Sport, as a human activity, contributes to the changes happening in the natural environment, making the sport sector a responsible actor for sustainable development. Experiences in nature can raise awareness about our natural environment and possibly influence pro-environmental behaviour and our identities. Such nature experiences can be reached in schools with teachers as implementers and role models. Swedish schools for example, have a concept called friluftsliv, which introduces children to outdoor experiences as part of Physical Education (PE). In Switzerland, a similar country to Sweden in many aspects, such a concept is non-existent. Thus, this study aims to observe possible differences and similarities between environmental identities of PE teachers in Sweden and Switzerland, how those developed and manifest today.  Primary and secondary school PE teachers from Switzerland and Sweden were asked to draw nature and were interviewed individually as well as in separate group discussions. The model of Education for Sustainability, Transformative Learning Theory, and Identity Theory serve as the theoretical framework of this work. The results show that there are many individual differences in how the PE teachers’ environmental identities manifest. Some see nature as a platform for activities, some deeply care for it, some seek interactions with it or even perceive themselves as a part of the natural world. When it comes to Swiss participants, main influences on their environmental identity were identified before Physical Education teacher education (PETE) through sport-related activities with their family, in associations or their leisure time, whereas the Swedish experiences were more sport-unrelated, connected to family experiences and as part of PETE. I conclude, according to the model of Education for Sustainability, that there were less transformative learning effects and therefore less behavioural change achieved in Swiss PETE than in Swedish PETE. The main difference was the amount of reflection about said nature experiences, which was more present in the Swedish context. Incorporating this reflective aspect into PE curricula could be an approach to increase this reflective aspect, in Switzerland as well as in Sweden.

Es ist weithin anerkannt, dass globale Solidarität in Zeiten globaler Krisen von größter Bedeutung ist. Sie ist auch wesentlich für Bildung für nachhaltige Entwicklung (Education for Sustainable Development/ESD). Die vorliegende Arbeit befasst sich in diesem Kontext mit Virtuellem Schulgartenaustausch (Virtual School Garden Exchange/VSGE). In VSGEs tauschen sich Grund- und Sekundarschüler*innen des Globalen Nordens und Globalen Südens über ihre Erfahrungen im Schulgarten mithilfe digitaler Medien aus. In drei Fachartikeln werden empirische Befunde aus vor allem qualitativer Empirie vorgestellt. Die erste Publikation umfasst einen systematischen Literaturreview. Dieser ergab, dass im Feld der internationalen Schulgartenforschung bisher kaum dieser Ansatz thematisiert wurde. Artikel 2 & 3 analysieren konkrete VSGEs. Hierfür wurden 23 semi-strukturierte Interviews mit Pädagog*innen geführt, die mittels der qualitativen Inhaltsanalyse ausgewertet wurden. Im zweiten Artiekl wurden die Intentionen der Pädagog*innen hinsichtlich der Lernergebnisse der Schüler*innen untersucht. Diese zeigen einige Überschneidungen mit den Zielen von ESD auf. Um dies näher zu untersuchen, widmete sich die dritte Publikation den von Pädagog*innen beobachteten Lernergebnissen ihrer Schüler*innen. Es konnte die Förderung einiger der erwünschten Lernergebnisse beobachtet werden. Außerdem wurden die Schüler*innen durch die VSGEs zu Transformativem Lernen und zu Othering angeregt. Während ersteres mit den Zielen von BNE im Einklang steht, widerspricht Othering diesen. Zusammenfassend zeigte sich, dass VSGE ein innovativer Ansatz ist. Einerseits eignet er sich dazu, die globale Perspektive von BNE im Schulgarten umzusetzen. Andererseits zeigt die vorliegende Studie auch, dass VSGEs keine Garantie für eine gute BNE-Praxis sind, da diese auch Othering fördern. Die Arbeit schließt mit Handlungsempfehlungen für zukünftige Forschung sowie für interessierte und bereits aktive VSGE-Pädagog*innen ab. / It is widely recognized that global solidarity is of paramount importance in times of global crises. It is also essential for Education for Sustainable Development (ESD). In this context, this study deals with Virtual School Garden Exchanges (VSGEs). In VSGEs, primary and secondary school students from the Global North and Global South exchange virtually on their school gardening experiences. Three scientific articles present new findings from primarily qualitative empirical research and examine VSGEs under ESD criteria. The first publication is based on a systematic literature review. It revealed that in the field of international school garden research, little to no attention has been paid to VSGEs. In Articles 2 & 3 concrete VSGEs were analyzed with a particular focus on student learning outcomes from educators' perspectives. For this purpose, 23 semi-structured interviews were conducted and analyzed using qualitative content analysis. The second publication examines VSGE educators' intentions for students’ learning outcomes. These are compared with research on ESD, which indicated some overlap. To investigate this further, the third publication focused on educators’ observations regarding students’ learning. First, the promotion of some of the desired learning outcomes was observed. Furthermore, educators observed that, on the one hand, Transformative Learning and on the other hand Othering was stimulated by VSGEs. While Transformative Learning is in line with ESD objectives, Othering contradicts the aims of ESD. In summary, it has been shown that VSGE is an innovative approach and an opportunity to implement the global perspective of ESD in school gardens. Nevertheless, this study also shows that VSGEs are not a guarantee of good ESD practice. They also risk creating Othering between international students instead of fostering solidarity. The study concludes with recommendations for future research as well as for interested and already active VSGE educators.

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Den digitala lärplattformen Canvas introducerades på Kungliga Tekniska Högskolan(KTH) 2016. De flesta lärare började använda plattformen 2017, men övergången till ett nytt system har sina svårigheter. Den här studien har undersökt vad som påverkar lärarnas användande av Canvas, samt hur lärarna har gått tillväga för att lära sig att använda verktyget. Målet med studien har varit att undersöka hur KTH kan utveckla stödet för lärarna och hur Canvas kan förbättras för att underlätta användandet. I studien har sju matematiklärare intervjuats om sina upplevelser. Urvalet gjordes målinriktat i syftet att belysa problemområden som kan upplevas av lärare, vilket därför speglas i resultaten. Samtliga intervjuer genomfördes strax innan KTH övergick till digitalundervisning i samband med covid-19-pandemin. Studien visar att att lärarna framförallt använder funktioner för att dela information och kommunicera med studenterna. Funktioner som är mer pedagogiska och integrerande används i mindre utsträckning. Fyra övergripande teman har identifierats som förklaringar för varför lärarnas användande ser ut som det gör: Inställning, Behov, Struktur och Tekniska svårigheter. Lärarnasinställning och behov gör att lärarna är mindre motiverade till att utöka sitt användande och lära sig mer om Canvas. Systemets struktur och tekniska svårigheter utgjorde ytterligare hinder som gav lärarna en negativ upplevelse, bland annat hade de svårt att navigera och komma igång med att använda plattformen. Lärarna lärde sig framförallt att använda systemet genom att testa sig fram, och många av de hjälpfunktioner som finns var sparsamt använda. Detta berodde till viss del på att lärarna inte kände till vissa hjälpfunktioner, men även på att lärarna inte var motiverade att lära sig mer än det nödvändigaste. Utifrån studien rekommenderas att KTH minskar tröskeln för att börja använda Canvas genom att exempelvis utveckla mallar som lärarna får tillgång till och kan använda. Om det är önskvärt att lärarna använder fler av Canvas funktionalitet rekommenderas även att man jobbar med lärarnas motivation och drivkrafter så att de blir villiga att utveckla sitt arbete och lära sig mer. Att införa utbildningar kan vara ett sätt, men då måste de vara utformade efter lärarnas behov. Slutligen rekommenderas att utföra användartester för att undersöka vad som gör att vissa lärare upplever att verktyget är svårt att använda. / The learning management system Canvas was introduced at the Royal Institute of Technology (KTH) in 2016. Most teachers began using the platform in 2017, however the transition to a new system has its difficulties. This study has examined what influences teachers’ use of Canvas and which method they used to learn how to use the tool. The aim of the study has been to investigate how KTH can develop support for teachers and how Canvas usability can be improved. Seven teachers in mathematics were interviewed about their experiences. The interviewees were selected to highlight problem areas that can be experienced by teachers, which is therefore reflected in the results. All interviews were conducted shortly before KTH switched to digital education inconnection with the covid-19 pandemic. The study shows that teachers primarily use functions to share information and communicate with students. Functions that are more educational and interactive were less used. Four themes have been identified as explanations: Attitude, Needs, Structure and Technical Difficulties. Teachers’ attitudes and needs influence the teachers' motivation to expand their use and learn more about Canvas. The system’s structure and technical difficulties constituted additional obstacles that gave the teachers a negative experience. Among other things, the teachers had difficulty navigating and getting started with the platform. The teachers mostly learned how to use the system by trial and error, and many of the help functions were not used. This was partly because several of the teachers were oblivious to the existence of some of the help functions, but also because the teachers were not motivated to learn more than necessary. Based on the study, it is recommended that KTH reduces the threshold for starting to use Canvas. They could, for example, develop accessible templates that teachers can use in the beginning. If it is desirable to make teachers use more of Canvas functionality, it is also recommended that KTH work with the teachers’ motivation and drive so that they are willing to develop their work and increase learning. Formal education could be a way, however it must be designed according to the needs of the teachers. Finally, it is recommended to perform user tests to explore how the usability can be improved.

Sudden personal transformation (SPT) was defined as a subjectively reported, positive, profound, and lasting personal change that follows a relatively brief and memorable inner experience. Although such change has been described in numerous biographies, works of fiction, and religious and scholarly texts, a consistent definition and systematic program of research is lacking in the psychological literature. Moreover, almost nothing is known about what causes such change from the subjective point of view of individuals who have experienced it first hand. This study used semi-structured interviews and thematic analysis to explore the common beliefs of three participants about the factors that facilitated and the mechanisms that caused their SPT. Findings reveal that all participants reported a life transition, feeling miserable, feeling exhausted, feeling unable to resolve adverse circumstances, reaching a breaking point, and support from others facilitated their individual SPT’s. All participants also indicated that a formalized activity or ceremony as well as a process outside of their conscious control (either a higher power or a deep inner wisdom) produced or caused their SPT’s. Implications for future research and counselling practice are discussed. / Graduate

Zweck: In den letzten Jahrzehnten hat das Interesse an sozial engagierter Kunst, Art in Action, stetig zugenommen. Bisher fehlt allerdings eine Praktiker-Forschung (practitioner research), welche Fragen aus der Arbeitswelt in den Forschungsmittelpunkt stellt und die glokalen Gegebenheiten praxisrelevant diskutiert. Diese Studie untersucht die Grundannahmen der Kunstgeschichte, welche bisher die Einführung der Praktiker-Forschung erschweren. Die Studie kontextualisiert und diskutiert zudem die Besonderheiten der künstlerischen Forschung sowie der Praktiker-Forschung in anderen disziplinären Feldern. Daran anschliessend formuliert diese Studie die Prinzipien der Art in Action Methodik. Methodik: Diese transformative Studie arbeitet mit dem Global Studies Paradigma. Der konzeptionelle Apparat umfasst die Kaleidoskopische Dialektik, das Konzept der Glokalisierung und die Theorien der Transdisziplinarität und der Meta-Narrativen Synthese. Ergebnis: Diese Studie formuliert die Prinzipien der Art in Action Methodik (AiAR). AiAR stellt Fragen aus der Arbeitswelt in den Mittelpunkt der Forschung, berücksichtigt lokale Gegebenheiten und organisiert den Forschungsprozess in Relation zu den projektrelevanten Partikularitäten (grounded methodology). / Purpose: In the last few decades, there has been a steadily growing interest in socially engaged art, i.e., working with art in socio-cultural settings (Art in Action). What has been missing, however, are art practitioner research methodologies that place issues emerging from art practitioner work environment at centre stage. This study explores the critical assumptions of art history, which have so far hindered a practitioner-driven research approach. It contextualises and discusses the specificities of artistic research and practitioner research. On this basis, the study formulates an Art in Action research methodology. Methodology: This transformative research applies a global studies paradigm. Its conceptual apparatus includes the kaleidoscopic dialectic, the concept of glocalisation, and the theories of transdisciplinarity and meta-narrative synthesis. Result: This study formulates principles for an Art in Action research (AiAR) methodology that places the issues emerging from the art practitioners’ work environments centre stage instead of an artwork-centred approach. It postulates that AiAR works with grounded research procedures.

Ausgehend von der Feststellung, dass einerseits Innovationsprozesse in ländlichen Räumen wenig erforscht sind und andererseits das Wissen um die Innovationsfähigkeit ländlicher Akteure dringend erforderlich ist, um eine nachhaltige Transformation zu erreichen, beschäftigt sich diese Dissertation mit der Frage, wie soziale Innovationsprozesse in ländlichen Räumen funktionieren und gefördert werden können. Es wurden drei Studien erstellt, die sich der Beantwortung dieser Frage aus unterschiedlichen Perspektiven nähern. Beginnend mit dem Thema der nachhaltigen Zertifizierung von Ölpalmen-Kleinbauern in Indonesien, der Frage der Erhaltung und Schaffung ländlicher Infrastruktur in Deutschland und dem Thema der Energiewende und ihrer Förderung. Im Mittelpunkt aller Studien steht die Untersuchung kollektiven Handelns von mitgliederbasierten Organisationen, die als Sozialunternehmen im ländlichen Raum gegründet und betrieben werden. Zusammenfassend lässt sich feststellen, dass die Rolle von mitgliedschaftsbasierten Organisationen in ländlichen Gebieten die Untersuchung von sozialen Innovationsprozessen ermöglicht. Es konnten wichtige Merkmale und Prozesse sozialer Innovationsprozesse identifiziert werden, die nicht nur für die Förderung von mitgliederbasierten Organisationen, sondern auch für die Untersuchung nachhaltiger Transformationspfade vielversprechend sind. Die Dissertation schließt mit einer kritischen Diskussion über die Grenzen der Doktorarbeit, dem Bezug zu aktuellen wissenschaftlichen Debatten, einigen Governance Empfehlungen und einer Positionierung der Forscherin in ihrem Forschungsfeld. / Based on the observation that, on the one hand, innovation processes in rural areas have been little researched and, on the other hand, knowledge about the capacity for change of rural actors urgently needs to be taken into account to achieve sustainable transformation, this dissertation deals with the question of how social innovation processes in rural areas function and can be promoted. Three studies were conducted that approach the answer to this question from different perspectives. Starting with the issue of sustainable certification of oil palm smallholders in Indonesia, the issue of maintaining and establishing rural infrastructure in Germany, and the topic of the renewable energy transition and its promotion. At the heart of all studies is an examination of collective action by membership-based organizations established and operated as social enterprises in rural areas. In conclusion, the role of membership-based organisations in rural areas enables the study of social innovation processes. Important characteristics and processes of social innovation governance could be identified, which are promising not only for promoting membership-based organisations but also for studying sustainable transformation pathways. The thesis concludes with a critical discussion about the limitations of the doctoral thesis, the reference to current scientific debates, some governance recommendations, and the researcher's positioning in his research field.