Sustainability Education and Transdisciplinary Research Institute

Organisational unit: Institute

Organisation profile

At SETRI, the Sustainability Education and Transdisciplinary Research Institute, we embrace sustainability as a positive vision for a world that is both safe and just. We investigate how these concepts need to be applied within our local contexts to become tangible. We believe that in order to achieve this vision, we require spaces where we can collectively unlearn unsustainability in processes and mechanisms of inner and outer transformations. 

SETRI provides such spaces. It is home to transdisciplinary research and learning that transcends boundaries — be they between different schools of thought, geographies, disciplines and cultures, as well asor between science and society. Our mission is to facilitate transformative and transgressive approaches that enable individuals and collectives to challenge and change norms and structures perpetuating unsustainability in their daily lives. 

  1. Published

    Developing ESD-specific professional action competence for teachers: knowledge, skills, and attitudes in implementing ESD at the school level

    Brandt, J-O., Barth, M., Hale, A. & Merritt, E., 11.10.2022, In: Environmental Education Research. 28, 12, p. 1691-1729 39 p.

    Research output: Journal contributionsJournal articlesResearchpeer-review

  2. Published
  3. Published

    Disziplinäre Perspektiven erweitern: Nachhaltigkeit als Nebenfach (Minor Sustainability Science)

    Fischer, D., Martín-López, B. & Keding, G., 16.10.2023, Bildung für nachhaltige Entwicklung in der Hochschule: Wege und Wirkungen am Beispiel der Leuphana Universität Lüneburg. Michelsen, G., Barth, M. & Fischer, D. (eds.). Leverkusen: Verlag Babara Budrich, p. 99-114 16 p. (Schriftenreihe "Ökologie und Erziehungswissenschaft" der Kommission Bildung für eine nachhaltige Entwicklung der DGfE).

    Research output: Contributions to collected editions/worksContributions to collected editions/anthologiesResearch

  4. Published
  5. Published

    Educators' Competence Frameworks in Education for Sustainable Development

    Rieckmann, M. & Barth, M., 2022, Competences in Education for Sustainable Development: Critical Perspectives. Vare, P., Lausselet, N. & Rieckmann, M. (eds.). Cham: Springer International Publishing AG, p. 19-26 8 p. (Sustainable Development Goals Series).

    Research output: Contributions to collected editions/worksChapter

  6. Published

    Embracing conflicts for interpersonal competence development in project-based sustainability courses

    Konrad, T., Wiek, A. & Barth, M., 09.01.2020, In: International Journal of Sustainability in Higher Education. 21, 1, p. 76-96 21 p.

    Research output: Journal contributionsJournal articlesResearchpeer-review

  7. Published
  8. Published

    Expert*inneninterview

    Barth, M. & Bürgener, L., 2022, Young Citizens: Handbuch politische Bildung in der Grundschule. Baumgardt, I. & Lange, D. (eds.). Bonn: Bundeszentrale für politische Bildung, p. 427-432 6 p. (Schriftenreihe; vol. 10777).

    Research output: Contributions to collected editions/worksContributions to collected editions/anthologiesTransfer

  9. Published

    Exploring the potential of SMEs to build individual, organizational, and community resilience through sustainability-oriented business practices

    DiBella, J., Forrest, N., Burch, S., Rao-Williams, J., Ninomiya, S. M., Hermelingmeier, V. & Chisholm, K., 01.2023, In: Business Strategy and the Environment. 32, 1, p. 721-735 15 p.

    Research output: Journal contributionsJournal articlesResearchpeer-review

  10. Published

    Facilitating collaborative processes in transdisciplinary research using design prototyping

    Peukert, D., Lam, D. P. M., Horcea-Milcu, A. I. & Lang, D. J., 2020, In: Journal of Design Research. 18, 5-6, p. 294-326 33 p.

    Research output: Journal contributionsJournal articlesResearchpeer-review