpret an unfolding epidemic, outlining an ambitious transdisciplinary research agenda for thinking about the temporality of a pandemic spanning the different, interconnected, scales of life. [ABSTRACT FROM AUTHOR]

This paper focuses on the Pelagian Debate of the late 4th Century CE between Augustine of Hippo and the British cleric Pelagius, and its little known or understood relevance to music education practice and scholarship. A transdisciplinary review of theological, historical, pedagogical, and musicological texts suggests that Augustinian notions of sin, goodness, and human nature reflect assumptions embedded in traditional classical music education paradigms. As a contrast, Pelagius' notions of the importance of the "laity," and criticism of church hierarchy, later suppressed and deemed heretical, can be related to tensions between amateur and professional musicians in music and education contexts. This paper will explore this debate, and Augustine's victory, as a means of questioning assumptions embedded in music education discourse concerning talent, discipline, and human capacity for music. In this way, the debate is made relevant not only as a means of enhancing understanding of historical conceptions but also as a lens through which contemporary music education might be interrogated. [ABSTRACT FROM AUTHOR]

Society is facing significant societal challenges that require a transdisciplinary approach. The arts are increasingly recognised as essential in addressing these complex issues. But what exactly can they contribute? In this article, Veerle Spronck explores the project ON the LINE: The Art of Digital Citizenship as a case study. She unravels the various artistic strategies that were employed in this transdisciplinary project, in which HKU and Utrecht City Library collaboratively conducted research on digitisation. [ABSTRACT FROM AUTHOR]

The fourth international conference of the Journal of Italian Cinema & Media Studies (JICMS) was held at The American University of Rome on 13–15 June 2024. The co-organizers were Flavia Laviosa (Wellesley College) and Catherine Ramsey-Portolano (The American University of Rome) and this year's title was Re-examining the Past and Envisioning the Future of Italian Cinema and Media. Participants from five continents and various countries, with diverse academic backgrounds, including film studies, Italian studies, media studies, social sciences and industry practice, came together for three days of stimulating discussions and productive exchanges of ideas and perspectives. The keynote address 'Non-fiction filmmaking in contemporary Italy' was delivered by Áine O'Healy from Loyola Marymount University. The conference was further enriched by the presence of directors Paolo Benvenuti, Monica Guerritore and Liliana Cavani. This report provides an overview of the conference. [ABSTRACT FROM AUTHOR]

In modern education sphere, which is subject to constant change under the influence of socio-cultural, environmental, and economic changes, there is an urgent task to create methods and directions in the educational process consonant with the transformations. The purpose of the study is to identify promising areas of research in the context of continuing education. The methodological tools were: analysis of interrelationships between concepts that combine philosophical, sociocultural, economic, and educational categories; critical analysis of our own pedagogical practice in the context of formal, informal, and incidental learning; organization and implementation of a survey of experts via the Internet in December 2023; qualitative analysis of detailed answers of survey participants to the questions posed. New sources for an interdisciplinary methodology creation have been identified, the development of which is envisioned at the boundary of diverse knowledge domains and in the framework of practical research on transdisciplinarity. The author’s analysis has revealed significant methodological innovations present in science and contemporary philosophy when considering lifelong learning as a vital aspect of a modern man. The potential and perspectives immanent to innovative combinations and interactions between previously autonomous spheres of knowledge have been analyzed. In the era of rapid technological and educational development, where the human aspect is merging with artificial intelligence, human values preservation becomes critical. The article gains its significance by exploring the methodological approaches most suitable for developing a progressive psychological and pedagogical concept within the phenomenon of continuing basic education.

The reduction of meat consumption in health systems is a high-impact pathway for healthcare decarbonization. Effects including changes in greenhouse gas emissions are rarely calculated following interventions, such as the implementation of plant-forward menus in hospitals, and the results of these changes are rarely published in peer-reviewed literature. In this perspective, we discuss the decarbonization outcomes of plant-rich dietary shifts across five health systems worldwide, gathered from peer-reviewed and gray literature. In each case, the implementation of a plant-rich approach reduced food-related greenhouse gas emissions. Health co-benefits are also commonly reported. The measurement of greenhouse gas emissions of plant-rich dietary shifts in future health system interventions is encouraged, with the results published in peer-reviewed journals. [ABSTRACT FROM AUTHOR]

In an age of persistent existential crises, governments and wider society are demanding from academia tangible contributions toward tackling the “big” contemporary issues, including climate change, demographic collapse, social instability, and the risks of escalating global conflict. Since all such problems involve a linguistic dimension, applied linguists are increasingly repurposing their research skills to achieve impact in such domains, far beyond the traditional scope of their core discipline. This paper discusses doing so within the distinctive framework of the Zurich approach to transdisciplinarity. Core features of the Zurich approach are sketched, and a case is made for applied linguists working alongside scientists, engineers, lawyers, and others in transdisciplinary teams focused on wicked problems. [ABSTRACT FROM AUTHOR]

Systems engineering's evolutionary trajectory has been far from linear, and its future direction is uncertain. We present an assessment and vision of how SE might evolve to enduringly be impactful and relevant, despite growing complexity and radical technological change. We discuss how SE started out focused on achieving technical objectives, then drifted towards a more process and methodology focus, and is now responding to calls to return to its roots under the banner of "attaining elegant solutions to complex problems." We discuss how SE has always been a transdiscipline, although it was not always so recognized, and how SE is now increasingly recognizing and valuing its transdisciplinary nature. We present our view that the future of SE as an impactful and relevant engineering discipline lies in the strengthening of its transdisciplinarity and an increased focus on attaining elegant solutions to complex problems. We present a framework for understanding the nature of SE and the way in which it evolves in terms of its principles, methods and purposes. We show that SE is informed by, and informs many disciplines and social institutions in a dynamic ecology of discovery, achievement and vision. Lastly, we discuss the value of this framework, and show how it can serve as a basis for developing a common understanding of the value and potential of SE, and support institutions such as INCOSE as they engage in the wider social agenda of building a better and more sustainable world. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic sparked an unprecedented expansion of educational technologies and digitisation of the university sector, and also amplified existing inequalities and crises. In this paper, we introduce the 'socio-technically just pedagogies framework' to systemically explore curriculum-making, student-staff partnerships, knowledge production, and networked capabilities in higher education. This conceptual innovation seeks to (re)articulate pedagogy across four aspects: (i) a commitment to curriculum-making as a form of everyday activism; (ii) a nurturing of student-staff coalitions to expand student-staff partnerships; (iii) development of generative spaces for transdisciplinary co-creation; and (iv) the deliberation of networked capabilities. This framework emerged from a partnership with students at an Australian university that sought to experiment with pedagogical practices and possibilities. Our coalition then responded to the framework to illicit collective insights about the curriculum-making phenomenon. The framework seeks to articulate curriculum-making initiatives that collectively enact socio-technically just pedagogies. [ABSTRACT FROM AUTHOR]

This article is a literature review of academic articles in the educational sciences published in the International Journal of Inclusive Education between 2013 and 2023, focusing thematically on the political, social, and conceptual-theoretical dimensions of inclusive education. Its aim is to explicitly connect educational sciences and sociology by examining research outputs in the field of inclusive education arising from educational sciences, which address the reproduction of inequalities and discrimination at the systemic social level. It focuses on the question of the societal and political implications of the concept of inclusive education. In doing so, it highlights the barriers at the societal level to the implementation of inclusive education in the form of the dominant deficit-focused perception of children experiencing educational difficulties; the lack of transdisciplinary and intersectoral cooperation; and neoliberal values such as competitiveness and individualism leading to the segregation of children with poorer educational outcomes. It concludes by pointing out some problematic aspects of the concept of inclusive education for a broader social and political change. Additionally, it argues that the implementation of inclusive education can only be sustainable if it includes broader social change beyond the field of education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Académica Internacional de Educación Física is the property of Asociacion Cientifica Internacional de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Transdisciplinary practices in artificial intelligence (AI) requires good methodological techniques to bring researchers together from diverse disciplines. Different fields and traditions each may have an impact on the greater AI ecosystem, however, to properly gauge this impact, and include diverse voices, research methodologies must evolve to adopt new methods and techniques. To understand the shifting demands for new skills, we conducted a transdisciplinary workshop, bringing together stakeholders from industry, government and academia, by engaging with scenarios in healthcare and emergency response, using future visioning to imagine new skill requirements across job roles. We found that future visioning was a useful methodology to help frame discussions in a manner conducive to eliciting qualitative evidence of different policy approaches. Beyond individual skills, we propose the Human-AI Synergy Matrix as a collaborative competency framework, which integrates technical, professional, and strategic skills with levels of engagement such as awareness, communication, synergy, governance, and transformation. The matrix aims to facilitate evaluation and understanding of skills and critical issues in human-AI collaboration within AI ecosystems, emphasizing the need to address broader challenges in an interconnected manner. [ABSTRACT FROM AUTHOR]

Transdisciplinarity is an integrative approach that includes different scientific disciplines as well as stakeholders and researchers to tackle both societal and scientific challenges. Since standards are jointly developed by science, business, and other stakeholders, standardization can be perceived as a specific mode of transdisciplinarity. In the discussion on knowledge transfer as a further performance dimension for researchers, participation in standardization procedures is now also being considered as a further channel, albeit without a sound conceptual and empirical basis. The paper thus aims to provide a conceptual base of standardization as a transdisciplinary knowledge production mode and transfer channel but also gives an outlook on its empirical implementation. The literature review on transdisciplinarity helps us to put standardization into the context of transdisciplinary research and to present a conceptual model of standardization as transdisciplinary knowledge production and transfer. Further, we present the first methodological approaches for the empirical analysis of the transdisciplinary character of standardization. Finally, we conclude with a summary, a number of recommendations derived from transdisciplinary research for standardization, and an outlook toward future research to be tackled with the proposed methodologies. [ABSTRACT FROM AUTHOR]

Although the impacts of climate change are increasingly challenging food production efforts around the globe, evidence from past studies suggests that adapting and building food systems' resilience to climate change is not a trivial task. In this study, we adopted a multi-stakeholder perspective by using qualitative and quantitative data to examine the process of building resilience in food value chains against droughts. Through a transdisciplinary process engaging practitioners from different activities of four key Swiss food value chains, we identified measures to build resilience in these value chains and their respective barriers, and determined key stakeholders to facilitate the implementation of the measures. We further complemented the results of the study with a quantitative survey of 832 Swiss farmers aimed at more deeply understanding the barriers from an agricultural perspective. The measures proposed by the practitioners for building resilience in the value chains are primarily focused on production activity and are aimed at avoiding production disruptions and mitigating farmers' economic losses. Although some of these measures (e.g., irrigation, amassing stocks of animal feed) can be implemented by farmers themselves, other measures (e.g., compensation through pricing changes, flexibility in quality requirements) require interventions from other stakeholders, including post-production actors (processors, retailers) and consumers. However, our results indicate that such implementation is hindered by conflicting interests, the uneven exposure of actors to droughts, and a lack of motivation by the actors to act beyond securing their own operational needs. We conclude that a value chain approach based on collaboration is essential for building food system resilience against droughts and that research on motivations to enable such collaborations deserves more attention in resilience design and research. [ABSTRACT FROM AUTHOR]

Many of the implications of climate change for Aotearoa (New Zealand) remain unclear. To identify so-far unseen or understudied threats and opportunities related to climate change we applied a horizon-scanning process. First, we collated 171 threats and opportunities across our diverse fields of research. We then scored each item for novelty and potential impact and finally reduced the list to ten threats and ten opportunities through a prioritisation process. Within the 20 items presented in this paper, we uncover a range of climate-related costs and benefits. Unexpected opportunities evolve from economic reorganisation and changes to perspectives. The threats we highlight include the overall failure to interconnect siloed policy responses, as well as those relating to extreme events and feedbacks, as well as pressures that undermine the coherence of society. A major theme of our work is that climate change effects in Aotearoa are likely to transgress the boundaries of research disciplines, industry sectors and policy systems, emphasising the importance of developing transdisciplinary methods and approaches. We use this insight to connect potential responses to climate change with Aotearoa's culture and geography. [ABSTRACT FROM AUTHOR]

Accelerating urbanisation and associated lifestyle changes result in loss of biodiversity and diminished wellbeing of people through fewer direct interactions and experiences with nature. In this review, we propose the notion of urban wilding (the promotion of autonomous ecological processes that are independent of historical land‐use conditions, with minimal direct human maintenance and planting interventions) and investigate its propensity to improve biodiversity and people–nature connections in cities. Through a large interdisciplinary synthesis, we explore the ecological mechanisms through which urban wilding can promote biodiversity in cities, investigate the attitudes and relations of city dwellers towards urban wild spaces, and discuss the integration of urban wilding into the fabric of cities and its governance. We show that favouring assembly spontaneity by reducing planting interventions, and functional spontaneity by limiting maintenance practices, can promote plant diversity and provide ecological resources for numerous organisms at habitat and city scales. These processes could reverse biotic homogenisation, but further studies are needed to understand the effects of wilding on invasive species and their consequences. From a socio‐ecological perspective, the attitudes of city dwellers towards spontaneous vegetation are modulated by successional stages, with grassland and woodland stages preferred, but dense shrubby vegetation stages disliked. Wild spaces can diversify physical interactions with nature, and enrich multi‐sensory, affective and cognitive experiences of nature in cities. However, some aspects of wild spaces can cause anxiety, feeling unsafe, and the perception of abandonment. These negative attitudes could be mitigated by subtle design and maintenance interventions. While nature has long been thought of as ornamental and instrumental in cities, urban wilding could help to develop relational and intrinsic values of nature in the fabric of cities. Wildness and its singular aesthetics should be combined with cultural norms, resident uses and urban functions to plan and design urban spatial configurations promoting human–non‐human cohabitation. For urban wilding to be socially just and adapted to the needs of residents, its implementation should be backed by inclusive governance opening up discussion forums to residents and urban workers. Scientists can support these changes by collaborating with urban actors to design and experiment with new wild spaces promoting biodiversity and wellbeing of people in cities. [ABSTRACT FROM AUTHOR]

The article discusses the challenges and opportunities facing interdisciplinary attempts to produce knowledge about water and lake-related processes. It examines key aspects of the long-standing debates on this topic and discusses the state of the art providing empirical examples. The article argues that, notwithstanding the significant progress achieved in disciplines and fields of knowledge relevant to water-related research, the development of interdisciplinary coordination, particularly between the physical–natural and the social sciences remains underdeveloped. However, the fact that the extreme global crisis affecting water and life in the planet, more generally, has a primarily anthropogenic nature suggests that there are urgent reasons to promote greater collaboration between different forms of knowledge relevant to these processes. The main objective is contributing to raise awareness about obstacles and opportunities for enhanced interdisciplinary coordination in these areas, to tackle the urgent problems facing the socio-hydrosphere. [ABSTRACT FROM AUTHOR]

This research study is an initial exploration of ways in which principles of dance movement therapy practice can be used in South Africa. Culturally-relevant principles in dance movement therapy practice were identified in an earlier phase of the study and informed a short-term group intervention within a transdisciplinary research team that dealt with water resources management. The research question for this phase of the study focused on the experiences of members of this group: How did researchers from a water resources management transdisciplinary environmental research group program in South Africa experience their participation in a group that adopted selected, culturally-sensitive dance movement therapy principles and practices? Hermeneutic phenomenology provided the methodological framing. Interpretative Phenomenological Analysis influenced the identification of themes. We conclude that principles of dance movement therapy have relevance in multiple and diverse ways within environmental transdisciplinary teams, beyond typical therapy contexts. [ABSTRACT FROM AUTHOR]

In this article, seven participants from nursing, social work, accounting, fine arts, bioscience, and learning support disciplines share insights gained through participation in a transdisciplinary cooperative inquiry research group aimed at developing excellence in teaching. This Cooperative Inquiry for Reflection and Collaboration on Learning Effectiveness (CIRCLE) group promoted transformation of individual participants’ teaching as well as development of interdepartmental collaboration and camaraderie within the context of contemporary, performance-based academic environments. Collaborative, pedagogical, action research was undertaken through cooperative inquiry (CI) to explore transformative learning activities that increased teachers’ and students’ engagement while covering prescribed learning outcomes using creative approaches. The results are presented in a reflexive, collaborative autoethnography through seven authentic teacher stories. Reflections on the process and the impact of being in the research group provide evidence of the potential transdisciplinary, CI research groups offer to enhance research and teaching outcomes in higher education. These findings are significant internationally in light of the necessity to meet the increasing expectations of all stakeholders in the global tertiary education sector. [ABSTRACT FROM AUTHOR]

This study explores the possibilities of linguistic and literary education to address the subject of the Sustainable Development Goals (SDGs) and to foster reflective thinking in teacher training. The theoretical framework is based on a conceptual framework of transdisciplinarity, the paradigm of literary and reading education, and the use of active methodologies such as Learning Situations (LS). The project consists of developing Learning Situations following the guidelines of the LOMLOE and has been carried out using Project-Based Learning (PBL) methodology on university-level Primary Education Teaching degree students. The component of transdisciplinarity, the development of reflective thinking, and didactic aspects related to the SDGs were studied. An ad hoc questionnaire with pre-test and post-test based on Sabariego et al. (2020) was used, as well as two qualitative instruments: the conclusions of the Learning Situations elaborated and the reflections of the participants. The analysis of the pre- and post-test questionnaires shows a general improvement, with significantly higher scores in the post-test, in the areas linked to methodology and satisfaction with the activity. The results demonstrate that the transdisciplinary approach based on the SDGs promotes critical thinking and enriches the educational experience. [ABSTRACT FROM AUTHOR]

The intensive utilization of tropical inland water bodies for multiple and sometimes competing activities underlines the necessity for their integrated and holistic co-management. This paper presents our synthesis on lake and reservoir fisheries in South and Southeast Asia as social–ecological systems, based on a synopsis of our research findings from a previous EU-funded research programme in Sri Lanka, Thailand and the Philippines (FISHSTRAT project). The paper attempts to merge our results with recent developments in research, policy and practice. We explore the effects of the main external and internal control mechanisms of the trophic state and pinpoint to the high production potential of traditionally unexploited small indigenous fish species. The limitations of conventional centralized management systems highlight the importance of introducing transdisciplinary approaches which integrate limnology, fish ecology and fisheries with the interests of other resource using stakeholders and decision makers in order to develop locally appropriate co-management strategies for sustainable aquatic resource use. [ABSTRACT FROM AUTHOR]

Target 4.7 of the Sustainable Development Goals (SDGs) calls on states to ensure, by 2030, that "all learners acquire the knowledge and skills needed to promote sustainable development". This paper argues that the wording of this target holds three inherent problems, which, together with a commitment to using existing datasets to measure progress towards the SDGs, are resulting in indicators and assessment tools that are not fit for purpose. In response, an alternative "Inside-Out" design strategy is proposed, which is grounded in inductive, intersubjective and values-based approaches for designing indicators and assessment. The approach is elaborated, along with the ways in which it addresses the inherent problems of Target 4.7, its potential challenges, practicalities and caveats. A case study is provided, exemplifying how the "Inside-Out" design is being applied to the Monitoring, Evaluation and Learning (MEL) process being developed within the Transforming Education for Sustainable Futures (TESF) research and practice Network Plus. [ABSTRACT FROM AUTHOR]

Initiatives that fostertransformative change often adopt a transdisciplin-academary approach by involving stakeholders from various sectors of society. Although transdisciplinary projects often emphasize a representative selection, it does not change the fact that a few stakeholders might develop visions, strategies, and policies that could affect many. A legiti mate and transparent process is vital to ensure public acceptance and Bua successful implementation. In this study, we explore how citizens can lowbe involved in transition management initiatives, based on a transition process towards climate neutrality in the Swiss Alps. Here, local citizens evaluated the vision developed by selected stakeholders, as well as the legitimacy of the process. The results were incorporated into workshops conwith the stakeholders. Based on the survey and interviews with stake-holders, we evaluate whether and how citizens' views informed the transition process. Overall, citizens supported the vision developed by the stakeholders. The latter, in turn, highly valued the citizens' perspec-processtives, but were unsure about how to best integrate them. We conclude that the inclusion of citizens at an early stage can increase the legitimacy and transparency of transition processes. [ABSTRACT FROM AUTHOR]

This contribution offers a sense of the scope and transdisciplinary relevance of the philosophy of British mathematician and philosopher Alfred North Whitehead by providing an overview of the three main phases of his career. The contribution goes on to distinguish process thought from the substance thought which dominated modern philosophy, and to outline some of the ways in which Whitehead has influenced thought from across the full spectrum of academic disciplines. [ABSTRACT FROM AUTHOR]

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This special issue re-visits what we might mean by "applied" within im/mobilities studies in an era defined by socio-political turbulence, unevenly distributed harms and existential threats. The issue suggests that such conditions necessarily require contributions from a range of fields, concerns and interests. It is this diversity that we draw attention to, acknowledging the various and intersecting ways in which mobilities scholars are thinking through questions of application. The contributions within the issue illustrate that such applications are not just confined to measurable societal or economic "impact" as conventionally employed, but also through the movement of ideas and practice (whether intentional or not) across disciplinary boundaries and also beyond the academy in creative ways that contribute to the challenges of mobility justice and trouble the borders of knowledge generation and use. This short introductory paper outlines the origins and rationale of this special issue as well as the core connected themes that are, in different ways, considered across the papers: transdisciplinarity, creativity and mobility justice. We go on to summarise the approaches and arguments of the exciting and diverse range of contributions. [ABSTRACT FROM AUTHOR]

The future of political science in this crucial century requires that it (i) adopt the contemporary scientific paradigm, (ii) open itself to pluri-, inter- and transdisciplinarity, and (iii) redefine the main political actor, ourselves, in light of post-anthropocentric and relational turns. A theoretical revolution to a post-normal and eco-political science is needed and, through the influence of new fields such as sustainability science, is probably already in motion. In the Anthropocene, it implies paying attention to biological links that once seemed extemporaneous. And this is when we realize that the sky has become co-vulnerable. We may actually be at risk of losing blue sky through anthropogenic actions, including global warming or solar geoengineering. Politics will be crucial in determining whether or not to preserve its blue, and everything that goes with it. The article explores, through the answer to the blue question, this new super-wicked problem to illustrate the stated objectives for political science and the need to apply them. The proposals that have emerged from this also provide a new framework for Clean Air strategies for blue skies that are being developed at international and national levels. [ABSTRACT FROM AUTHOR]