Workshop-Chairs:

• Prof. Dr. Daniel Fischer, UNESCO Chair in Higher Education for Sustainable Development, Leuphana Universität Lüneburg 

• Prof. Dr. Harald Hantke, UNESCO Chair in Higher Education for Sustainable Development Leuphana Universität Lüneburg

Prof. Dr. Daniel Fischer is professor of Sustainability Education and Communication at Leuphana University Lüneburg, where he also holds the UNESCO Chair in Higher Education for Sustainable Development (ESD). His research explores how more sustainable ways of living and meeting human needs can be facilitated in education, with a special emphasis on Teacher Education. His current projects are on learning assessment, transdisciplinary learning interventions and capacity building in ESD leadership.

Prof. Dr. Harald Hantke is juniorprofessor of Social Science Education and UNESCO Co-Chair in Higher Education for Sustainable Development (ESD) at Leuphana University Lüneburg. The core of his work is to take an inter- and transdisciplinary look at the structures and conditions of political, economic and vocational didactics in the context of societal transformation processes. With this background, he deals for example with sustainability and democracy education, curricular development as part of school development and handling of teachers and learners with complexities, uncertainties and ambiguities.

Presentations:

• Lina Bürgener, presenter; Patricia Sophia Andrä; Dr. Eva Kern; Dr. Laura Picht-Wiggering; Leonie Schmitt; Hannah Spittler; Prof. Dr. Daniel Fischer, Leuphana University Lüneburg, Germany, “Deliberative Student Mini-Publics as a Catalyst of Curriculum Development in Education for Sustainable Development: The Studierendenrat at Leuphana University Lüneburg”

• Dr. Aaron Redman, Dr. Jordan King, Prof. Dr. Daniel Fischer, Aalborg University, University of Tennessee at Chattanooga, Leuphana University Lüneburg, Germany, “More than Measuring: Learning Assessment as a Task for Reflexive ESD Leadership”

• Julia Hufnagl (presenting author); Lea Boecker; Harald Hantke, Falk Helfberend; Franziska Kößler; Dirk Lehr; Christiane Thole, Leuphana University Lüneburg, Germany, “Strengthening Resilience and Mental Health in Vocational Teacher Education;The Scientific Early-Career Research Group ‘More’ (‘Motiviert und resilient in der Arbeitswelt durch Berufsbildung’)”

• Prof. Gregor Torkar, University of Ljubljana Faculty of Education, Slovenia, “Implementing GreenComp in Slovenian Primary Education: Curriculum Integration, Educational Leadership, and the Whole-School Approach to Education for Sustainable Development Abstract of Contribution”

• Dr. Zintle Songgwaru, Rhodes University, South Africa, “Whole-Institutional Transformation for Education for Sustainable Development: Insights from the ESD Sub-Saharan African Teacher Leadership Project”

• Dr. Anne Busian; Dr. Sonja Herzog, Yoke-Lee Roth, TU Dortmund University, Germany, „Promoting Sustainable Competencies in Continuing Education Programs for Vocational Training Personnel Experiences and Perspectives from the Project Sustainable Training in the Construction and Social Services Sectors”

• Alieva, Nargiza, Kokand State university, Uzbekistan, "Leading Sustainable Transformation in Higher Education: The Role of University Teachers in Developing Students’ Competencies for Sustainable Development"

Abstract

The aspiration of SDG 4.7 is no less than to ensure that by 2030 all learners acquire the knowledge and skills needed to promote sustainable development. The holistic implementation of Education for Sustainable Development (ESD) in all parts of an educational organization, from curriculum to operations to community relations, has been shown to be a key driver of student learning and engagement for sustainability. However, due to their comprehensive scope, the implementation of Whole Institution Approaches (WIA) to promote ESD poses several challenges that require effective leadership. Surprisingly, the role of leaders and different modes of leadership in advancing ESD to promote SDG 4.7 has been rather neglected by researchers and policy-makers in the past and only recently received growing attention. This workshop provides an overview of current research and practice in effective ESD-WIA leadership and presents three toolkits that have recently been developed for K-12 school education, higher education and TVET/vocational education. Participants will be invited to share their experiences and collectively reflect on the potentials of more focused leadership trainings for the effective implementation of ESD-WIAs to support SDG 4.7.

Workshop-Chairs:

• Prof. Dr.-Ing. Heribert Nacken, UNESCO Chair on Hydrological Change and Water Resources Management, RWTH Aachen

• M.Sc. Florian Balmes, UNESCO Chair on Hydrological Change and Water Resources Management, RWTH Aachen

Prof. Dr. Heribert Nacken has been Professor of Engineering Hydrology and Chairholder of the UNESCO Chair in Hydrological Change and Water Resources Management at RWTH Aachen University since 2001. He is the Rector’s Delegate for Digital Transformation in Teaching; in this role, he has played a key role in shaping the university’s digitalisation strategy and has initiated numerous innovative teaching projects.

M.Sc. Florian Balmes has been a research assistant at the UNESCO Chair in Hydrological Change and Water Resources Management at RWTH Aachen University since 2022. His research focus lie in the water-energy-food nexus and VR-based learning methods. As a project manager, he works on international projects related to sustainability, knowledge transfer, and digital education formats such as open educational resources.

Presentations: 

• Univ.-Prof. Dr.-Ing. Heribert Nacken, UNESCO Chair in Hydrological Change and Water Resources Management, RWTH Aachen University, “How Can We Use Avatar-Based Teaching and Learning in Our University Teaching in a Targeted Manner to Train Specific Skills?”

• M.Sc. Florian Balmes, UNESCO Chair in Hydrological Change and Water Resources Management, RWTH Aachen University, “Beyond the Textbook: Seawater Desalination in Virtual Reality as a Learning Experience”

• Sheikh Lukman bin Sheikh Abdul Hamid, Ministry of Education, Brunei Darussalam, “Virtual Reality for SDG-Related Competence Development in Brunei Higher Education and TVET: A Policy-Scoping Study”

• Dr. Sheikh Lukman bin Sheikh Abdul Hamid, Ministry of Education, Brunei Darussalam, "Institutional Readiness for Virtual Reality in SDG-Related Competence Development: Exploratory Evidence from Higher Education and TVET in Brunei Darussalam"

Abstract

How can we use avatar-based teaching and learning in our university teaching in a targeted manner to train specific skill? 

In this workshop, we will show a few examples and then  engage in an active working phase with all participants. Teams of two or three people will be given the task of describing a VR scenario that they would use for a very specific skill transfer in the SDG area.

There are no limits to the brainstorming process. Each group will describe the results as they see fit, in the form of an (AI-generated) image, a hand-drawn sketch with explanations, a mind map, or whatever their intuition dictates.

Workshop-Chairs:

• Prof. Hongjie Chen, Director of China Doctoral Education Research Center, Peking University, PR China

• Prof. Dr. Junmin Li, Vocational Education with a Focus on Empirical VET Research, Osnabrück University; formerly UNESCO Chair on TVET and Competence Development for the Future of Work, TU Dortmund University (until 30.06.2026)

Prof. Hongjie Chen Prof. is a distinguished professor at Peking University in China and chef-editor of the international journal Vocation. Technology. Education. His research field includes higher education in China and Germany. He has made many publications in German and Chinese higher education, vocational and applied education. In recent years, he has initiated the research on industrial technological culture and vocational education.

Dr. Junmin Li is a senior researcher at the UNESCO-Chair on TVET and Competence Development for the Future of Work at TU Dortmund University in Germany. She has extensive research experience in the field of international comparative vocational education and training, with a focus on Asia, Europe and the Anglo-Saxon regions. Her particular interests lie in the areas of policy transfer, design-based research, teaching and learning, and work-related learning.

Presentations:

• Prof. Chee Sern Lai, Universite Tun Hussein Onn Malaysia, Malaysia, "Educating the TVET Educators: The Foundation of TVET Excellence in the Context of Malaysia"

• Prof. Jun Li, Tongji University, China, "Mobile Phone Usage and Dependence Among Vocational College Students in China: Influencing Factors and Action Strategies"

• Prof. Xing Wang, Nankai University, China, “Exploration of Effective Skill Supply and the Local Development Path of China's Vocational Education System”

• Prof. Dr. Peng Chen, Jiangsu Normal University, China “Chinese TVET, skill formation, and national development: A systematic review of educational policies”

• Prof. Dr. Zhongquan Qing, Shenzhen Polytechnic University, China, “Realization Pathways for High‑Quality Development of Vocational Education in Support of Chinese Modernization”

Abstract

Technical and Vocational Education and Training (TVET) is increasingly recognized as a cornerstone for fostering both social equity and technological advancement in the pursuit of UNESCO sustainable development goals (Unesco-Unevoc, 2025).

The integration of sustainability principles into TVET curricula and institutional practices not only addresses pressing environmental challenges but also promotes social inclusion, gender equity, and access to quality education and employment opportunities. The contributions of this workshop bridge the gap between education and industry, individuals and communities to become active agents of change, fostering both social cohesion and technological progress.

Workshop-Chair:

• Prof. Dr. Alexander Siegmund, UNESCO Chair on Observation and Education of World Heritage and Biosphere Reserve, Heidelberg University of Education

• Alicia Jimenez, Center of Education for Sustainable Development

Abstract

This workshop explores how modern digital media can strengthen Education for Sustainable Development (ESD) by connecting established ESD approaches with innovative forms of teaching and learning. Building on the expertise of Prof. Siegmund at the Heidelberg University of Education in geospatial technologies, digital learning, and sustainability education, and of Alicia Jiménez in Education for Sustainable Development and transformative learning, the workshop examines the educational potential of digital tools from both technological and pedagogical perspectives.

Using selected examples, participants will explore how geospatial technologies, digital platforms, artificial intelligence and interactive media can support key ESD competencies, including systems thinking, critical reflection, participation and the ability to address complex sustainability challenges. Particular attention will be given to the potential of digital media to visualise complex socio-environmental processes, connect local and global perspectives, and create more interactive and learner-centred educational settings.

The workshop combines concise expert input with interactive discussion and reflection. Rather than focusing on technology itself, it addresses the question of how digital media can be meaningfully integrated into educational practice to support transformative learning and sustainability-oriented action. Participants will gain conceptual insights and practical ideas for using digital media to advance high-quality ESD.

Workshop-Chairs:

• Prof. Dr. Christine Volkmann, UNESCO Chair in Entrepreneurship and Intercultural Management, Bergische Universität Wuppertal 

• Prof. Dr. Julius Heinicke, UNESCO Chair in Cultural Policies for the Arts and Transformation, Universität Hildesheim 

Prof. Dr. Christine Volkmann holds the UNESCO Chair for Entrepreneurship and Intercultural Management at the University of Wuppertal. Since 2008, she has been shaping research and teaching at the Schumpeter School of Business and Economics, with a focus on entrepreneurship, innovation, and sustainable development. She founded the Jackstädt Center for Entrepreneurship and Innovation Research, the Startup Center at the University of Wuppertal and initiated the network Women Entrepreneurs in Science. As an expert, she advises regional, national and international organizations such as UNESCO, the EU, and the World Economic Forum. Her current research focuses on sustainable and social entrepreneurship, women entrepreneurship, cultural entrepreneurship, and entrepreneurial ecosystems.

Prof. Dr. Julius Heinicke is Professor of Cultural Policy and holds the UNESCO Chair in Cultural Policies for the Arts and Transformation. Since April 2025, he has served as Dean of the Faculty. Julius Heinicke is a Visiting Professor at the University of Toronto in Canada and the University of Arts in Belgrade, Serbia. He is currently leading several work packages in Horizon Europe research projects (IN SITU, D@rts, Intracomp) and, together with Wolfgang Schröer, the BMBF-funded project “Kulturelle Selbstversorgung: Das Recht junger Menschen auf kulturelle (Selbst)Bildung” (“Cultural Self-Provision: Young People’s Right to Cultural (Self-)Education”). From 2017 to 2020, he was Professor of “Applied Cultural Studies” at Coburg University of Applied Sciences and Arts, where he also headed the Center for Science and Culture. Before that, he conducted research and taught at the Institute for Theatre Studies at Freie Universität Berlin. After studying Cultural and Theatre Studies / Cultural Communication, he completed his doctorate at Humboldt University of Berlin on theatre, art, and politics in Zimbabwe, supported by a scholarship from the Heinrich Böll Foundation.

Presentations:

• Prof. Dr. Ly Thien Trang, Vice President of HCMC University of Technology (HUTECH), Vietnam: „From Policy to Practice: Embedding Innovation and Cultural Entrepreneurship in Higher Education for Sustainable Development – Insights from Vietnam”

• Prof Dr. Avril Joffe, UNESCO Chair in Entrepreneurship and Cultural Policy, Wits School of Governance: “Cultural Entrepreneurship in South Africa”

• Dr. Andrew Isaak, UNESCO Chair for Entrepreneurship and Intercultural Management, University of Wuppertal:  „Intangible Cultural Heritage as a Medium of Sustainable Transformation”

Abstract

Cultural Entrepreneurship and Policy in the Context of the SDGs and Beyond

Guiding research question: How can the co-evolution of cultural policy frameworks and cultural entrepreneurship practices be conceptualized and fostered as a driver of innovation, sustainable development, and societal transformation within and beyond the SDG framework?

This workshop investigates the interrelations between cultural entrepreneurship and cultural policy as co-evolving forces in driving innovation, sustainable development and societal transformation. Situated within the framework of the United Nations Sustainable Development Goals (SDGs), the session examines how cultural and creative entrepreneurs operate within, respond to, and actively shape policy environments that promote inclusion, diversity, and resilience.

Particular attention will be given to the reciprocal relationship between cultural entrepreneurial capacity for action and political framework conditions. While effective cultural policies can create enabling conditions for cultural entrepreneurial innovation, entrepreneurial practices themselves can inform, challenge, and renew policy agendas. Through a transdisciplinary and dialogic approach, the workshop will explore how cultural agency, policy design, and creative experimentation intersect in shaping sustainable futures and fostering global citizenship.

Moving beyond the SDG framework, participants will reflect on emerging paradigms that link cultural entrepreneurship with entrepreneurship policy, intercultural dialogue, and systemic transformation. Interactive discussions and case-based reflections will aim to identify policy models and entrepreneurial strategies that effectively enhance innovation, inclusion, and cultural resilience across diverse contexts.

Workshop-Chairs:

• Friederike Hansell, World Heritage Focal Point, Germany

• Prof. Dr.-Ing. Michael Kloos, UNESCO Chair on Historic Urban Landscapes and Heritage Impact Assessments, Universität Wiesbaden

Friederike Hansell holds a Magister Artium in Pre- and Early History, Ethnology and Classical Archaeology and an MA in World Heritage Studies. She worked as a Research Assistant in the World Heritage Project Group “Erzgebirge Mining Region” at the Institute for Industrial Archaeology, History of Science and Technology, TU Bergakademie Freiberg (2010–2011). Between 2015 and 2020, she served as the Saxon Focal Point for World Heritage on behalf of the Saxon Ministry of the Interior/Regional Development, and from 2010 to 2019 she was project officer for the Erzgebirge/Krušnohoří Mining Region World Heritage nomination. She subsequently worked as World Heritage Desk Officer at the Saxon State Office for the Conservation of Monuments. Since 2022, she has been the German Focal Point for World Heritage at the Federal Foreign Office.

Prof. Dr.-Ing. Michael Kloos studied architecture and urban planning at Karlsruhe University, Germany. He focuses his work on the interface between preservation and sustainable development of UNESCO World Heritage Sites, with a focus on Management Plans and Heritage Impact Assessments. Since 2016, Michael runs his office michael kloos planning and heritage consultancy in Aachen, Germany and he holds the professorship for Preservation and Sustainable Development of Cultural and Historic Urban Landscapes at RheinMain University of Applied Sciences, Wiesbaden, Germany. Since 2022 he is Chairholder of the UNESCO Chair of Historic Urban Landscapes and Heritage Impact Assessments.

Presentations:

• Asst. Prof. Dr. Nopporn Patcharaprakiti, Dean of the Faculty of Engineering, Rajamangala University of Technology Lanna (RMUTL), Thailand, “RMUTL’s Role in Transforming Lanna Ancient Kingdoms into Sustainable SDG Frontier Heritage Cities in Northern Thailand through RDI and Enhanced Hands-On TVET”
• M.Sc. Friederike Hansell, World Heritage Focal Point im Auswärtiges Amt, Berlin, “Understanding World Heritage and Sustainable Development”
• Dr. Helena Lischka, Head of Strategic Location Development Stiftung Zollverein, “Negotiating Limits of Change at Zollverein: Industrial Heritage and Sustainable Transformation”

Abstract

With regard to Agenda 2030 and the implementation of the SDGs, the UNESCO World Heritage Convention requires not only to preserve the Outstanding Universal Value, integrity and authenticity UNESCO World Heritage properties, but also to balance this with strategies for sustainable development. In this context, industrial World Heritage properties cause special challenges, inter alia due to their sheer size and their embedding in living urban agglomerations. Using the UNESCO World Heritage property Zollverein Coalmine Complex – one of the most iconic industrial heritage sites of the Ruhrgebiet and listed as UNESCO World Heritage site since 2001 -- as a case study, this workshop will discuss how to identify values and attributes of such complex sites, how to assess impacts on their integrity, and how to use these steps as a baseline for sustainable development. 

Workshop-Chairs:

• Prof. Dr. Philipp Grollmann, Chair on Education in the context of Work and Occupation, TU Dortmund University 

• Prof. Dr. Adeline Goh Yuen Sze, Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam

Prof. Dr. Philipp Grollmann is Professor for Education Science in the Context of Work and Occupations at Technische Universität Dortmund and a leading expert in vocational education and training (VET). His research focuses on comparative approaches to work-based learning, apprenticeships and the development of VET systems and professional practice of teachers and trainers. He has more than two decades of experience in research, teaching, and policy advisory roles. As former Senior Researcher at the Federal Institute for Vocational Education and Training (BIBB), he led international comparative research and worked on the improvement of international reporting in TVET. He has collaborated with ETF, Cedefop, the ILO, and OECD on future skills strategies and the Europeanisation of VET systems. Dr. Grollmann holds a Ph.D. in Philosophy from the University of Bremen (summa cum laude) and a diploma in education from the University of Regensburg.

Prof. Dr. Adeline Yuen Sze Goh, a Senior Assistant Professor at Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, is an expert in adult learning and education, with extensive experience in research, practice and policy development. She has a longstanding research interest at the intersections of work, learning and vocational education. Her recent scholarship examines how Artificial Intelligence and digitalisation are transforming professional practice, vocational pedagogy, workplace learning and workforce capability development in changing economies. Adeline has made significant contributions to national and international policy dialogues on the preparation and professional development of technical and vocational education and training (TVET) teachers.  She is also actively engaged in several international academic and policy networks, including the Asia-Europe Meeting (ASEM) Education and Research Hub Network 2 on Workplace Learning. Through these networks, she contributes to regional and global initiatives that advance skills ecosystems, TVET transformation, and evidence-informed workplace learning policies for sustainable human development.

Presentations:

• Prof. Dr. Zhao Ziqun, Institute of Vocational and Adult Education, Faculty of Education, Beijing Normal University, “Artificial Intelligence and the Transformation of Work Processes: Rethinking Work-Based Learning – A Curriculum Perspective”

• Prof. Dr. Adeline Goh Yuen Sze, Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, “Learning in Practice – Teachers and Other Professional Groups”

• Dr. Si Li, Beijing Sipulangge Consulting Co., Beijing, “The VET Learning Factory as an Apprenticeship Model – Insights from a Practical Project in China”

• Dr. Torgeir Nyen, Fafo Institute for Labour and Social Research, Oslo, “How VET Systems Respond to Heterogeneous Tasks and Rapid Technological Change – Findings from Skills2Capabilities WP3”

• Prof. Swati Mujumdar, Chancellor, Symbiosis Skills & Professional University, Pune, India; UNESCO Chair on Gender Inclusion & Skill Development

• Dr. Chuob Rathana, Director of Tourism Professionals Training Department, Ministry of Tourism, Kingdom of Cambodia, "Policy Perspective – Cambodia's Experience in Integrating WIL into Tourism Education"

Abstract

Informal learning is highly valued internationally and in certain economic sectors, and its importance is rapidly increasing globally against the backdrop of current disruptive technological developments. In the context of vocational training and higher education, the workplace is of central importance as a place for experiential learning. According to research, experiential learning through work activities in a work organisation that promotes learning and skills development is responsible for a large part of individual skills development. Countries such as Germany have a wealth of experience in the targeted use of the workplace for skills development processes, for example through work-integrated learning formats such as work and learning tasks, as well as conceptually compatible standards and work-oriented teaching methods in formal education. However, approaches to recognising and building on informal learning outcomes and integrating them into qualification profiles remain underdeveloped in many contexts.

The workshop aims to highlight future-oriented development perspectives, discuss the role of the workplace in the context of disruptive technologies such as digitalisation and AI, and explore the conditions conducive to learning in workplace design – with a particular focus on the people who organise and support learning at the workplace: trainers, mentors and instructors.

The workshop explores the following guiding questions:

• How can work-based learning systems adapt to technological change and academic expansion while maintaining their strong labour market integration?

• What is the role of trainers, mentors and instructors at the workplace?

• Are there outstanding practices of realising work-integrated learning?

Background

Work-based learning systems are currently facing profound transformations across many countries in Europe and Asia. Three developments are particularly shaping current debates.

First, artificial intelligence and digital technologies are transforming work processes and skill requirements. Automation and AI may substitute certain tasks while creating new forms of work that require higher levels of problem-solving, digital competence and adaptability. These developments also affect learning opportunities in workplaces and raise questions about how training systems can respond to rapidly changing work environments.

Second, many countries are experiencing a continuing expansion of higher education. As participation in higher education grows, vocational education and training (VET) systems face increasing competition for learners. At the same time, the boundaries between vocational and academic education are becoming more fluid through hybrid models such as dual study programmes, professional higher education and applied universities.

Third, despite this trend, there is renewed interest in work-based and work-integrated learning due to their strong labour market integration effects. In Europe, debates have historically centred on work-based learning and apprenticeship systems reflecting established traditions of structured on-the-job training. In many Asian contexts, work-based learning is often used as a broader term to describe the systematic incorporation of workplace experience into educational programmes, which could also be observed as work-integrated learning.

A central focus of the workshop will therefore be the role of those involved in workplace learning, particularly trainers, mentors and instructors in industries and educational institutions. As technologies change and educational pathways diversify, the competencies and roles of those responsible for organising and supporting learning in workplaces become increasingly important.