When it comes to sustainability, universities and colleges can not only research solutions, but also empower young people to shape a more sustainable future. In order for universities to meet these demands, new approaches and transformation paths are needed that overcome the supposed boundaries between science and society and contribute to the mutual transfer of experience and knowledge between science and social practice. In the spirit of transformative science, it is also necessary to develop solutions within the university to overcome the boundaries between research and teaching, different status groups and individual disciplines and administrative areas by testing and implementing integrative approaches.
The KU is researching how this can be achieved together with the University of Vechta, the University of Bremen, Otto von Guericke University Magdeburg and "netzwerk n" as part of the Project "Service Learning and Sustainable Transformation at Universities" (Senatra). It is being funded by the Federal Ministry of Education and Research over a period of three years. Service learning or "learning through engagement" involves students in active, socially relevant and collaborative learning processes and is characterized by support (service) and simultaneous reflection and learning. A mutual learning process also takes place – both among students and between the project partners and the students. At the KU, the students' own university will be the cooperation partner.
"The KU's projects will be based on its sustainability concept and should contribute to its implementation. Students work together with representatives from all areas of the University on projects that contribute to a more sustainable institution”, explains project team member Ann-Kathrin Bremer. This is in line with the approach of focusing on sustainability issues for the entire University. The KU has set itself goals in the areas of governance, research, teaching, campus management/operations, student initiatives and commitment, and transfer.
Through their participation, students are given the opportunity to help initiate organizational changes towards sustainability, to act as multipliers and to acquire knowledge and skills in an experience-based learning process. This also includes directly experiencing and questioning areas of tension in sustainable development on the basis of theory-driven action. These can then be critically reflected upon and analyzed in order to recognize the possibilities and limits of practical sustainability action and to develop innovative transfer solutions based on science. A key feature of service learning is the combination of formal learning in the seminar context and informal learning during project work. These different learning processes are related to each other through reflection.