Developing a study for embedding NBS in SE related studies

While NBS—green roofs, urban gardens, and wetlands—have been adopted as a means to assist in mitigating climate change, promote biodiversity, and improve urban health, their pedagogical value had not been extensively tested, particularly in SE programs.

This work package explored the manner in which HEIs have been integrating NBS-based learning into teaching, i.e., through active and interdisciplinary pedagogies. It sought to address knowledge gaps and provide actionable insights into how environmental sustainability and NBS can be incorporated in SE programmes. Key Results:
✅ An analytical framework was developed to examine how SE faculties could adopt NBS-focused sustainability education.

✅ A set of case studies was conducted, showcasing real-world examples of NBS integration in SE and non-SE departments, while identifying context-specific challenges and enabling conditions.

✅ A comprehensive study was produced, covering:

- A defined educational philosophy for integrating NBS in SE curricula

- Strategies for overcoming disciplinary silos and fostering collaboration across sectors

- Practical examples and pathways to embed NBS into sustainability education and position SE as a key driver of the green transition. 

✅ A peer-reviewed scientific publication was prepared to share the research findings and contribute to the academic discourse on NBS in education.                                                                                                                                                    Through these outcomes, WP2 laid a robust foundation for the design of innovative, NBS-oriented educational programmes, helping SE faculties across Europe embrace their role in shaping sustainability competencies and promoting eco-citizenship.  The peer reviewed article was published at The European Research Studies Journal.

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