Su gentile richiesta dei Proff. Daniele Morselli e Beate Weyland, segnaliamo la Call for Papers per la Rivista “MDPI Sustainability” dal titolo “Transformative Agency for Sustainability. Curriculum Design and Learning Landscape Design with Living Infrastructures”.
How can education truly contribute to sustainability transitions? This Special Issue invites scholars to move beyond the mere inclusion of environmental topics in curricula and instead explore how education can cultivate sustainability competences, democratic participation, and collective problem-solving. At its core lies a key challenge: aligning curriculum design with learning environments that materially and spatially support transformative educational practices.
This Special Issue brings together research on curriculum innovation and the design of sustainable learning environments as intertwined processes. Particular attention is given to approaches that foster transformative agency among teachers and institutions, including formative interventions such as Cultural-Historical Activity Theory and Change Laboratory methodologies. Here, curriculum change is understood not as a technical adjustment, but as a socio-material process emerging through collective activity, professional learning, and the redesign of practices, tools, and infrastructures.
A distinctive focus is placed on the relationship between pedagogy and space. Contributions are invited on learning landscapes that extend beyond classroom walls, connecting indoor and outdoor environments, public spaces, and community partnerships. Special interest is given to “living infrastructures” such as school gardens, outdoor classrooms, and campus ecologies, which open up new possibilities for multispecies and place-based learning.
The Special Issue also welcomes research on participatory and dialogical co-design processes involving educators, learners, designers, and local stakeholders. Concepts such as porous educational landscapes and schools as lived, relational spaces offer promising lenses to rethink the connection between education, territory, and sustainability.
We invite empirical, theoretical, and design-based contributions that explore the nexus between curriculum, teacher agency, and learning environment design, including circular practices such as reuse, repair, and upcycling as educational resources.
Il termine per l’invio dei contributi è il 31.03.2027.
Per maggiori informazioni: https://www.mdpi.com/journal/sustainability/special_issues/O156R32KZR
