Educating for transitions: ecovillages as transdisciplinary sustainability "classrooms".

Purpose: The purpose of this paper is to discuss the pedagogical tools that can enhance transdisciplinarity in higher education and stimulate sustainability transitions, based on the case study of a partnership between the University of Brasilia and an ecovillage in Brazil. Design/methodology/approach: A qualitative study was carried out, based on professors' experience, students' reports and registration data. Emergent themes were discussed based on the concepts of sustainability transitions, transdisciplinarity and active/experiential learning methods. Findings: Undergraduate classes at the ecovillage have motivated students to work towards sustainability transitions by presenting them with new repertoires of sociotechnical configurations and social practices, by promoting a feeling of belonging and co-responsibility for the world and by a horizontal sharing of knowledge and affections that instigated reflections about their purposes in personal and professional life. Practical implications: This experience demonstrates the potential of transdisciplinary pedagogical approaches to education for sustainability that promote collaboration with different stakeholders and the reflection on individual and collective motives and values – the inner dimension of sustainability. Originality/value: It describes an innovative and transformative initiative in the heart of Latin America. [ABSTRACT FROM AUTHOR]