Persons
During my PhD at Utrecht University, I co-developed the Transition Model Canvas with Frank van Rijnsoever as part of a pan-European programme designed to help students engage with and make sense of societal transitions. By combining transition theory with the canvas methodology from entrepreneurship, we created a tool that has proven highly practical and is now regularly used by policymakers.
As an educator and peace mediator, I am interested in how we relate to ourselves and others and how we can create momentum for positive change. While working in the field of conflict resolution and social transformation worldwide, I developed a tool that supports educators in facilitating both affective and cognitive learning. Inspired by the IDGs, this tool encourages reflection, embodied awareness and meaningful dialogue on issues that may surface tensions or highlight differences within the group. I believe real learning begins within, when we engage with discomfort and connect across differences. 
We do not live in isolation — our lives are intertwined with one another and the ecosystems we inhabit. By cultivating attentiveness and presence, we can move beyond intellectual understanding of the world toward a fuller experience of being in it. This sense of interconnectedness is at the heart of my work as a teacher educator. I aim to inspire teachers and students to notice this connection and let it shape how they learn and teach. 
Envisioning and exploring alternatives for the current systems are some of the most important tasks in higher education. Marketing is still a large part of the problem, associated with stimulating overconsumption, marketing harmful products, greenwashing and so on, while I believe it can also be used as a force for good. It’s crucial to challenge the systems in which we operate, envision alternatives and act. I am pleased to see that so many students take an active part in shaping a better future.