Another important paper appeared led by PhD candidate Bas van den Berg. This time is appeared in a Special Issue edited by Santiago Alonso-Garcia on Educational Research and Innovation in the First Global Catastrophe of the 21st Century: Committed to Education in the journal Education Sciences. The paper is completely Open Access an can be downloaded here. https://www.mdpi.com/2227-7102/12/8/533 but to give you a taste of what you can expect I am pasting the abstract below.
Regenerative forms of higher education are emerging, and required, to connect with some of the grand transition challenges of our times. This paper explores the lived experience of 21 students learning to navigate a regenerative form of higher education in the Mission Impact course at The Hague University of Applied Sciences. This semester-length course ran for two iterations with the intention of connecting the students with local transitions towards a more circular society, one where products are lasting and have multiple lives when they are shared, refurbished, or become a source for a new product. At the end of each iteration, the students reflected on their experience using the Living Spiral Framework, which served as basis for an interpretative phenomenological analysis of their journey navigating this transformative course. The results of this study include four themes; (1) Opting in—Choosing RHE, (2) Learning in Regenerative Ways, (3) Navigating Resistance(s), and (4) Transformative Impacts of RHE. These themes can be used by practitioners to design and engage with regenerative forms of higher education, and by scholars to guide further inquiry. View Full-Text
Keywords: regenerative higher education; interpretative phenomenological analysis; lived experience; living spiral framework; regenerative learning; navigating resistances
Full citation: van den Berg, B.; Poldner, K.A.; Sjoer, E.; Wals, A.E.J. ‘Sweet Acid’ An Interpretative Phenomenological Analysis of Students’ Navigating Regenerative Higher Education. Educ. Sci. 2022, 12, 533. https://doi.org/10.3390/educsci12080533