I had the wonderful pleasure of meeting Dr. Paulina Navrouzoglou‘s student, Reiko Chua, at Glasgow University. Paulina has been applying engaging activities to foster regenerative futures narratives, including this podcast project with her students. Below is her student’s reflection.
Recently, in my Environmental Economics class, I was given the unique opportunity to create a podcast exploring the theme of nature making a comeback after environmental degradation. My group and I chose to use this platform to emphasize the power of individual efforts in addressing environmental challenges. Our podcast, “Why Not Us?”, centered on stories of resilience, hope, and the transformative role individuals play in restoring nature. Reflecting on this project, I’ve come to appreciate how impactful this format was – not only as an academic exercise but also as a tool for inspiring awareness and activism.
The podcast format was a refreshing and dynamic departure from traditional university assignments. Unlike the rigid structure of essays or presentations, it afforded us the opportunity to blend creativity and storytelling with research. Through the use of natural-sounding dialogue, atmospheric background sounds, and real-life quotes, we aimed to create an immersive and engaging experience for our listeners. While the flexibility of the assignment offered a wide range of potential topics, we ultimately settled on the story of Jadav Payeng, the “Forest Man of India,” and his remarkable journey of single-handedly planting a forest in Assam, India. We felt that this was a prime example illustrating the immense power that we hold in the fight against environmental degradation, even as individuals.
This format demanded a creative collaboration that was both intellectually rigorous and emotionally engaging, pushing us to think critically about our content while also ensuring it was accessible and compelling for our audience. Personally, I found the collaborative aspect of this project deeply rewarding. From brainstorming ideas and crafting the script to recording as a team, the entire process fostered a strong sense of camaraderie and teamwork. Moreover, the challenge of balancing factual accuracy with engaging storytelling enhanced my communication skills, an invaluable asset that will doubtless be useful in future academic and professional pursuits.
What I enjoyed most about this project, however, was its ability to bridge academic learning with practical outreach. It went beyond being just another graded assignment and instead became a meaningful platform for advocacy. By addressing pressing topics like eco-anxiety and biodiversity loss in an interactive format, we not only broadened our academic perspectives but also experimented with new forms of outreach. Our instructor, Dr. Navrouzoglou, even supported us in publishing a reflection piece on the school’s website and uploading the podcast to YouTube (which I will include the link to below), enabling us to connect with an audience beyond our immediate academic circle.
The stories we shared served as powerful motivators, demonstrating that anyone—regardless of age, resources, or expertise—has the potential to contribute meaningfully to the restoration of nature. In sharing these narratives, we hoped to empower listeners to recognize their agency and embrace small but impactful actions toward sustainability.
Crafting the podcast as a group was incredibly empowering, but in hindsight, the project also served as a personal call to action for me. Researching and sharing stories about how individual efforts – be it planting trees, reducing plastic waste, or making small lifestyle changes – can lead to significant change made me reflect on my own habits and contributions to sustainability. It underscored the importance of persistence and small but consistent efforts and reinforced my belief that individual actions, when multiplied, can indeed reshape our world.
Dr. Paulina Navrouzoglou also provided some reflections about the activity, sharing the inspiration and background for her thoughts on designing the activity:
“What then is the role of committed teachers in relation to values and attitudes and an ethic of care? How can we teach in a professionally ethical way when guiding young people in learning why and how to care for themselves, for each other for Earth, and all her non-human creatures?” Fien John 2003, p.15
A journey through a survey and documentary firm
In an age where climate change and environmental degradation are pressing issues, fostering awareness about sustainability is more crucial than ever, especially among youth, the leaders of tomorrow. However, many young people today feel anxiety about the future of our planet, grappling with the overwhelming challenges posed by climate change, as a recent global survey revealed.
Recognising this anxiety, I reflected on my teaching and learning approach in the course Environmental Economics. Inspired by the documentary Why Not Scotland, I came up with the idea to screen the film in my classroom and encouraged students to create their own podcast series titled Why Not X and policy brief to propose solutions.
The power of storytelling in the film
Why Not Scotland tells the compelling stories of rewilding efforts around Europe, highlighting how restoring natural landscapes can rejuvenate ecosystems and the local economies. The film features breathtaking visuals that contrast areas in Europe and Scotland, along with thought-provoking narratives about the challenges and new opportunities that captivated the students’ attention. This experience opened the students’ eyes to the beauty of a healthy and sustainable ecosystem, instilling hope that the future can be a better place. However, the firm also emphasises that humans need to recognise that they are not the only living beings on the planet and to understand that reversing the situation from “doing bad” to “doing good” (Senge 2006) necessitates a change in mindset and a willingness to “think anew” (Albert Einstein).
Engaging students through reflection
After the screening, we engaged in a dynamic discussion about the film’s themes. I used Mentimeter to prompt student reflections with questions and invited the actor from the film to share their personal reflections, advocacy efforts, and career journey.
From podcast to policy brief
In the podcast, students in groups research a local successful rewilding story and discuss how rewilding and sustainable practices could be implemented in another region. This creative outlet allows them to express their ideas and advocate for change while honing their communication and digital skills and transforming their anxiety into actionable hope and meaningful learning for both them and their audience.
To deepen their understanding, each student studies a specific local environmental challenge (of their choosing) and writes a brief proposing solutions based on their findings. This assignment bridges the gap between awareness and action, demonstrating that students can influence policy and drive change within their communities and professions when equipped with the knowledge, practical tools, and skills needed to address sustainability challenges.
Reflecting on my journey
It is vital to acknowledge that this generation has grown up in a world of rapid change. This raises the question: how can young people recognise the changes occurring around them and contribute to reversing them? It’s equally important to recognise the anxiety they feel about climate change and the need to provide them with hope and a sense of agency to drive meaningful changes. Documentary films can be valuable alternatives to field trips. By combining visual storytelling with hands-on projects, such as podcasts and policy briefs, we can inspire students to not only understand but also cherish and protect nature, using their unique creativity and imagination.
What activities have helped to engage your students in the narratives of regenerative futures? Have you recycled an old activity that brought life back into the dialogues with students? How could you inspire action outside the classroom? Share your thoughts, ideas, and experiments here.
References:
Fien, J. 2003. Learning to Care: Education and Compassion. Available at from http://hdl.handle.net/10072/36867
Marks, E., Hickman C., Pihkala P., Clayton S., Lewandowski E.R., Mayall E.E. and Wray B., Mellor C., and van Susteren L.. Young People’s Voices on Climate Anxiety, Government Betrayal and Moral Injury: A Global Phenomenon. Available at SSRN: https://ssrn.com/abstract=3918955 or http://dx.doi.org/10.2139/ssrn.3918955
Senge, P.M. and Scharmer C.O. 2006. Community action research: learning as a community of practitioners, consultants and researchers. In Handbook of Action Research, edited by Reason, P. and H. Bradbury, 195-206. London: Sage Publications Ltd.
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