Somehow there is often talk about educational ecosystems and everybody seems to have an intuitive idea of what that means. I decided I needed to find some references that actually provide definitions or at least more context, and that wasn’t as easy as I had thought! I am summarizing two papers below, though.
What we believe about climate change often does not depend on what we know about climate change, but on what people around us believe. This makes it really difficult for climate scientists to make their warnings heard and acted upon by people outside their own bubble. In their article “Who do we trust on climate […]
There are often tasks that everybody agrees are important, but that for some reason do not get implemented. In Sundström & Holmberg (2018)’s paper “When implementation falters: The challenge of having peripheral issues stick in organisations” they investigate this issue in the context of information security, but I am (surprise!) mostly curious about what we […]
“Sustainability educators face a conundrum in the midst of climate collapse: what if to teach truthfully is to break hearts? What if teaching with the most current and rigorous research is tantamount to inducing hopelessness, anger, and anxiety?” This is the introduction to Williams and Grain (2025)’s article “Teaching in a Time of Climate Collapse: […]
I’m getting a bit sick of reading GenAI papers, but I guess not reading is also not an alternative… And this one is actually very interesting!
I quite regularly share my favourite podcasts on learning and teaching, but now it seems it’s time to share some of my favorite blogs! Despite me blogging myself, I don’t read blogs as regularly as I used to (mostly because I don’t want to spend even more time in front of a screen, and podcasts […]
I just saw that Kjersti, Cathy’s and my article has been replaced as the latest publication on IJAD’s website, and that “What is good academic development practice? Introducing Australasian standards” by Harvey et al. (2026) has been published on the first of January this year! Which I of course have to read right away, because […]
I have a bunch of articles that were recommended during our LTHEChat on teaching sustainability last year that have been sitting in a special folder, waiting for a day like today where the best thing to do (right after a dip and a looong, comfy breakfast) is to curl up on the couch and read. […]
I was recently sent Clara Hallgarth’s Master’s thesis on “Educational Methods for Fostering Sustainability Competencies: A Toolkit for Integration of Sustainable Education in Engineering” (thanks, Clara!) and really enjoyed reading it; it’s a treasure trove of great references and even better ideas! I am summarizing my main takeaways below, but keep in mind that this […]
One reason why sustainability education is so difficult is that in contrast to many other things we routinely teach, we cannot just take some teachable product, but need to transform teaching itself. Teachers need pedagogical knowledge of sustainability, and Sandri (2022) explores what “pedagogy” even means in the context of sustainability education, because while often […]
LTH has been running Pedagogical Inspiration Conferences since 2003, with the 13th conference happening in December 2025. I was really impressed by the number (and quality!) of presentations on teaching sustainability there (see my summaries of the contributions below).
A couple of years ago, I decided that I would only initiate new projects that, in one way or another, contribute to making the world a better place. That has lead to my focus on Teaching for Sustainability. My understanding of Teaching for Sustainability is very wide — it includes both my research interest around […]
Published on the 23rd of December! Check it out here! K. Daae, C. Bovill & M. S. Glessmer (23 Dec 2025): How academic developers can use modelling to promote active learning and co-creation, International Journal for Academic Development, DOI: 10.1080/1360144X.2025.2602863
Ok, “How to SoTL” is only the working title of the paper and the name of the Teams group in which we all collaborated, the actual title ended up being “Developing a scholarly approach and contributing to conversations about teaching and learning“. But: that paper was just published last night in Oceanography!
I did not return to my practice of reading one chapter of the “Stories of Hope” book every day right after I returned from my vacation and just too much stuff happened everywhere, but luckily we are reading it in our book club, so now I needed to read until the end of part III […]
In a nutshell: “hand movement can boost impact“! And especially if one uses “illustrator” gestures to make content easier to understand, one is perceived as more competent and thus more persuasive.
In the Affective Learning Model, the premise is that learning is shaped by emotions. Teachers that show care and concern positively influence students’ emotions, so they are more willing to engage in learning. In our own work, we have shown that affect is the category of trust moves most frequently mentioned by students. Generally, relationship […]
