Previous Research Projects
Leaders in higher Education Alliance and Programme – For Accelerating Sustainability Transformations (2023-2025)
The Leaders in higher Education Alliance and Programme – For Accelerating Sustainability Transformations (LEAP-FAST) initiative aims to create a movement of committed sustainability leaders in higher education to advance deep transformations and enable Higher Education Institutions (HEIs) to fulfil their potential with regards to contributing to the Sustainable Development Goals (SDGs). The main focus of the Certificate Programme will be on a deep transformation of institutional practices, educational programmes, course plans and methodology to better reflect sustainability competencies across cognitive, socio-emotional and behavioural learning domains, promote transdisciplinarity, and integration of new ways of knowing to support sustainability, inclusion and global citizenship agendas. It provides space for participating faculty members to learn, exchange knowledge with colleagues from other HEIs, work in teams across different faculties to co- create innovative approaches to curriculum and course design and share feedback with their leaders.
Read more about the Alliance and Programme
Sustainable Eaters: Consumers in a sustainable Norwegian food system (2021-2025)
The aim of the project is to establish what sustainable behaviour is in connection with Norwegian food systems and across different Norwegian consumption profiles and to trigger solutions for sustainable change in society. The project also aims to define sustainable food systems in Norwegian context and propose solutions that can be implemented as consumer support to help them embrace a sustainable future in food. Partners in the project are academic institutions, NGOs, food productions companies and grocery shops.CCL is involved in workpackage 3: Education, awareness raising and experiential learning in the project Sustainable Eaters.
Sustainable Eaters project description for Education PhD call
For more information about the project, kontakt: CCL@inn.no
Sustainability Education in All-Day Schools (2022-2024)
The Sustainability Education in All-Day Schools (SustainAll) aimed to support All-day schools in developing a curriculum as well as day-to-day practices, which foster sustainability education and make an impact toward climate stability.The project endorsed the whole-school approach, integrating ESD / transformative education in a holistic manner. Accordingly, teaching and learning for sustainability is extended to aspects such as community involvement and integrated governance. The whole-school approach further advocates for active, participatory learning. Collaborating institutions in the project are: University of Klagefurt, Austria, Ludwigsburg University of Education, Germany, University do Porto, Portugal and CCL at Inland Norway University of Applied Sciences, Norway.
The project has both developed an Imoox course and also short spark videos with examples of how schools are dealing with different aspects of ESD in their schools.
Learn more about the iMooX course
Visit the projects official website
For more information about the project contact: CCL@inn.no
Formation of Centre of Excellence to Promote Teacher Education for ESD: Towards Achieving SDGs (2021-2024)
Okayama University, Japan, in collaboration with Leuphana University of Luneburg, Germany; Inland Norway University, Norway; University of Ljubljana, Slovenia and York University, Canada were successful in their application to establish a Core-to-Core program for Advanced Research Networks.The program is supported by Japan Society for the Promotion of Science (JSPS) and designed to create world-class research hubs in research fields considered to be cutting-edge and internationally important in Japan and fostering the next generations of trailblazing young researchers. The project ended in 2024. Below you will find project outcomes:
International Publication:
Recommendations for Innovating Teacher Education for Sustainable Development: An International Perspective
This publication is the culminating output of the Final Joint Seminar of the JSPS Core-to-Core Programme (held 6–8 November 2024 in Okayama, Japan), which brought together teacher educators, researchers, policymakers, and practitioners from around the world. Co-organised by Okayama University with support from the Japan Society for the Promotion of Science (JSPS), this collaborative initiative was developed in partnership with the international network of the UNESCO Chair for Education for Sustainable Development.
The recommendations presented in this volume reflect years of shared research, dialogue, and practical experimentation across more than a dozen countries. Structured around five key domains—Competency, Curriculum, Pedagogy, Assessment, and Institutional Practice — it offers a practical and adaptable framework to support the transformation of teacher education systems in pursuit of the Sustainable Development Goals (SDGs).
Visit the Centre of Excellence's official website
Sustaining the professional development of teachers within schools as professional learning environments (2021-2024)
The research project Sustaining the professional development of teachers within schools as professional learning environments (RESPOND) aimed to
- investigate and identify what kinds of professional learning experiences provide input that can trigger change
- how durable change can be triggered in terms of the relationship between the structure of professional profiles and ways in which professional learning experiences can strengthen that structure
- how this relates to the organization of learning environments and corresponding change within the teaching community.
For more information about the project: CCL@inn.no
Bridging the gaps in teacher education and schools through interdisciplinary work (BRIDGES) (2020-2024)
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Interdisciplinary work is decisive to succeed with education rapidly developing and society bringing a future with uncertainties. Collaborating across different disciplines are needed to face the societal challenges we are up against. To be successful, we need to bridge the gaps between academic disciplines and school subjects – within teacher education and in school. The overall aim of BRIDGES is to produce new research-based knowledge and practice for teacher education.
From August 2020 a new National Curriculum was implemented in Norway, changing the school with, among several things, three cross-cutting themes expected to address current and future societal challenges:
- public health and life skills
- democracy and citizenship
- sustainable development
Through systematic work with quality in education and partnership, BRIDGES will test, evaluate, and document teaching about, for, and through these three themes in search for examples of best practices. The project will also produce and share learning material. The results of this project will improve teacher education’s capability to adapt to the needs of schools. Additionally, it will strengthen teacher education and teacher educators as resources for schools, local society, and policymakers. Schools have started bridging the gaps between and across school subjects in their preparations for implementing the new curriculum. This is, therefore, a favorable time for this project as we can test new ways of collaboration and bridging gaps in the education system.
BRIDGES is based on three well-established teacher education institutions working in different ways with developing, strengthening and systematizing interdisciplinary work within their teacher education programs. This provides unique opportunities for rich comparative research.
Visit the projects official website
Education Globally (2021-2023)
The Education Globally (EduGlobe) project aimed to defend the interests of students, teachers, schools and civil society organizations in the process of creating, implementing and monitoring of the new National Strategy for Global Education. The project strengthened the network and professional capacities of the Ambrela’s Global Education Working Group, which ensured quality inputs of its members into the process of creating the National Global Education Strategy (NS GE), to which Ambrela was invited by the Ministry of Education, Science, Research and Sports of the Slovak Republic as a strategic partner in 2020.
For more information about the project, contact: CCL@inn.no
Sustainable leadership for people, the environment and prosperity (2021-2022)
This collaborative project between the Faculty of Audiovisual Media and Creative Technology (AMEK), the Faculty of Teacher Education and Pedagogy (LUP) and the Centre for Collaborative Learning for Sustainable Development (CCL) at campus Lillehammer and Hamar of the University of Inland Norway. The main objective of the project was to develop an online programme in sustainable management, particularly suited to those who wish to develop their ability to lead sustainable development processes in a professional context.
Sustainable Leadership (2020-2022)
This is a collaborating project between the Faculty of Audiovisual Media and Creative Technology (AMEK), the Faculty of Teacher Education and Pedagogy (LUP) and the Centre for Collaborative Learning at the University of Inland Norway, Faculty of Education in Hamar and Lillehammer. The main purpose of the project was to develop an online study in sustainable management, especially suitable for those who want to develop their ability to lead sustainable development processes in a professional context. This study provided leaders with an interdisciplinary basis for dealing with issues and demands they will encounter in connection with political, legal, economic, social and environmental challenges, as well as for strategic organizational work in accordance with the UN's sustainability goals.
INN builds capacities (2019-2022)
This was a collaborative project between the Faculty of Teacher Education and Pedagogy, the Faculty of Audiovisual Media and Creative Technology, and the Centre for Collaborative Learning for Sustainable Development (CCL) at the University of Inland Norway (INN), Faculty of Education. INN was the first in the country to develop VR/AR simulation as part of a comprehensive teaching programme for training in various study programmes. The main objective of the project was to test and evaluate variants of the flipped classroom. This means that students can be introduced to new subject matter outside the classroom and actively participate in their own learning.
Let's Take Care of the Planet (2019-2021)
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The project financed by the Citizens Activites Program, and co-financed by the EEA Grants Fund, supported by Iceland, Liechtenstein and Norway. The Calouste Gulbenkiam Foundation and the Bissaya Barreto Foundation were the managing entities of this program.
The overall objective of the project was to reinforce the democratic culture and civic awareness of school-age youth through the implementation of the methodology of the European project "Let's take care of the planet!" in Portugal, in a structured and networked way. The project was coordinated by the ASPEA - Portuguese Association of Environmental Education, together with the following partners: the Centre for Collaborative Learning for Sustainable Development (at Inland Norway University), the Assembly of the Republic of Portugal, the Portuguese Institute of Sports and Youth (IPDJ), the Youth Centre of Lisbon (CJL), the NOVA University of Lisbon, the five Schools Association Formation Centres (CFAE), and the General Directorate of Education in Portugal.
Outcomes of the project:
Change Actions for the local, sustainable future we want: Training for trainers methodology pack
This methodology challenges learners to become agents of change in their own communities and to initiate first steps towards the wider social transformation called for in the 2030 Agenda for Sustainable Development.1 By identifying actions that they can take to address sustainability issues in their own communities, learners will be able to draw strong connections between the personal, local and global dimensions of sustainable development.
The toolkit is also available in PT
Visit the projects official website
Wang Elite Sports Hamar, upper and lower secondary school (2019-2021)
The Wang Elite Sports Hamar, upper and lower secondary school was a research project to develop an interdisciplinary teaching programme on sustainable development, progressing from secondary school to upper secondary school, with CCL involved as an external partner.
Jump into Sustainable LIFESTYLES (2017-2019)
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The project aimed at intensively disseminating and adapting innovative practices of education for sustainable development in partnering countries.
The project coordinator was the Lithuanian Children and Youth Centre (LCYC) with partners University of Inland Norway, Centre of Creative Learning "Annas 2", and LatviaEesti People to People, Estonia.
Schools teachers, Schools administration, Students and their family members
Outcomes of the project: Education for Sustainable Living - Active Methodology Toolkit
The toolkit is also available in the following languages: LT, LV, EE
Visit the projects official website
Partnership for Education and Research about Responsible Living (2012-2015)
Outcomes:
Book of Abstracts (2012)
Conference Proceedings: Learning to Live Wisely! Education for Sustainable Living (2012)
PERL2 Public Report (2012)
Partnership for Education and Research about Responsible Living (2009-2012)
The Partnership for Education and Research about Responsible Living (PERL) is a partnership of researchers, educators and practitioners from 130 institutions in more than 50 countries. PERL focused on the values upon which sustainable human development is based. It carries out research and education for behaviour and policy change towards more responsible and active citizens who can contribute to constructive change through the way they choose to live. The work of PERL is founded on the understanding that schools can be important agents of social change through transformative education. PERL acknowledges the interrelatedness of consumption and development, and seeks to build collaborative partnerships based on the principles of equitable growth and collective social learning.
Outcomes:
Abstract of Presentations: Enabling Responsible Living (2011)
Conference Proceedings: Beyond Consumption, Pathways to Responsible Living (2012)
PERL1 Final Public Report
Consumer Citizenship Network (2003-2009)
The Consumer Citizenship Network (CCN) was an interdisciplinary network of educators, researchers and civil society organisations. It focused on the balance between material and non-material well-being and examined how ethical values can be implemented in conscientious participation in the market.
Outcomes: Conference Proceedings
Taking Responsibility As a Consumer Citizen (2005)
Catalyzing Change (2006)
Building Bridges (2007)
Assessing Information As a Consumer Citizen (2008)
Making a Difference: Putting Consumer Citizenship into Action (2009)
Developing Consumer Citizenship (2001-2003)
The main objective of this project was to further cooperation between European countries in the field of consumer education in the context of citizenship development on the level of compulsory initial teacher training as well as graduate teacher training.