Time: 11.45 – 12.15

Room: 

Speaker: Susanne van den Wildenberg

How can you bring students, educational programmes and organizations together around real-world challenges? In this session, you will explore how interdisciplinary collaboration can create meaningful learning experiences for students.

We start with an inspiring practical example: Challenge Week 040. During this initiative, students from Summa, Fontys, TU/e and partner universities of applied sciences within the HEROES consortium work intensively together with regional companies and organizations on real societal and professional challenges. The example illustrates how education and practice can strengthen each other when collaboration goes beyond the boundaries of programmes, institutes and organizations.

After this introduction, participants will get to work themselves. In a pressure cooker session, you will collaborate with others to design your own Challenge Week concept. The goal is that you leave the session inspired, with concrete ideas on how to develop interdisciplinary projects in which students work together on authentic challenges from companies and organizations.

Time: 11.45 – 12.45
Room: 

Speaker: Kim van Veldhuijzen , Jens Gijbel

How do you initiate collaboration between practice and MBO, HBO and/or WO to organize a meaningful challenge?

In this interactive session, you will work together with other education professionals using the Challenge Based Learning Canvas. In small groups, you will design a concrete challenge step by step and explore how students from MBO, HBO and/or WO can collaborate with partners from industry and society.

You will develop ideas and immediately translate them into action. By the end of the session, you will have a first plan of action, including potential partners and next steps. We will also share experiences from previous initiatives such as the Sustainable City Challenge and the Utrecht ICT Challenge.

The session is practical, open and co-creative. You will meet like-minded professionals, exchange perspectives and build new connections. Together, we lay the foundation for sustainable collaborations that enable students to work on real societal challenges.

Time: 11.45 – 12.45

Room: 

Speakers: Heleentje Swart, Victoria Westra-Snouck Hurgronje , Max Eisenbart

After this workshop, you will be familiar with two different approaches to multi-level learning, where students from different educational levels and with diverse talents (MBO, HBO and WO) collaborate with external partners to contribute to a circular economy and a sustainable society.

We will introduce two approaches: “relay learning” (estafette learning) and “The Week of the Region Fryslân.” In addition to the multi-level learning coordinators of SPARK the Movement, a team leader from Aeres MBO Leeuwarden will join us to share practical insights into how students and teachers experience this type of learning environment in practice.

This session is relevant for teachers and educational leaders from all tertiary education institutions (MBO, HBO and WO) who want to collaborate on meaningful and motivating transition-oriented education. In Fryslân, we have already gained substantial experience with this approach and are eager to share our lessons learned. At the same time, we are curious to hear your perspectives on what could be improved or done differently. Exchanging experiences and knowledge will be at the heart of this session.

Time: 11.45 – 12.45
Room: 

Speaker: Cas Smitsmans

How can sustainability be structurally embedded in a curriculum (MBO, HBO or WO) in a way that remains discipline-specific, fits different programmes and leads to concrete learning objectives, learning activities and assessment?

In this interactive session, we explore how sustainability can be integrated into the curriculum not as a separate topic, but as a coherent learning pathway. The session is based on the integration trajectory Responsible Professional Conduct (Maatschappelijk Verantwoord Handelen – MVH) within the Business Administration programme at the Amsterdam University of Applied Sciences, developed in collaboration with TheRockGroup.

This session is relevant for MBO, HBO and WO educators, as it demonstrates how sustainability can become part of the professional identity of a discipline, how teaching teams can develop shared ownership, and how education can better connect with sustainability challenges from professional practice. The focus is on hands-on work, exchange of ideas and co-creation.

Participants will take part in a short exercise analysing course content, learning objectives and professional context. In small groups, they will practice identifying connections with sustainability, formulating learning objectives and translating them into concrete learning activities.

Time: 11:45 – 12:45
Room: 

What view of humanity underlies my teaching, and what does this mean for sustainability and future-oriented learning?

In her book Doughnut Economics, Kate Raworth writes: “Homo economicus is the central character in every mainstream economics textbook… silently showing us how we should behave.” This view of humanity — seeing people as rational optimisers acting primarily out of self-interest — deeply influences education and policy, shaping how we learn and how we assign value.

Within the Homo Florens network (www.homo-florens.nl), teachers and programme managers from higher economic education experiment with teaching from a richer view of humanity, which suggests that:

• humans are not machines that must constantly perform (for that we have AI), but beings who flourish in relationship with others;
• sustainability is not an economic externality, but a natural starting point for meaningful education.

In this Groene Peper session, colleagues from MBO, HBO and WO learn from each other by exploring:

• which views of humanity underlie their curricula;
• how these perspectives shape their understanding of sustainability;
• how we can appeal to the homo florens within our students.

Time: 11.45 – 12.45
Room: 

Speaker: Saskia Hanssen

Get to know powerful conversation tools for developing a sustainable curriculum.

In this session, participants will be introduced to two practical tools for sustainable curriculum development: the Self-Assessment for Sustainable Education and the HUis for Sustainable Education. The HUis is a serious game and comprehensive tool that can be used during team sessions to support the development of a sustainable curriculum.

These tools help facilitate meaningful conversations within educational teams and support a structured approach to integrating sustainability into the curriculum.

Time: 11.45 – 12.45
Room: 

Speaker: Erdinç Saçan

Time: 11.45 – 12.45
Room: 

Speaker: Laura Kemkes

What does a just energy transition look like from different perspectives, and which social and global inequalities must be addressed to make this transition truly fair?

From the Feminist Climate Academy, we approach the energy transition through a gender and decolonial perspective. During the programme, these insights were translated into a visual format: two dioramas that portray possible “good” and “bad” future scenarios of the energy transition, both in the Global North and the Global South.

The session starts with a short introduction to the concept of a Just Energy Transition, followed by a presentation of the dioramas as a conversation starter. Participants will then engage in small-group discussions to explore their own ideas, concerns and values related to the energy transition. What feels unfair to them? Which perspectives are often overlooked? And what could be done differently?

Afterwards, the groups translate their insights into a collective poster or collage. Using craft materials and magazines, participants visually express what they believe deserves attention within a just energy transition. The focus is not on the final product, but on the shared process of thinking and creating together.

This session is relevant for MBO, HBO and WO participants, as people from different educational backgrounds and roles contribute their perspectives and learn how complex sustainability challenges can be discussed in an accessible, collaborative and inclusive way.

Time: 11.45 – 12.45
Room: 

Speaker: Janine Dobbelsteen

How can the development of the Inner Development Goals (IDGs) be stimulated within a Hybrid Learning Environment (HLO)?

Within the Hybrid Learning Environment Futureslab in Tilburg, students work on challenges at the intersection of technology and human behaviour. To make thoughtful decisions within these complex issues, ethical reflection, personal motivation and collaboration are essential. The Inner Development Goals (IDGs) are currently used as a framework to help strengthen these skills.

During this session, participants will engage with two interactive methods to generate ideas on how IDGs can be effectively embedded within Hybrid Learning Environments. In addition, we will share insights and experiences from the integration of the IDGs within Futureslab, illustrating how this framework supports students in developing the inner skills needed to address complex societal challenges.

Time: 11:45 – 12:45

Language: Dutch
Speaker: Peter Luijten

Room:

What view of humanity underpins my teaching, and what does this mean for sustainability and future-oriented learning?

Kate Raworth writes in Doughnut Economics: ‘Homo economicus is the protagonist in every mainstream economics textbook… and tacitly shows us how we should behave.’ This view of humanity – humans as rational optimisers who act primarily in their own self-interest – has a profound impact on education and policy, and influences how we learn and assign value.

Within the Homo Florens network (see www.homo-florens.nl), lecturers and programme managers from higher education in economics are experimenting with delivering education based on an enriched view of humanity that, amongst other things, posits:

– that humans are not machines that must perform (we have AI for that), but beings who flourish in relationship with others;

– that sustainability is not an economic externality but a self-evident starting point for good education.

In this Groene Peper session, colleagues from vocational, higher professional and university education will learn from one another:

– which conceptions of humanity underpin their curricula;

– how these shape their view of sustainability;

– how we can appeal to the homo florens in our students.