This book explores interdisciplinary perspectives on socioecological challenges and offers innovative solutions at both a European and global level. This book critically reflects on the latest scientific knowledge regarding the increasing instability of the Earth System caused by human activities during the Anthropocene and the Great Acceleration. It focuses on the global and European challenges regarding climate, resources, bio-integrity, and environment. The authors assess the obstacles to overcoming these challenges and examine the risks posed by path dependencies, lock-ins, and trade-offs between global and regional goals. They also drill down into the complexities of the European Green Deal, specifically the similarities and differences between the scientific analyses and recommendations from the European Environment Agency and the content of the Deal. Finally, the book looks at the Just Transition put forward by the European Green Deal. The authors discuss this in a context of global and European ecological and socioecological challenges and put the question of equality, recognition, and democratization at the center. Outlining new pathways to broaden the scope of scientific collaboration between the natural and technical sciences and the social sciences and the humanities, this volume will be of great interest to students and scholars of sustainable development, environmental policy and governance, and environmental justice.

This book explores interdisciplinary perspectives on socioecological challenges and offers innovative solutions at both a European and global level. This book critically reflects on the latest scientific knowledge regarding the increasing instability of the Earth System caused by human activities during the Anthropocene and the Great Acceleration. It focuses on the global and European challenges regarding climate, resources, bio-integrity, and environment. The authors assess the obstacles to overcoming these challenges and examine the risks posed by path dependencies, lock-ins, and trade-offs between global and regional goals. They also drill down into the complexities of the European Green Deal, specifically the similarities and differences between the scientific analyses and recommendations from the European Environment Agency and the content of the Deal. Finally, the book looks at the Just Transition put forward by the European Green Deal. The authors discuss this in a context of global and European ecological and socioecological challenges and put the question of equality, recognition, and democratization at the center. Outlining new pathways to broaden the scope of scientific collaboration between the natural and technical sciences and the social sciences and the humanities, this volume will be of great interest to students and scholars of sustainable development, environmental policy and governance, and environmental justice.

This book describes the pedagogical foundations of the Roskilde Model of education and educational design. It presents knowledge about how principles of problem-oriented, interdisciplinary and participant-directed project work may serve as a basis for planning and applying educational activities at institutions of higher learning. It discusses the dilemmas, problems, and diverging views that have challenged the model, provoking experiments and reforms that have helped develop practice without compromising the key principles. The Roskilde Model combines various student-centered learning concepts into a nexus, providing the foundation for a consistent pedagogical practice that is strongly supported by the educational structure and the academic profile of the university. A complex concept, the Roskilde Model refers to three different aspects: The first one is problem-oriented interdisciplinary and participant-directed project work (PPL). At Roskilde University, half of all study activities are organized in line with this particular pedagogical approach. The second aspect the model refers to is the organizing of university education on the basis of four interdisciplinary bachelor programmes. These programmes are part of the humanities, social sciences, natural sciences, and humanistic-technological sciences and give admission to two-year master programmes in a broad range of disciplines. The third aspect the model refers to is the interdisciplinary academic and educational profile of the university.