Ariel Macaspac Hernandez

This article presents the outcome of an interdisciplinary co‐creative research‐policy dialogue between senior policymakers in education and scholars in transformative research about what it means to create a caring society in the face of persistent inequalities. The article is based on an innovative collaboration between policymakers in the Department of Education and Youth in Ireland and researchers working on deep whole‐of‐society transformation. The participating policymakers within the Department of Education and Youth cover a wide range of issues across the Department’s policy portfolio, including quality, wellbeing, workforce planning, inclusion, curriculum development, and teacher education. Three key future‐oriented ideas with potentially transformative potential were presented by the research group to the policymakers and responses were gathered through a follow‐up questionnaire and in‐depth conversations. The ideas presented were (a) the idea of the polycrisis, (b) a generative framework for transformation, and (c) social duality and the “sacred ordinary.” The article presents the findings of this dialogue, focusing on the challenges and opportunities of implementing such far‐reaching ideas in practice, including the deep structural changes needed to address issues of social inclusion in education.

Socio-political factors in Integrated Assessment Models (IAMs), and their scenario narratives often lack transparency for policymakers and interdisciplinary scholars. As these tools increasingly support sustainable development goals, their assumptions and methodologies require scrutiny, particularly from social scientists. We address critiques of climate isolationism, overemphasis on technological transitions, and insufficient inter- and transdisciplinarity, advocating for robust interdisciplinary integration and clearer methodological transparency. Our recommendations stem from expert interviews and over 200 stakeholders across 30 countries from 2019 to 2024, emphasizing the need for cohesive theory and comprehensive social science engagement to refine these critical tools. Our main case study uses a new scenario set, the Sustainable Development Pathways (SDPs), that made substantial efforts to address social sciences critiques. The SDPs consist of both narratives and IAM-quantified target-seeking scenarios that are supported by social science concepts and theories to ensure not only theoretical coherence, but also their credibility among policymakers. As such tools are increasingly used to facilitate policies and actions for sustainability transformation, questions are raised about how they can effectively represent the complexities behind the current polycrisis that is marked by the climate crisis, biodiversity loss, economic inequality and social injustice. The paper concludes by reflecting on the remaining challenges and open questions related to the role of exogenous sociopolitical factors, the potential for scenarios to transcend political ideologies, and the need for ongoing adaptation of SDPs to reflect the dynamic global context. It calls for continued engagement and exploration of these issues to ensure the scientific representation of sustainable and equitable futures.

The UN sustainable development goals (SDGs) and the Paris climate target require a holistic transformation towards human well-being within planetary boundaries. However, there are growing debates on how to best pursue these targets. Proposed transformation strategies include market- and technology-driven green-growth, shifting towards a sufficiency-oriented post-growth economy, and a transformation driven primarily by strong government action. Here we quantify three alternative sustainable development pathways (SDPs), Economy-driven Innovation, Resilient Communities, and Managing the Global Commons, that reflect these different societal strategies. We compare the quantifications from two integrated assessment models and two sectoral models of the buildings and materials sectors across a broad set of indicators for sustainable development and climate action. Our global multi-scenario and multi-model analysis shows that all three SDPs enable substantial progress towards the human development goals of the SDGs. They simultaneously limit global warming and prevent further environmental degradation, with the sufficiency-oriented Resilient Communities scenario showing the lowest peak warming and lowest reliance on carbon dioxide removal as well as the largest improvements in biodiversity intactness. The SDPs also alleviate the concerns about the biogeophysical and technological feasibility of narrowly-focused climate change mitigation scenarios. However, the shifts in energy and food consumption patterns assumed in the SDPs, ranging from moderate in Economy-driven Innovation to very ambitious in Resilient Communities, also lead to increased challenges regarding socio-cultural feasibility.

This paper aims to contribute to current efforts to improve methodologies to find more ambitious and integrated strategies to jointly pursue the Paris climate target and other Sustainable Development Goals. It suggests a means of further expanding the underlying societal perspectives in scenarios modelling through a model of deep institutional innovation for sustainability and human development (DIIS), which aims to reframe the narrative from sociotechnical transition to deep global cultural transformation. The paper posits the need for capturing irreversible transformation change through a fundamental reimagining of the key social institutions that together comprise contemporary societies. To illustrate the application of the DIIS framing to pathway scenarios an indicative scenario is offered to indicate the radical global cultural changes required to move to pathways capable of bringing about greater sustainability and human flourishing.

The complexity of linking sustainability with transformation necessitates a critical re-evaluation of the ways the actors, processes, issues, structures, and outcomes related to the transformation to sustainability (T2S) can be understood. At the same time, achieving T2S is highly dependent on policies based on technical solutions that can prompt needed behavioural change, whereas these technical solutions are not always compatible with both planetary and societal boundaries. Therefore, achieving T2S also calls for evaluating the normative foundations of policies and actions. This paper contends that T2S is significantly defined by the multiplicity of negotiation processes. This justifies a deeper look at T2S from the perspective of negotiation studies. T2S is composed of different phases, each of which has a different set of actors, resources, and audiences. This paper introduces a theoretical model as an analytical meta-framework to structure how T2S unfolds in an orchestrated manner. This model builds on negotiation theories to focus on the actors’ perspectives on T2S. It proposes the division of the transformation process into phases—entry point, learning, sequencing, disrupting, and fortifying. Each of these phases is analysed to determine the “quality” of cooperation that can help fulfil the tasks required to master the so-called “cognitive games” of T2S (ripeness game, power game, bargaining game, policy game, scaling game). Moreover, insights are presented to explain how the designated milestones can be achieved to indicate the advancement to the next phase and eventually entrench the transformation process. The findings resulting from the analysis of the phases of T2S present potential lessons and opportunities for both theorists and practitioners/policymakers.

Conventional academic debate on sustainability and transformation has begun to be disputed by researchers, policymakers and other stakeholders from the private sector. The complexity of linking sustainability with transformation necessitates the development of new ways of understanding and explaining actors, processes, issues, structures, and outcomes related to transformation to sustainability (T2S). A persistent problem in understanding and managing the T2S is the implied notion of a monolithic transformation to achieve sustainability. This notion underestimates the diversity of actors as well as the historical contexts of transformations. At the same time, achieving T2S is highly dependent on technical solutions as well as policies that can stir needed behavioural change, whereas these technical solutions and policies are not always socially acceptable or politically implementable. Therefore, achieving T2S also calls for evaluating normative foundations of policies and actions needed to advance T2S. This article argues that T2S is composed of different phases, each of which having a different set of actors, resources and audience. This article explains how collective decision can be achieved through multiple levels and types of negotiations that occur in an orchestrated manner. To understand this, this article introduces a theoretical model as an analytical framework to structure how T2S unfolds. This model uses insights from negotiation studies to focus on the actors’ perspectives on T2S. It proposes the division of the transformation process into phases – entry point, learning, sequencing, disrupting and fortifying. Using the Germany’s energy transition (Energiewende), each of these phases is analysed to determine the “quality” of cooperation that can help fulfil the tasks required to master the so-called “cognitive games” of T2S (ripeness game, power game, bargaining game, policy game, scaling game). Moreover, insights are presented to explain how the designated milestone can be achieved that indicates the advancing to the next phase and eventually entrench the transformation process. The lessons and findings resulting from the analysis of the phases of T2S suggest that there is also the need to revisit underlying assumptions on negotiations, sustainability and transformation.

The energy sector plays an important role in Mexico’s development trajectory. Mexico makes an interesting case study because it shows how difficult it is to reduce fossil energy dependence despite geographic and climatic conditions that favour renewable energy deployment and use. Resolving path dependencies and the related carbon lock-in are key to Mexico’s sustainable energy transition. This applied teaching guide contemplates the use of a case-illustration typology to identify and discuss how the politics about carbon lock-in affects Mexico’s sustainable energy transition. This methodology is an innovative endeavour that aims to apply the case study in classrooms with the intention to encourage discussions and solution-oriented approaches when tangible actions are identified by the educator and students. This methodology elevates the case study to a “living” case study that leads to recommended actions. The applied teaching guide allows educators, who are mostly researchers, to reflect on how Mexico’s case study could be explained not only to promote the students’ understanding of the challenges, but also to provide educators/researchers the skills on how to effectively disseminate knowledge. Mexico’s carbon lock-in involves oil and oil-run power plants that are costly to build but relatively inexpensive to operate. To conclude, this case study identifies potential entry points for transitioning towards sustainable energy in Mexico—resources that can promote the use of clean energy despite carbon lock-in. For example, focusing on electrification—particularly the carbon-intensive sectors—can help Mexico transit towards sustainable energy despite institutional constraints. Complementing this case study is a teaching guide with recommendations for using Mexico’s energy transition in courses on sustainability. By understanding how to explain the case study, the educator/researcher can better structure the complexity of the case study. This approach introduces a “learning activation framework” to identify emerging opportunities that can advance sustainable energy transitions in different cases of carbon lock-in. The framework also gives students a chance to help dismantle or cope with carbon lock-ins. Mexico’s energy transition makes a valuable teaching example because its energy transition is part of a broader developmental goal. This teaching guide’s systematic approach can maximise the students’ learning experience.

Indonesia is an interesting case study for researchers, educators and students of sustainable development and sustainable energy due to its ability to connect the multiple “worlds” it has become part of. Indonesia is an important bridge to Muslim countries, the voice of the Global South in the G20 and a main pillar of the 134-country-strong G77. Indonesia’s development trajectory is also key to the achievement of the Paris Climate Agreement as well as of the 2030 Agenda. This article proposes that one way to understand Indonesia’s complex energy transition is by knowing how to teach it as a case study. By teaching how Indonesia addresses contradictions that would have been unsurmountable for other countries, new insights and values can be gained. Indonesia’s energy transition offers helpful lessons, because of its aspiration to become a developed country by 2045. However, as the methodology of this paper suggests, these lessons can be more valuable when they are achieved through the stages of reflection, interaction and action. By knowing how to teach Indonesia’s energy transition, the value of knowledge can be multiplied. This article begins by showing how Indonesia addresses barriers and caveats by focusing on silver linings and comes up with pragmatic solutions to energy-related issues. This is followed by the “teaching guide,” which provides recommendations as to how the lessons from Indonesia can be embedded into a learning experience. The “learning activation approach” is introduced, which encourages students to systematically reflect on the complexity of selected contexts and understand this complexity by looking at the technical issues and processes that allow decision making.

The energy sector plays an important role in Mexico’s development trajectory. Mexico makes an interesting case study, because it shows how difficult it is to reduce fossil energy dependence despite geographic and climatic conditions that favour renewable energy deployment and use. Resolving path dependencies and the related carbon lock-in are key to Mexico’s sustainable energy transition. This case study aims to identify and discuss how carbon lock-in affects Mexico’s sustainable energy transition. Mexico’s carbon lock-in involves oil and oil-run power plants that are costly to build but relatively inexpensive to operate. This case study identifies potential entry points for transitioning towards sustainable energy in Mexico – resources that can promote the use of clean energy despite carbon lock-in. For example, focusing on electrification – particularly of the carbon-intensive sectors – can help Mexico transit towards sustainable energy despite institutional constraints. Complementing this case study is a teaching guide with recommendations for using Mexico’s energy transition in courses on sustainability. It introduces a “learning activation framework” to identify emerging opportunities that can advance sustainable energy transitions in different cases of carbon lock-in. Finally, the framework also gives students a chance to help dismantle or cope with carbon lock-ins.

Indonesia is an interesting case study for students of sustainable development and sustainable energy due to its ability to connect the multiple “worlds” it has become part of. Indonesia is an important bridge to Muslim countries, the voice of the Global South in the G20 and a main pillar of the 134-country-strong G77. Indonesia’s development trajectory is also key to the achievement of the Paris Climate Agreement as well as of the 2030 Agenda. Students can learn from how Indo-nesia address contradictions that would have been unsurmountable for other countries. Indone-sia’s energy transition offers helpful lessons, because of its aspiration to become a developed country by 2045. This goal is only possible when a country is able to effectively address barriers and caveats to sustainable energy. It is interesting how Indonesia focuses on silver linings and come up with pragmatic solutions to energy-related issues. This is followed by the “teaching guide,” which provides recommendations how the lessons from Indonesia can be embedded into a learning experience. The “learning activation approach” is introduced, which encourages stu-dents to systematically reflect on the complexity of selected contexts and understand this com-plexity by looking at the technical issues and processes that allow decision-making.