Symposium on 'Sustainability Research and Teaching in a Time of Polycrisis'

The symposium on 'Sustainability Research and Teaching in a Time of Polycrisis' was held on 18–19 August 2026 at Södertörn University, Sweden. Approximately 60 delegates from the Baltic Sea Region and beyond attended the symposium, representing a cross-sectoral range of researchers, educators, policymakers, practitioners, and student representatives. The intimate size of the gathering facilitated meaningful discussions, networking opportunities, and the development of lasting professional relationships across disciplinary and national boundaries.

The event was well-organised and hosted by Södertörn University and the Swedish BUP National Centre. It was held in in partnership with the BUP National Centre in Germany at the Research and Transfer Centre Sustainable Development and Climate Change Management at Hamburg University of Applied Sciences (Germany), the European School of Sustainability Science and Research (ESSSR), the Inter-University Sustainable Development Research Programme (IUSDRP), and the BUP. This collaborative framework brought together diverse expertise and institutional perspectives, creating a rich environment for cross-border dialogue and knowledge exchange.

The symposium addressed the global polycrisis—the unprecedented convergence of climate change, biodiversity loss, geopolitical instability, economic inequality, and social disruption—exploring how academic institutions can respond through transdisciplinary research and innovative pedagogical approaches. Key themes discussed included systems thinking in sustainability education and how curricula can better reflect interconnected crises; climate justice and equity in research, critically examining whose knowledge counts in sustainability science; decolonising sustainability through the meaningful integration of Indigenous and local knowledge systems; resilience and adaptation strategies learned from communities on the frontlines of crisis; and the role of universities in sustainability transitions, questioning whether institutions are doing enough.

Additional topics included digital tools for sustainability teaching, leveraging AI, big data, and virtual collaboration; policy-relevant research and how academia can effectively influence climate and sustainability governance; ethical dilemmas in sustainability science, particularly the challenge of balancing urgency with long-term justice; youth engagement and activism within academia; mental health and well-being in a polycrisis world, addressing burnout and eco-anxiety; and future-proofing sustainability degrees to identify what skills graduates will need in 2030 and beyond. The breadth and depth of these discussions underscored the complexity of the challenges facing higher education and the need for holistic, integrated responses.

A highlight of the programme was a guided visit to a nearby science park, where delegates were shown state-of-the-art facilities and research infrastructure. The visit provided practical insights into how sustainability research translates into real-world applications, bridging the gap between academic inquiry and tangible societal impact.

Organiser voice

”Overall, the symposium was a highly successful and inspiring event that demonstrated the power of Baltic cooperation in advancing sustainability research and education across borders. The collaborative spirit, intellectual rigor, and shared commitment to addressing the polycrisis left participants motivated to continue working together toward a more sustainable and just future.”

- Walter Leal, Hamburg University of Applied Sciences and the BUP National Centre in Germany

Voices of participants

Justyna Ignaszak - Participant from SGH Warsaw School of Economics

Before attending, I was hoping to exchange perspectives with researchers from different disciplines on how sustainability research and education need to evolve in response to increasingly complex and interconnected crises. I was particularly interested in approaches that go beyond simply transferring knowledge and instead focus on building competencies needed to navigate complexity and uncertainty.

For me, the most valuable part was the diversity of participants attending the symposium and the opportunity to see how different research and projects approach similar challenges. I was particularly inspired by discussions on participatory education, systems thinking, and the idea of moving away from the traditional teacher–student hierarchy towards co-creating learning environments.

One question will stay with me: perhaps the future of education is not about knowing more, but about learning how to navigate a world in which none of us can know everything. In my own work on climate disinformation, this reinforces my interest in building epistemic resilience: the ability to critically assess information, question our own assumptions, remain open to different perspectives, and change our minds when new evidence or better arguments emerge.

Heli Aomets - Participant from Tallinn University

Prior to the event, I expected to present and make connections, hear feedback, and be more ready to publish the book chapter.

The best part of the symposium was the connections I made, which truly exceeded my expectations.

From the symposium, I will take away the feedback, the connections, and the new information I learned.