The co-evolution of policy mixes and socio-technical systems: Towards a conceptual framework of policy mix feedback in sustainability transitions

Understanding how policymaking processes can influence the rate and direction of socio-technical change towards sustainability is an important, yet underexplored research agenda in the field of sustainability transitions. Some studies have sought to explain how individual policy instruments can influence transitions, and the politics surrounding this process. We argue that such individual policy instruments can cause wider feedback mechanisms that influence not only their own future development, but also other instruments in the same area. Consequently, by extending the scope of analysis to that of a policy mix allows us to account for multiple policy effects on socio-technical change and resultant feedback mechanisms influencing the policy processes that underpin further policy mix change. This paper takes a first step in this regard by combining policy studies and innovation studies literatures to conceptualise the co-evolutionary dynamics of policy mixes and socio-technical systems. We focus on policy processes to help explain how policy mixes influence socio-technical change, and how changes in the socio-technical system also shape the evolution of the policy mix. To do so we draw on insights from the policy feedback literature, and propose a novel conceptual framework. The framework highlights that policy mixes aiming to foster sustainability transitions need to be designed to create incentives for beneficiaries to mobilise further support, while overcoming a number of prevailing challenges which may undermine political support over time. In the paper, we illustrate the framework using the example of the zero carbon homes policy mix in the UK. We conclude with deriving research and policy implications for analysing and designing dynamic policy mixes for sustainability transitions.     

Policy mixes for sustainability transitions: New approaches and insights through bridging innovation and policy studies

There has been an increasing interest in science, technology and innovation policy studies in the topic of policy mixes. While earlier studies conceptualised policy mixes mainly in terms of combinations of instruments to support innovation, more recent literature extends the focus to how policy mixes can foster sustainability transitions. For this, broader policy mix conceptualisations have emerged which also include considerations of policy goals and policy strategies; policy mix characteristics such as consistency, coherence, credibility and comprehensiveness; as well as policy making and implementation processes. It is these broader conceptualisations of policy mixes which are the subject of the special issue introduced in this article. We aim at supporting the emergence of a new strand of interdisciplinary social science research on policy mixes which combines approaches, methods and insights from innovation and policy studies to further such broader policy mix research with a specific focus on fostering sustainability transitions. In this article we introduce this topic and present a bibliometric analysis of the literature on policy mixes in both fields as well as their emerging connections. We also introduce five major themes in the policy mix literature and summarise the contributions made by the articles in the special issue to these: methodological advances; policy making and implementation; actors and agency; evaluating policy mixes; and the co-evolution of policy mixes and socio-technical systems. We conclude by summarising key insights for policy making.     

Connecting with plants: lessons for life

Greater understanding of biodiversity and responsible behaviour towards conservation and sustainability are vital in the twenty-first century. Education is the chief means of encouraging a deeper, more holistic way of thinking, a link between ecology and human ecology, and a change in mental models in order to think to the future. Education is necessary at all levels from the government to the individual. Botanic gardens are an important specialist resource for the development of such education programmes, both formal and informal. Evaluation, partnership, creative communication and an inclusive approach are essential to successful environmental education programmes.     

农业一农村发展过程中土地持续利用管理

农业一农村发展过程中的土地持续利用具有阶段性特点，不同阶段的持续利用管理内容与方式应与其发展阶段的土地利用和生产、经济发展相一致。以生态工程与景观生态设计方法，是进行不同层次的土地持续利用规划和设计的有效方法。而强大的人工控制系统以及灵敏现代信息工程系统，是实现土地持续利用必不可少的保证。在进入农业一农村发展的综合农业阶段，土地利用结构的调整，必须以促进农村产业结构调整为目标，以土地利用景观的多元化，保证社会、经济以及环境的持续发展。本文以曲周县为例对上述观点进行阐述。     

Creating sustainable societies: developing emerging professionals through transforming current mindsets

Future professionals will bear the brunt of creating sustainable societies. Equipping them for the task is the challenge of current educators. Educational experiences facilitating the development of sustainable habits of mind are needed. This research reports on the experiences of developing scientists and engineers engaged in a sustainable energy research program. Its focus is the learners’ changing conceptions about sustainability and their role in creating sustainable societies. It is an exploratory, multi-strand, case-oriented study, utilizing mixed methods to analyze qualitative and quantitative data. The research was grounded in the literature of education for sustainability and situated learning in communities, highlighting the common threads supporting the development of a new generation of scientists and engineers with sustainable mindsets. Findings indicated learners’ concepts of sustainability were broadened from narrow, discipline-specific definitions to an understanding of sustainability as a multidisciplinary field. Learners’ developing identities from budding scientists and engineers to citizens invested in and capable of creating sustainable societies is discussed. The development of learning communities was an integral mechanism for facilitating perspective changes; however, field trips and seminars focused on exploring sustainability were identified as key influences in developing multifaceted and more complex conceptions of sustainability.     

Approaches to embedding sustainability in teacher education: A synthesis of the literature

This study investigated how teacher education academics embed sustainability education in learning and teaching, using a systematic literature review of peer-reviewed journal articles. A taxonomy of four distinctive approaches was developed: (1) embedding sustainability education widely across curriculum areas, courses, and institution; (2) through a dedicated core/compulsory subject; (3) through a component of a core/compulsory subject; and (4) through a dedicated elective subject. This paper investigates the differing rationales, theoretical frames and pedagogical approaches used and identifies the perceived challenges underpinning each of these approaches. The final section offers an analysis and discussion of the implications of our review findings for teacher education academics and researchers, and others in the broader academic community who are interested in change towards sustainability through education.     

Primary Teachers’ Literacy and Attitudes on Education for Sustainable Development

This paper reports on research concerning Greek in-service Primary teachers’ perceptions about environmental issues and attitudes towards Education for Sustainable Development. A questionnaire with multiple-choice and open-ended questions was used in order to gain more comprehensive understanding of their thoughts. The analysis of data revealed that teachers hold misunderstandings or misconceptions of the conceptual meaning of the terms “sustainability” and “renewable source of energy”. Furthermore, the implementation rate of environmental programs in schools is relatively low considering teachers’ interest in the issues. This is due to lack of familiarity with new methodological approaches which promote environmental matters. By taking into account these research findings, possible implications arising from supporting teachers to implement environmental programs in schools are discussed and suggestions for overcoming the outlined difficulties are made.     

高校学生对可持续发展的认知研究——基于全球261所高校的调查数据

联合国教科文组织自2015年以来在全球范围内开展了一项针对高校学生的可持续发展认知测试，其测试结果开创性地勾勒出了高校学生可持续发展认知的全球图景。基于该测试第一批次全球261所高校的调查数据分析发现，高校学生已具备基本的可持续发展知识和素养，可持续教育已普遍纳入高校的培养计划，未来需要更多地在实践活动中培养学生的可持续责任意识，“可持续发展为导向的大学”理念广泛受到认同与传播。中国高校学生在测试中整体表现优于国际平均水平，这是近年来我国高校开展可持续教育的成果体现。可持续发展教育的进一步推进需要政策、理论和实践等多层面的支持和联动。我国高校围绕立德树人的重要目标，应把可持续发展理念融入学生核心素养和综合素质培养之中。     

论后经济危机背景下大学生自身科学发展

全球经济危机不仅是经济社会层面的问题,就本质而言折射出人的发展危机。在稍见回暖的后经济危机时期,我们需要针对大学生自身的全面和谐可持续发展来探讨大学生的科学发展问题,这能够促进大学生全面和谐可持续发展,增强其应对个人发展道路上可能出现的各种危机的能力,尽快成长为符合国家和社会发展需要的有用人才。