Against the background of environmental problems arising from the growing extraction of natural resources and resource depletion, achieving a sustainable development is an indispensable challenge in the twenty-first century. In this article we want to show how socio-technical and product-service innovations can change social practices - the routine doings in everyday life - and, thus, support transition of socio-technical systems. We introduce theoretical considerations on how social practice theories and the framework of the Multi-Level Perspective in transition research can be linked to better understand transition processes from a micro-macro-link perspective. We then present cases based on desk research in the field of practices in bathing, heating and nutrition to show how these have changed over the past decades. Building on this, examples of concepts for sustainable product-service-design in these areas are introduced as leverage points to change social practices in everyday life. These have been developed in research projects or design student seminar works, respectively. We argue that this implies sustainable product-service-systems should be developed in a user- and actor-integrated framework, such as Sustainable LivingLabs. The integration of users and other stakeholders into participatory co-creation processes enables tailored solutions that take actual routines and dependencies seriously into account.
Domestic sustainability innovations are considered to play a key role for pathways to sustainable consumption. The paper shows how open innovation processes can lead to such sustainable innovations, by means of an experimental and interactive infrastructure. It presents how – based on results of the LivingLab project conducted at the Wuppertal Institute within a European Consortium (Lead TU Delft) - currently an extended Sustainable LivingLab approach is developed and applied in two joint research projects at national and international level. To conceptualise this approach, we refer to recent proceedings in innovation and sustainability research, i.e. practice theory to analyse sustainable product design. Focusing on technical solutions and individual behaviour while assuming people's needs as fixed entities, disregards the dynamics of everyday practices in which technologies themselves create needs. Therefore, the consumer's position should be strengthened through userdriven innovation. LivingLabs are combined lab-/household systems, which put the user, i.e. the home occupant, and value chain related actors (producer, handicraft, etc.) on centre stage in the innovation process. We introduce its research agenda and the Three Phases Model of research. We hypothesise that at the end of this userintegrated innovation process developed products have a higher chance of successful diffusion. To illustrate this, we show how the LivingLab infrastructure is employed for the German InnovationCity Ruhr and how it can promote the development of user-centred sustainable consumption strategies.
It is widely accepted that environmental awareness is essential, yet does not inevitably lead to responsible use of resources. Additional factors on the individual level include the meaning constructed by the term "resources" and the individual and social norms that influence the relevant behavior. Current didactic concepts do not take into account such aspects. Therefore, this article uses a didactic-psychological approach for designing an educational concept for raising awareness for a responsible use of natural resources. Combining insights of environmental psychology and of constructivist didactics, a general principal of "norm-oriented interpretation learning" is outlined to enrich the didactic debate on responsible and efficient resource use. Based on the presentation of a qualifying module for resource efficiency consultants as a practical example of resource education, a new didactical approach, namely "open-didactic exploration" (short form: ODE) is introduced. The article discusses the theory-based elements of ODE and illustrates a step by step process for designing educational materials. This adds to the theoretical debate about a didactic design for resource oriented education. Furthermore, this method can be directly used by practitioners developing education and training material (e.g., teachers, trainers in vocational education). The Wuppertal Institute developed and applied this method in numerous projects. The conclusion and outlook discusses future expectations and scope of the introduced ODE method as a contribution to foster "norm-oriented interpretation learning", suggesting perspectives for further development.
Actor and network analysis
(2017)
A key challenge of the 21st century is to transform society into one that features sustainable patterns of production and consumption. To achieve this, transition processes need to be designed in key areas such as housing, mobility and nutrition. The design and large-scale implementation of sustainable product service systems (PSS) is regarded a promising approach for sustainability transitions. Real-life socio-technical experiments are an important infrastructure for designing PSS in collaboration with stakeholders and users. In this paper, we argue that transdisciplinary and action research methods are required for institutionalising an experimental set-up and developing PSS within such infrastructures. We present the Sustainable LivingLabs (SLL) research infrastructure and its methodology as an example of such experimental settings. It was collaboratively developed with key stakeholders in three consecutive research projects and applied to e.g. heating and space heating. We show new qualities of SLL in relation to existing LivingLabs and approaches for PSS design and present its methodological three-phase model (insight research, prototyping, field testing) of research. Our article contributes to knowledge on a methodological framework and tool-kit for PSS development in SLL with a clear focus on socio-ecological sustainability. Intermediate findings confirm the high influence of user practices on heating energy consumption and show starting points for PSS development: e.g. transformational products, home-automation combined with consulting along value chains. We hypothesise that developing PSS in user- and stakeholder-integrated settings supports acceptance and diffusion and, by taking into account users' social practices of utilising novelties, reduces rebound effects caused by incorrect application.
Bildung für nachhaltige Entwicklung (BNE) wird zunehmend als soziale Innovation bezeichnet. In Lernprojekten der BNE können vor Ort Themen der Stadt- und Regionalentwicklung aufgegriffen und durch Lernende projektorientiert bearbeitet werden. In dem Beitrag wird dies an zwei Fallbeispielen verdeutlicht, die jeweils durch lokale BNE-Netzwerke getragen werden. Die Netzwerke werden vor dem Hintergrund der transition theory näher beschrieben und hinsichtlich ihrer Innovations- und Diffusionskraft im lokalen Raum beleuchtet. Abschließend werden notwendige Kompetenzen der Change Agents im Netzwerk skizziert.