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To empower student-driven projects for sustainability transformation in higher education structures, the project 'Students create sustainable universities in Northrhine-Westphalia' by German NGO netzwerk n e. V. has developed an innovative digital program (https://kurs.netzwerk-n.org/) using transdisciplinary and transformative learning elements in Education for Sustainable Development (ESD). Core objective of the 8-week massive open online course is to encourage and connect student promoters for sustainable university transformation. Its transdisciplinary learning methods encourage creation and reflexive discourse about alternative images of the future of sustainable institutions, processes and education, as well as human-nature-interaction and more-than-human futures. The integrated digital future workshop based on the participatory workshop method explores a novel approach to assess images of the future individually and collectively in digital space. This paper presents the conceptual background and methodological premises used for design and implementation of the online course as innovative method for student project development. Participants' structured critique, utopia envisioning and specific project development provide valuable insights into the use of images of the future for higher education sustainability discourse and transformative action in student-driven sustainability projects. [ABSTRACT FROM AUTHOR]

This paper explores the leadership of education for sustainability (EfS) in higher education, focusing specifically on the key role students can play as internal catalysts for change. It presents a case study of Plymouth University, a higher education institution with an international reputation for EfS leadership. The paper outlines the importance of seeking cultural transformation in the leadership of sustainability, highlighting the benefits of an integrated approach that encompasses teaching and learning, research, and campus and operations. This manifold and coordinated approach requires top-down strategic support in order for EfS to take root and gather momentum. However, in this paper it is argued that the bottom up empowerment of ‘students as change agents’ is just as important. Reflecting on the strengths and weaknesses of a number of student leadership initiatives at Plymouth University, this paper argues that EfS reform in HE has significant implications for staff training and the design of participatory learning spaces in order for students to have their voices heard and to be partnered with as leaders. [ABSTRACT FROM AUTHOR]

PLAYING IN CUBBY HOUSES has been a long tradition with children. When a cubby house is given sustainable lifestyle components--that is, converted into a 'Cool Cubby'--how does this influence awareness about sustainability? Since 2009 there have been significant innovations in Australia to promote sustainable practices, and the Cool Cubbies Project is a small-scale example of such an initiative. Giving cubby houses sustainable components is innovative, and represents a play-based approach to teaching, in line with early childhood principles of learning. This paper reports on an evaluation of the Cool Cubbies Project (Rous Water, 2015). Cubby houses in five preschools were converted into Cool Cubbies by adding features of sustainable living, including biodiversity, water, waste and energy. An evaluation of the impact of Cool Cubbies raised awareness about sustainable living with young children, educators, families and community. This is a key example of developing resources to support a more sustainable future, through the act of creating a learning resource grounded in sustainable practices for children's play. [ABSTRACT FROM AUTHOR]