View in EDS

Inter- and Transdisciplinary Sustainability Education: Promoting Equitable Renewable Energy Opportunities in Vulnerable Neighbourhoods in Amsterdam through Participatory Action Research

Saved in:
Bibliographic Details
Title: Inter- and Transdisciplinary Sustainability Education: Promoting Equitable Renewable Energy Opportunities in Vulnerable Neighbourhoods in Amsterdam through Participatory Action Research
Language: English
Authors: Geertje Tijsma, Keye Wester, Rosa Spruit, Lise Everloo, Abby Huebler, Aman Walia, Eduardo Urias
Source: International Journal of Sustainability in Higher Education. 2025 26(6):1284-1305.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Sustainability, Energy Conservation, Environmental Education, Higher Education, Masters Programs, Graduate Students, Interdisciplinary Approach, Community, Science and Society, Participatory Research, Action Research, School Community Relationship, Social Exchange Theory
Geographic Terms: Netherlands (Amsterdam)
DOI: 10.1108/IJSHE-10-2024-0730
ISSN: 1467-6370
1758-6739
Abstract: Purpose: Higher education institutions (HEIs) are under increasing pressure to address the growing complexity of sustainability challenges. This study aims to demonstrate how a participatory action research (PAR) approach contributed to addressing complex sustainability challenges, preparing future professionals to engage with such challenges and fostering reciprocal relationships. Design/methodology/approach: A PAR cycle was co-designed within an inter- and transdisciplinary master's course, in which a team of students and researchers collaborated with a social enterprise to explore how Renewable Energy Communities (RECs) can support residents in financially vulnerable situations, particularly those experiencing energy poverty. Findings: This study presents evidence supporting alternative narratives of RECs that incorporate both "hard" (techno-economic) and "soft" (social) dimensions of energy communities. These narratives are particularly relevant for social enterprises given their potential role in promoting more inclusive energy transitions through the creation of social value. Furthermore, the authors find that PAR can foster reciprocal relationships through both transactional and more transformational processes. Through these experiences, students developed a deeper understanding of the topic and an increased awareness of the complexity and significance of collaborating with communities. Originality/value: The focus on transparency and process-sharing provides transferable lessons for university-society partnerships in the context of climate action, especially where responsiveness to local needs, diverse forms of reciprocity and trust-building are critical for success. To further support and enable reciprocal relationships, institutional change is needed in how HEIs invest in professional development programmes for educators.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492995
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1492995
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Inter- and Transdisciplinary Sustainability Education: Promoting Equitable Renewable Energy Opportunities in Vulnerable Neighbourhoods in Amsterdam through Participatory Action Research
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Geertje+Tijsma%22">Geertje Tijsma</searchLink><br /><searchLink fieldCode="AR" term="%22Keye+Wester%22">Keye Wester</searchLink><br /><searchLink fieldCode="AR" term="%22Rosa+Spruit%22">Rosa Spruit</searchLink><br /><searchLink fieldCode="AR" term="%22Lise+Everloo%22">Lise Everloo</searchLink><br /><searchLink fieldCode="AR" term="%22Abby+Huebler%22">Abby Huebler</searchLink><br /><searchLink fieldCode="AR" term="%22Aman+Walia%22">Aman Walia</searchLink><br /><searchLink fieldCode="AR" term="%22Eduardo+Urias%22">Eduardo Urias</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Sustainability+in+Higher+Education%22"><i>International Journal of Sustainability in Higher Education</i></searchLink>. 2025 26(6):1284-1305.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Energy+Conservation%22">Energy Conservation</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Community%22">Community</searchLink><br /><searchLink fieldCode="DE" term="%22Science+and+Society%22">Science and Society</searchLink><br /><searchLink fieldCode="DE" term="%22Participatory+Research%22">Participatory Research</searchLink><br /><searchLink fieldCode="DE" term="%22Action+Research%22">Action Research</searchLink><br /><searchLink fieldCode="DE" term="%22School+Community+Relationship%22">School Community Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Exchange+Theory%22">Social Exchange Theory</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Netherlands+%28Amsterdam%29%22">Netherlands (Amsterdam)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/IJSHE-10-2024-0730
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1467-6370<br />1758-6739
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Higher education institutions (HEIs) are under increasing pressure to address the growing complexity of sustainability challenges. This study aims to demonstrate how a participatory action research (PAR) approach contributed to addressing complex sustainability challenges, preparing future professionals to engage with such challenges and fostering reciprocal relationships. Design/methodology/approach: A PAR cycle was co-designed within an inter- and transdisciplinary master's course, in which a team of students and researchers collaborated with a social enterprise to explore how Renewable Energy Communities (RECs) can support residents in financially vulnerable situations, particularly those experiencing energy poverty. Findings: This study presents evidence supporting alternative narratives of RECs that incorporate both "hard" (techno-economic) and "soft" (social) dimensions of energy communities. These narratives are particularly relevant for social enterprises given their potential role in promoting more inclusive energy transitions through the creation of social value. Furthermore, the authors find that PAR can foster reciprocal relationships through both transactional and more transformational processes. Through these experiences, students developed a deeper understanding of the topic and an increased awareness of the complexity and significance of collaborating with communities. Originality/value: The focus on transparency and process-sharing provides transferable lessons for university-society partnerships in the context of climate action, especially where responsiveness to local needs, diverse forms of reciprocity and trust-building are critical for success. To further support and enable reciprocal relationships, institutional change is needed in how HEIs invest in professional development programmes for educators.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1492995
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1492995
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1108/IJSHE-10-2024-0730
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 1284
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Sustainability
        Type: general
      – SubjectFull: Energy Conservation
        Type: general
      – SubjectFull: Environmental Education
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Masters Programs
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: Community
        Type: general
      – SubjectFull: Science and Society
        Type: general
      – SubjectFull: Participatory Research
        Type: general
      – SubjectFull: Action Research
        Type: general
      – SubjectFull: School Community Relationship
        Type: general
      – SubjectFull: Social Exchange Theory
        Type: general
      – SubjectFull: Netherlands (Amsterdam)
        Type: general
    Titles:
      – TitleFull: Inter- and Transdisciplinary Sustainability Education: Promoting Equitable Renewable Energy Opportunities in Vulnerable Neighbourhoods in Amsterdam through Participatory Action Research
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Geertje Tijsma
      – PersonEntity:
          Name:
            NameFull: Keye Wester
      – PersonEntity:
          Name:
            NameFull: Rosa Spruit
      – PersonEntity:
          Name:
            NameFull: Lise Everloo
      – PersonEntity:
          Name:
            NameFull: Abby Huebler
      – PersonEntity:
          Name:
            NameFull: Aman Walia
      – PersonEntity:
          Name:
            NameFull: Eduardo Urias
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1467-6370
            – Type: issn-electronic
              Value: 1758-6739
          Numbering:
            – Type: volume
              Value: 26
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: International Journal of Sustainability in Higher Education
              Type: main
ResultId 1