This research investigates how individual transformations in response to a changing climate alter perceptions of habitability in at risk places. By evaluating how individuals react to and understand these changes, this work provides concrete entry points for engaging climate-affected and low-income populations in climate change action. Further, by engaging with the idea of transformation, the project rejects narratives that accept the current socio-economic conditions as necessarily extending into the future. Rather, it focuses on the emotional labour and psychological burden of living with climate risk and interrogates how non-material losses (particularly fear, grief and disempowerment) can be leveraged to reduce current and future vulnerability. The project engages Campbell et al’s (2018) concept of bleak optimism – the agency we acquire when we start learning to accept and live with climate change - to advance understanding of individual transformation in the context of climate change and to identify ways to address emotional and psychological barriers to habitability. Drawing on Freirean praxis to understand how people can shift their perspectives, and drawing on Massey’s theories of a progressive sense of place to find entry points for engagement, the project advances a framework to enact bleak optimism. Employing qualitative methodologies, including arts-based practices, community mapping and ethnography, the project takes an international comparative approach, working with low-income and politically marginalised groups in three locations. Cases are identified where government actors are undertaking transformational adaptation in response to floods (Durban, South Africa and Lismore, Australia), and costal erosion (Happisburgh, UK). The project advances adaptation theory by developing the role of place in individual transformation; and shifting narratives around climate-induced place change to present emancipatory, rather than foreclosed, futures.

The general task of capacity building in Higher Education Institutions of two partner countries South Africa and Russia in the framework of the LiLaCC project has two primary objectives.The LiLaCC consortium builds the MOOC in Disruptive Information Technologies (DIT) as applied to mitigation and adaptation in climate change. Secondly, in each partner university (South Africa and Russia), the LiLaCC project builds a fab lab with the research focus on Disruptive Information Technologies in Climate Change. Altogether four fab lab facilities will be created, and in each university from a partner country, i.e. at the University KwaZulu-Natal and Stellenbosch University (South Africa) as well as at the Northern (Arctic) Federal University and ITMO University (Russian Federation). Together with the existing facilities in programme countries (Finland and Sweden), these establishments comprise LiLaCC network Living Laboratory. Both significant outcomes of the LiLaCC project, i.e. MOOC and living laboratory infrastructure are intended in the first place for university students.However, since MOOCs are by definition, massive and open for the general public, the same applies to the availability of fab lab facilities. The prerequisite for an interested individual outside a partnering university to participate in a fab lab project would be the successful completion of the LiLaCC MOOC. This arrangement contributes to the issues of social responsibility of academia in South Africa and Russia and further emphasises and enhances societal participation and response to the climate change problems. The novelty of LiLaCC project lies in the combination of two disruptive approaches, which are a modern massive open pedagogical strategy (MOOC) along with the MOOCs subject matter in disruptive information technologies, which offers potential solutions to barriers impeding climate change mitigation actions.

<< Objectives >>The DECART project proposes a framework and tools to guide STEM & Management educational leaders in innovative curriculum design and programme transformations according to unpredictable VUCA contexts. As such the project aims to identify and share innovative curricula between project partners and international associated partners, to propose models and processes for curriculum change and transformations, as to assess and improve interoperability and resilience of curricula.<< Implementation >>DECART implements and operates 3 collaborative Intensive programmes for higher education programme leaders from the partnership, conducts quantitative and/or qualitative analysis, and reflects on original curriculum structures and properties. For external communication and dissemination, both onsite and online multiplier events are organized to share the methodological results and tools, so as to confront and promote innovative curricula design thinking and transformations.<< Results >>DECART delivers several reports which include shared understanding of curriculum structures in partner countries, VUCA scenarii to assess agility and resilience, as guidelines for curriculum design and transformations. A common Body of Knowledge is delivered, including change & transformation processes to inspire programme leaders. Learning materials with guidelines are produced (co-design and leadership workshops, crisis serious games), aside publications, brochure, and videos.

South Africa is committed to aligning itself with the 2030 Agenda for Sustainable Development Goals (SDGs) and the Paris Climate Change Agreement. The Council on Higher Education (CHE) has pointed that South African aspirations for SDGs are vested in the work and roles of academic staff. The CHE (2014) also pointed that the subject content knowledge and pedagogical knowledge of most South African university staff is poor and that this is a major cause of inadequate learner achievement and mismatch with employability needs. There is no systematic attempt to infuse SDGs in HEIs so far and most of teaching methodology applied in the partner institutions, as well as in South Africa in general, focuses on lecturing and limited use of: i) problem-based learning strategies; ii) placed-based pedagogy; ii) utilization of ICTs as enabling pedagogical tools, and other innovative teaching/learning tools suitable to address SDGs challenges. This mismatch should be bridged through the professionalisation of undergraduate academic teaching to address SDGs in multiple disciplines. HEIs in South Africa should introduce and promote cross/interdisciplinary approaches to teaching, learning and assessment, helping students develop their breadth of understanding and building knowledge and practice on SDGs. The proposed project addresses the modernization of curricula in multiple academic disciplines to infuse SDGs through capacity building of academic staff in innovative teaching and learning tools, methodologies, ICT-enabling pedagogical approaches in nationally prioritized subjects, such as biology, agricultural, environment, engineering, health. By the end of the project, there will be a significant cohort of academic teaching champions, who will drive wider changes in their HEIs and society by implementing SDGs in line with the South Africa’s National Development Plan and in alignment with the 2030 Agenda for SDGs.