Persons
As a teacher and education developer in Placemaking courses, I tailor learning trajectories and guide students to collaborate with societal partners on place-based transition challenges. My role is to support students in action research, co-creation processes and transition experiments. Through such real-world learning journeys, I hope students become more confident and empowered agents of change, knowing they can make the world better, one place at a time.
I aim to help students challenge themselves and cultivate positivity in a world that often emphasises the negative. Believing that change begins with self-awareness, I stress the importance of appreciating the good to live a fulfilling life. In my current role, I contribute to the personal growth curriculum, using the IDG framework to guide students in identifying areas for development. 
In my research, I investigate how pedagogical approaches and activities to promote inner development for sustainability impact personal growth, as well as concrete methods for measuring their effectiveness. I examine the necessary conditions for successful implementation, such as the required skills of educators and the didactic design of educational programmes. As a former member of the scientific advisory board of the Inner Development Goals, I have contributed to shaping and applying the IDG framework in both research and education. 
The education we develop and teach focuses on transdisciplinary teaching initiatives, closing the gap between science and society. We are also conducting evaluative education research on students’ experiences and skills gained during transdisciplinary education. Our Onboarding tool is based on the need to facilitate transdisciplinary collaboration in the Bachelor’s programme in Computational Social Sciences.