Conference Agenda

In response to the imperative need for sustainability education, this paper introduces an innovative pedagogical model for Education for Sustainability (EfS), which integrates design management methods with pedagogical design. This model was implemented in a higher education course for education students. To this end, we designed a Toolkit based on a double-diamond model embedded with pedagogical design tools. Our pedagogical model comprises critical elements: (a) interdisciplinarity, incorporating integrated practices of design management and pedagogical design in the Toolkit; (b) collaborative design of EfS initiatives, involving student teams utilizing the toolkit; (c) multi-voicedness and complexity, achieved through substantial interaction with various stakeholders, such as the director of Math and Science and the head of sustainability education in the municipality. This interaction introduces a sense of urgency, emphasizes the complexity of the challenges, and explores various approaches and arenas in the field, thereby fertilizing the work on the toolkit. Finally, (d) authenticity, wherein students receive feedback from teachers and field experts as part of their design work, with their outcomes offered to the field. The model was implemented as a higher-education course for educational students. Based on students’ reflections and outcomes, we conclude that this model is feasible and beneficial.

During the rapid development of rural public cultural spaces, the interaction and diverse needs of multiple stakeholders have become increasingly evident. However, existing business models have failed to effectively coordinate these diverse demands, resulting in many rural cultural spaces being abandoned shortly after their completion, highlighting their lack of sustainable operational capacity. This study employs service design methods to analyze the business models of rural public cultural spaces and conducts semi-structured interviews with various stakeholders to identify key pain points in the service processes, further exploring innovative business models from a service design perspective. The research proposes a collaborative innovation model involving multiple stakeholders, including a government-led online information and resource platform, local residents leading local cultural activities and services, external enterprises driving content innovation and facility upgrades, and public organizations and social organization leading model research. Using Lianhu Village's public cultural space as an example, the study demonstrates how service design thinking and methods can improve consumer experience and innovate business models. The proposed model provides a new pathway for the sustainable operation of rural public cultural spaces.

Educating students on designing for disassembly and recyclability is challenging in a world with underdeveloped or non-existent recycling facilities and systems. In many countries and regions, recycling systems are well established, mainly because land costs are at a premium due to high population density, rendering recycling and composting necessary because of the limited amount of land. Other countries in the developing world have inadequate recycling systems. The United States is challenged with this conundrum, where much of the land is less densely populated; therefore, conditions for recycling and composting are not encouraged because the cost to dump garbage in landfills is more economically viable—regulations and funding are needed to encourage these areas to implement more sustainable systems. However, government consensus on this topic is lacking. New approaches are needed.

When educating students on these topics, they rise above limitations and invent innovative solutions for products incorporating circular and sustainable imperatives that align with recycling and disassembly systems. In this paper, case studies and design research projects that highlight these novelties are presented. Excellent visuals that communicate the potential of these more sustainable concepts will be shared.

As students become more engaged in sustainable practices, change is inevitable. We will also highlight examples of how students have become leaders in society, community, and corporate realms as they develop environmentally friendly ideas beyond the academic environment.

This paper also introduces non-profit organizations that local community members created. These establishments are disruptors in locations where recycling and composting processes are challenged or nonexistent. They aim to divert waste from the landfill by establishing community-led systems for recycling and disassembly. These facilities inspire students as they see first-hand the grit needed to make a stand for sustainability.

Furthermore, this paper will elaborate on the partnership established with these facilities and academic educators, enabling professors to introduce students to the complexities of recycling and inspire them to design products from recycled materials while applying principles relating to designing for disassembly. This advances the conversation about the broader aspects of designing with sustainability as a priority. Students become positive influencers within the business and public sectors as they progress through their careers.

We recognize the challenges of making a stand for better practices and establishing healthier and more sustainable systems for the environment. Repeatedly, we are confronted with a lack of funds and limited time. However, we understand the urgent need for this type of work, research, education, and community engagement. Educators and community leaders must unite and share this knowledge with students as we prepare them to become guardians for a better world. Finally, we will introduce some of the health and well-being benefits that accompany community engagement projects as like-minded people come together to make a difference.