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"Place-based education Europe."
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Schools for the Future Europe
Contents: Putting Europe into education / Frank Furedi -- Post-war perspectives: what Europe meant for education then, what it means for us now / John Sayer -- Europe, human rights, and education / Hugh Starkey -- School links across national cultures: a personal experience of Europe in the school curriculum / Paddy Carpenter -- Raising awareness of Europe in classroom and community: a Scottish initiative / Barbara Macleod -- Pedagogy, citizenship, and the EU: practitioners' perspectives on the teaching of European citizenship through modern foreign languages / Mairin Hennebry -- Foreign language assistants in schools: making sure of the future / Martha Wörsching -- Models of bilingual schooling / Lynn Erler... [et al.] -- Teacher education and development for bilingual education / Shirley Lawes -- The European schools and enlargement / Renée Christmann -- The future for the European baccalaureate: recognition and reform / John -- Sayer -- Learning from Culham as a case study / John Sayer -- Conclusion: the next ten years / Lynn Erler and John Sayer -- Annex: major European events and developments affecting schools,1949-2011.
eBook
Comparative Assessment of Finnish University Campus Transformation Using New European Bauhaus–Inspired Sustainability Indicators
University campuses are key testbeds for circular and climate-resilient transformation. This study evaluates how redevelopment strategies at eight Finnish campuses align with long-term environmental and social goals using indicators derived from the New European Bauhaus (NEB) framework. A mapping and qualitative synthesis of 97 peer-reviewed publications (2015–2024) was combined with a comparative analysis of sustainability strategies, carbon-neutrality roadmaps, and campus development strategies (2010–2024). Indicators were formulated based on campus-specific challenges and NEB core values—sustainability, inclusion, and esthetics—and operationalized across five areas: blue-green infrastructure, low-emission mobility, student housing, carbon reduction and renewables, and cultural heritage/community integration. Results show strong commitments to energy efficiency, mobility, and biodiversity. However, socio-spatial dimensions—student housing, participatory inclusion, and place identity—are weak or externalized. Reporting practices are uneven, and metrics are not standardized, limiting comparability across institutions. We argue that SDG-based monitoring should be complemented by NEB’s place-sensitive criteria to bridge strategy–implementation gaps and to future-proof campus redevelopment. An illustrative conceptual case for Helsinki’s Viikki campus demonstrates how the indicators can be integrated into design scenarios. Policy recommendations highlight how integrating NEB’s place-sensitive criteria with ESG/SDG frameworks can strengthen the strategic and spatial coherence of campus transformations.
Journal Article
Dimensions of Landscape Stewardship across Europe: Landscape Values, Place Attachment, Awareness, and Personal Responsibility
Improved perceptions towards landscape stewardship, at the local level, could help achieve more sustainable futures. However, little research has been done on the dimensions of landscape stewardship underlying such perceptions. Here we look at the perception of landscape values, place attachment, awareness of the adverse consequences human action might have on landscapes, and ascription of personal responsibility across Europe as well as how these dimensions are connected and influenced by personal capabilities and socio-cultural contexts. We conducted a cross-site comparison study, in six European municipalities, using a survey to capture residents’ levels of awareness, responsibility, and attachment as derived from a set of statements. Respondents were also asked to indicate the values they perceive in the local landscape from a given list. The data was analysed by combining frequency analysis, factor analysis, and contingency tables. In our sample of 726 respondents, stronger awareness was related to stronger ascription of personal responsibility, but a connection to place attachment was not clear. Perception of multiple landscape values was related to stronger awareness, responsibility, and place attachment. Meanwhile, awareness and responsibility were influenced by respondents’ occupation, levels of income and education, and socio-cultural context, whereas place attachment was linked to their relationship to the local area. We conclude that enhancing commitment towards landscape stewardship, at the local level, requires efforts focused on making environmental education more universal, implementing green options accessible to everyone, and people experientially engaging more actively with their local landscapes.
Journal Article
Identification of “Hot Spots” of Inner Areas in Italy
Italy, like many other European countries, is characterized by the presence of numerous municipalities often placed in areas far from major mobility infrastructures (highways, railways, ports and airports), community services (Health services, Education facilities, Administrative centers) and the main economic flows, that are normally defined as “inner areas”. Inner areas are characterized by process of depopulation, economic deficit, marginalization in National and European policies. The study highlights classification methods able to identify the degree of belonging to the class of inner areas. It defines specific indicators able to estimate the level of membership to the inner areas in a scientific way, showing different territorial scenarios. These approaches have been improved using the SaTScan methodology, a circle-based spatial-scan statistical method. It concerns geo-informatic surveillance used as a scientific base to lead urban regeneration policies. The study presented here demonstrates how investigating the inner areas cannot be limited to studying only the distance from the service supply centres, as done by the Italian Ministry ‘s study, but it is necessary to investigate all components of the phenomenon.
Journal Article
The Nation, Europe, and the World
Textbooks in history, geography and the social sciences provide important insights into the ways in which nation-states project themselves. Based on case studies of France, Germany, the Netherlands, Spain, Greece, Turkey Bulgaria, Russia, and the United States, this volume shows the role that concepts of space and time play in the narration of 'our country' and the wider world in which it is located. It explores ways in which in western European countries the nation is reinterpreted through European lenses to replace national approaches in the writing of history. On the other hand, in an effort to overcome Eurocentric views,'world history' has gained prominence in the United States. Yet again, East European countries, coming recently out of a transnational political union, have their own issues with the concept of nation to contend with. These recent developments in the field of textbooks and curricula open up new and fascinating perspectives on the changing patterns of the re-positioning process of nation-states in West as well as Eastern Europe and the United States in an age of growing importance of transnational organizations and globalization.
eBook
Using Educational Technology to Mediate Informal, Task-Conscious Learning: Design Innovations in Two European Projects
The purpose of this article is to feature two European projects that have explored innovative approaches to using educational technology to mediate \"informal learning\" in a variety of contexts. The article is structured as follows: Firstly, it briefly delineates what the author means by \"informal learning,\" opting for the term 'task-conscious learning.' This will be followed by a succinct distillation of the key design-oriented outcomes from two European projects that the author has worked on as a partner: CONTSENS (Using Wireless Technologies for Context Sensitive Education and Training) and MATURE (Social Learning in Knowledge Networks). The article concludes by exploring the design implications for sustainable approaches to designing educational technology for mediatisng informal, task-conscious learning.
Journal Article