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The document details a workshop held at the Stockholm Resilience Centre involving approximately 35 participants. It examines social learning across four primary domains: natural resource management, climate change adaptation, social learning platforms, and the intersection of education and society. The proceedings highlight the definitional complexity of 'social learning', the influence of power dynamics, and the challenges of measuring learning outcomes in time-bound participatory projects. Key discussions emphasize the need for multi-level learning to build adaptive capacity in social-ecological systems and the role of 'shadow spaces' in facilitating international governance.

The document serves as a comprehensive guide for interns in South Africa's environmental sector, bridging the gap between academic study and professional work. It outlines the roles of various government and civil society entities, explains the national environmental policy landscape rooted in the Constitution, and provides practical tools for time management, communication, and workplace ethics. Additionally, it offers guidance on performance appraisals, the rights and responsibilities of interns, and strategies for transitioning into full-time employment within the green economy.

The document outlines a developmental approach to mentoring within the conservation sector, moving from a deficiency-based model to one focused on professional growth. It details various mentoring forms—including one-on-one, group, peer, and network-based models—and provides a practical guide for mentors to identify needs, design tasks, and assess progress. The guide emphasizes the importance of mutual trust, flexibility, and the integration of mentoring with formal training to strengthen organisational capacity and support the transition of new graduates into the workforce.

The report assesses the integration of Education for Sustainable Development (ESD) in Manitoba's First Nations schools, highlighting a disconnect between federal funding bodies and the UN DESD framework. While there is strong local interest and provincial leadership from Manitoba Education, the lack of federal policy and funding from Indian and Northern Affairs Canada (INAC) results in sporadic implementation. The report recommends a federal strategy for ESD in First Nations schools, using Manitoba as a pilot province.

The report identifies a critical leadership gap in sustainable development driven by a retiring generation of experts and the increasing complexity of global environmental challenges. It reviews various training models—including internships, scholarships, and professional placements—used by organizations like IUCN, WWF, and IISD. The findings emphasize that while technical knowledge is important, there is a significant need for 'enabling' soft skills such as communication, innovation, and multi-stakeholder management. The document advocates for the creation of a consortium to standardize skill sets, share training materials, and better track alumni to support a non-linear, mobile career path for the next generation of sustainability leaders.

The document examines the role of ICTs in advancing Education for Sustainable Development (ESD), arguing that technology can move education from a traditional objectivist model to a 'connectivist' approach. It identifies three primary uses of ICTs: as information resources for educators, as supplements to classroom activities (such as real-time research and systems thinking simulations), and as tools for distance and online learning. The report highlights the shift toward 'School 2.0,' where learners actively construct knowledge through collaboration and real-world experience, and notes the potential for bridging the digital divide through initiatives like 'one laptop per child.' It concludes that while ICT tools are proliferating, more research is needed to explicitly link these technologies to ESD outcomes and to develop new metrics for measuring sustainability-oriented learning.

The report finds that while many governments have established legal frameworks for freedom of information, actual practice lags behind, particularly regarding proactive information release and meaningful public participation. It argues that environmental access rights are human rights and that their implementation improves the legitimacy and quality of environmental decisions. The document identifies hurdles such as vested interests and lack of capacity, and provides recommendations for governments and advocates to foster a culture of openness and accountability in environmental governance.

The report evaluates Estonia's implementation of the Aarhus Convention's three pillars: access to information, public participation, and access to justice. It finds that while legal frameworks are generally in place and information quality is high, practical implementation varies. Access to information is stronger than public participation, which often occurs too late in the decision-making process to be substantive. Access to justice is recognized by courts, allowing environmental NGOs to challenge decisions. The report recommends clearer procedures for emergency notifications, better accessibility of corporate pollution data, and more inclusive, early-stage public consultations.

The report argues that ICTs are essential for youth empowerment, governance, and livelihood opportunities, particularly in developing regions. It highlights that while young people use ICTs for advocacy, education, and entrepreneurship, they face significant barriers including high costs, lack of infrastructure, and a need for pedagogical shifts in education. The document details various regional initiatives—such as telecenters in Colombia and India, mobile internet units in Malaysia, and youth networks in Africa—to demonstrate how targeted ICT investments can bridge the digital divide and foster sustainable development.

The report outlines a comprehensive engagement strategy for Canadian youth (ages 13-29) to combat climate change, moving beyond simple marketing to a model of active engagement. It identifies a significant 'knowledge-behaviour gap' where youth are aware of issues like recycling but do not act, often due to a lack of trust in institutional mechanisms and a perceived lack of action by elders. The proposed strategy is structured around three interrelated streams: information and awareness campaigns, capacity building for youth (focusing on employment and leadership), and community actions. Key recommendations include tailoring messages to specific segments—such as aboriginal youth and 'early adopters'—and integrating climate education into school curricula from Grade 1. The strategy emphasizes that youth should be recognized and rewarded for their contributions and that success requires visible commitment from older Canadians and institutions.

The document outlines a comprehensive framework for implementing climate citizens' assemblies, emphasizing deliberative democracy to generate public policy recommendations. It details a five-phase process—preparation, learning, reflection/deliberation, recommendation drafting, and decision-making—while providing specific guidance on independent governance, inclusive participant selection, and the use of digital facilitation tools. The guide is based on experiences from state-level and regional assemblies in Spain, including those in Barcelona, Mallorca, and Guipúzcoa.

The document serves as a resource guide for the Canadian education system to counter the influence of corporate interests in climate curricula. It categorizes a wide array of vetted materials across themes such as climate science, Indigenous perspectives, civic engagement, and climate justice. Additionally, it lists advocacy networks, including For Our Kids and the Canadian Association of Physicians for the Environment, which work to remove industry-sponsored materials from schools.

The document outlines strategies to combat food waste in Estonian schools, noting that food loss accounts for 74% of school food waste. It provides tailored guidance for catering staff (e.g., using the Fi-Fo method), teachers (integrating waste themes into curricula), students (taking only what they can eat), and school administrations (optimizing procurement and lunch schedules). It also shares international best practices from Scotland, Poland, and the USA.

The SAMHE project distributed indoor air quality monitors to over 1,300 UK schools, creating a database of more than 40,000 days of air quality data. To overcome barriers such as teacher time pressures and IT connectivity issues, the project utilised co-design, local authority partnerships, and curriculum-aligned resources. In collaboration with Hertfordshire County Council, the initiative delivered over 350 monitors to 29 schools and 700+ air purifiers across 63 schools, resulting in approximately 16,000 children breathing cleaner air.

The report assesses the integration of Education for Sustainable Development (ESD) in nine European countries, finding that while socio-cultural elements are prevalent, economic and environmental dimensions are underrepresented. It highlights a gap between high-level curricular goals and actual classroom materials, recommending a shift toward individual empowerment and systemic thinking.

The document profiles Martin, Co-Founder and Co-Director of Relic Plastic, a small recycling company that transforms low-value plastic waste into handmade products. Drawing on a background in Earth and Environmental Science and the 'Precious Plastic' movement, Martin emphasizes the importance of tangible recycling and education to promote a circular economy over a linear one. The case study highlights the operational challenges of running a social enterprise, the role of ethical funding from trusts and universities, and the belief that individuals can influence the ethics of their professional roles regardless of the organization's size.

The document is an educational toolkit designed for students in grades 3-5 to explore the relationship between human energy use, climate change, and the survival of polar bears in the Arctic. It includes a variety of learning activities, such as cause-and-effect modeling on energy use, arguments against Arctic drilling, and a storybook focused on Churchill, Canada. The toolkit also provides multimedia resources, including a video playlist, a podcast on polar bear research, and interactive quizzes.

Annette Maier, a teacher at Jefferson Middle School in San Gabriel, California, integrates WWF and Wild Classroom materials into her curriculum to educate students on biodiversity. Her approach includes symbolic animal adoptions, an endangered species project, and a 'Biodiversity Escape Room' activity. Students also participated in a live interaction with a WWF scientist and Mike Mitchell, the director of Kung Fu Panda 4, to learn about the connection between biodiversity, teamwork, and environmental protection.

Erin Schmidt, a teacher at Totino-Grace High School, used a scholarship trip to Churchill, Canada, to create a student-driven learning experience. Students engaged with the trip via a 'Post-It Note Challenge' and later completed a project called 'The Story of Our Changing Planet: Creating Art with Climate Data,' using datasets to visualize polar bear population decreases and the increase of ice-free days in Western Hudson Bay. The curriculum utilised WWF resources to help students develop calls-to-action for sustainable environmental policies and reduced carbon footprints.

Becky Freiberg, a science teacher at Gooding High School in Idaho, implements a project where environmental science students research endangered species and create music videos to raise awareness. The students vote on a species to symbolically adopt from WWF, which increases their engagement and interest in conservation. The project prompts discussions on ecological and carbon footprints, pollution, and habitat destruction, leading some students to pursue further education in environmental science.