Transition-oriented education: Implementing the IDGs at an institutional level at Van Hall Larenstein
Institutional plan of Hogeschool Van Hall Larenstein (HVHL) explained by Danny Beetsma
Educational consultant, Hogeschool Van Hall Larenstein
The Inner Development Goals can be used in different ways in higher education, which is displayed in the variety of tools the Transition Makers Toolbox provides. However, it is also possible to take the IDGs to a broader perspective and embed them in a curriculum or even implement them on an institutional level. How could this possibly look like? A peek at the institutional plan of Hogeschool Van Hall Larenstein (HVHL), shows an inspirational example.
Self-Inquiry-Based Learning
Pedagogy developed by dr. Pascal Frank
Researcher at Education and Learning Sciences Group, Wageningen University & Research
The Transition Makers Toolbox offers a series of standalone learning activities that educators can use to address specific IDGs. But how can inner development be integrated at the course and curriculum level? The Self-Inquiry-Based Learning pedagogy positions students’ inner questions and experiences at the heart of the learning process, integrating personal development with academic inquiry.
Lost in Translation? Dialogue in Times of Polarisation
Elective course developed by Judith van den Boogert
Institute for Interdisciplinary Studies at the University of Amsterdam
In this interdisciplinary course on dialogue in polarised times, students learn to navigate difficult topics by facilitating constructive conversations. Drawing on her experience in international mediation and conflict resolution, Judith van den Boogert guides them in developing courage, empathy and trust to address polarisation in the Netherlands.
Connect! Storytelling as a Social Intervention
Honours module developed by Arjen Barel and Bianca de Groot
Institute for Interdisciplinary Studies at the University of Amsterdam
'Connect! Storytelling as a Social Intervention' explores how storytelling can address societal issues such as polarisation, focusing on the Nieuw-West district of Amsterdam. Students work on real-world cases, including the district’s culture, illegal waste dumping and refugee integration while gaining practical tools to understand diverse perspectives.
Change Making
Elective course developed by Luca Bertolini, Debby Gerritsen and Rosanne van Wieringen
Institute for Interdisciplinary Studies at the University of Amsterdam
Change Making enables students from various disciplines to develop the knowledge, skills and attitudes necessary to be meaningful change-makers and initiate, create and evaluate responsible, relevant and innovative societal transitions.
Da Vinci Project
Interdisciplinary Honours Programme developed by Bert Weckhuysen and Fieke Sluijs
Utrecht University
Initiated at Utrecht University, this educational experiment aims to educate sustainability change-makers through hands-on learning by prototyping and iterative testing in real-world settings, fostering a "fail forward" mentality.
Placemaking
Course developed by Katusha Sol
Institute for Interdisciplinary Studies at the University of Amsterdam
With Placemaking, UvA lecturers and students contribute to a sustainable relationship between the university, the city and society, tackling - often complex - issues that exist among local users and organisations, and developing skills that matter to realise change.