Over the past few weeks, I have facilitated workshops with different groups of students that study across subjects at Umeå School of Business, Economics and Statistics, and we have had a really inspiring experience. The students envisioned possible projects that can provide learning experiences for regenerative futures. As part of the Impact Network for Regenerative Futures, students can co-create seed ideas to facilitate the transformation of learning environments, collaborating with students and teachers internationally.
In the sustainable futures workshop, we first reflected on worries, anxieties, and fears for the future; naming big concerns such as war, the political climate, and climate change as the most common fears. Also, worries about career concerns related to technology, AI, and big-brother surveillance were mentioned. Some also revealed their anxieties about high competition in the workplace, social issues with an aging population, the drug crisis, the homelessness crisis, and limited resources. As we threw away our worries, we discussed our imagined future in 2040, pondering what it would be like; what remains in the future? What has disappeared? What is new? and what would they miss (about today)?
Interesting ideas emerged about how technology and social relations may become more of a commodification as we approach a great disconnect with each other. Questions arose about what it might be like if technology takes over all jobs, what type of free time life we would experience, and how we would trade. Possibilities were seen in new types of jobs and more creativity, perhaps towards specific regenerative industries in engineering and agriculture. Challenges were recognized in cybersecurity, political powers, and a lack of resources.
In small groups, the students then discussed behavioural and structural norms that encapsulate the transformations imagined in 2040. At this point, I could see that the students showed great insight in considering the complexities of sustainability challenges. The groups then chose one behavioural norm and one structural norm to apply in a quadrant of four scenarios. Describing and naming the quadrants helped students to reflect on the scenario vision they would like most to achieve; they considered how the vision could be put into action and some of the challenges that might arise.
There have been many indications for development of the whole student, creating space in higher education for inner development. First year students Emla Demår and Matilda Johansson discussed ideas to create seed projects that help encourage campus learning through “fun activities” such as these interdisciplinary workshops. Visions included bringing humanities into the social science corridors through art exhibitions, traditional knowledge narratives, poetry showcases, and many more ideas. We welcome you all to the IN4RF project and look forward to facilitating the projects as we develop these seeds into action on campus and in communities around the world.
If you are interested in engaging students in seed generation to envision a future that students can participate in together with teachers, I highly recommend workshop practices like this one. I would like to thank all the students who took part and Professor Nick McGuigan for introducing this approach to sustainability education. It is a great starting place to help begin planting the seeds of regenerative thinking and planning projects that students can act on directly.
Annelin, A., McGuigan, N. & Boström, G-O. 2025. Building Sustainability Competence Capacity Amongst Educators: Uncovering Interdisciplinary Perspectives. In book, Competence Building in Sustainable Development. Springer. (As part of the world sustainability series). Released in February 2025.
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