The project contributes to fostering systemic competences by focusing on systemic interactions among different planetary boundaries (pB). The central aim is the development and dissemination of digitally supported learning modules, which enable a complex examination of the boundaries “land system change”, “biodiversity” and “climate change”.

Aim
The developed learning modules address the systemic interactions within a specific planetary boundary as well as the interactions among them. VR-environments and other digital tools are used for the implementation, which enable the students to recognise interactions among anthropogenic influences and the systemic interrelations of planetary boundaries.

Schedule
Subgoal 1: Three digitally supported learning modules (conflicting goals in agriculture, invisible biodiversity and sustainable forestry) are developed, tested, evaluated and finally optimised, based on extensive  research as well as expert interviews concerning subject specific, didactic and methodological focus points. Modules 1 and 3 are developed for lower secondary education, module 2 is developed for upper secondary education. For a wider range of audience, didactically reduced and adapted versions are developed for other school forms (Real- and Hauptschule).

Subgoal 2: Supplementary material (instructions for teachers, exemplary solutions by learners, didactic commentaries on the underlying concepts and hints on the transfer of the didactic work on other topics, as well as tutorials for the use of digital tools) is developed, which simplify an adaptive implementation and a transfer on other topics.

Subgoal 3: For the dissemination of the modules, target audience-specific upskillings are developed for training staff in teacher training. This enables, apart from the opportunity of testing, an overview of the subject specific (pB), didactic (systemic thinking) as well as methodological (digitalisation) bases of the developed module.

Subgoal 4: The target audience-specific upskillings are implemented with cooperation partners in four states (Baden-Württemberg, Bavaria, Lower Saxony und Schleswig-Holstein) in order to ensure an establishment of the developed modules and didactic concepts in the sense of best-practice examples for the transformation competence in the second phase of teacher training.

Currently, we plan on working with virtual reality simulations (VR). VR-films or VR-simulations can offer the opportunity to see places that cannot be visited. VR-media can thus be an immersive addition to media typically used in classroom settings, such as pictures, statistics, maps and photos. Especially in contexts like pB, in which local actions have an influence on geographically distant places, VR-media appear as a promising addition.