In the project "Service Learning and Sustainable Transformation at Universities" (Senatra), the University of Vechta, the University of Bremen, Otto von Guericke University Magdeburg, the Catholic University of Eichstätt-Ingolstadt and netzwerk n are addressing the research question: To what extent can the use of service learning (SL) in university teaching contribute to an overall institutional sustainable transformation of universities? In order to investigate this, various SL formats at universities - with the participation of netzwerk n - are being tested and scientifically evaluated as part of a multiple transdisciplinary case study. In line with the Whole Institution Approach, SL projects are to be implemented on the university campus in the context of courses, thus supporting their sustainable transformation in all areas of university activity. In this way, the universities themselves become real-world laboratories for sustainable development. On the other hand, SL projects with external partners are intended to promote transfer to the regions. Overall, this can stimulate networking between a wide range of stakeholders. The relationship between
learning objectives and outcomes and the respective scientific state of the art.
In particular, the active involvement of student networks and stakeholders in the conception and
implementation of the SL approach and the research projects strengthens the participatory and transformative effect of the formats at the universities. Furthermore, by developing sustainability skills, the project aims to empower students as current and future change agents. In addition, the SL projects are intended to stimulate learning processes in all participating institutions and status groups and thus contribute to a cultural change. To support these processes, peer learning formats are developed and applied by participating university members.
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Service learning ("learning through engagement") stimulates active, socially relevant and collaborative learning processes and is characterized by the fact that it focuses equally on a support service (service) and the learning that takes place (learning). Service learning has become increasingly important at German universities since the early 2000s and has been increasingly recognized as a method of education for sustainable development (ESD) for several years. It is increasingly being used as part of the implementation of ESD at universities. However, the potential contributions of service learning to the sustainable transformation of universities as a whole institution (Whole Institution Approach, WIA) have hardly been investigated to date. In the project "Service Learning and Sustainable Transformation at Universities" (Senatra), the University of Vechta, the Catholic University of Eichstätt-Ingolstadt, the Otto von Guericke University Magdeburg, the University of Bremen, the Martin Luther University Halle-Wittenberg and the student network n are addressing the overarching research question: "To what extent can the use of service learning in university teaching contribute to a whole-institutional sustainable transformation of universities?".
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Project Idea
The project "Gender Competent Education for Sustainable Development (GBNE)" represents the development, testing and evaluation of a digital teaching-learning format, the Micro Class "Gender & Sustainability", which integrates international students and is transferable into diverse teaching contexts of the OVGU. In this format, students can deal with the basics of gender-competent sustainable development with a focus on gender(er) justice and sustainability.
The teaching units of the project are designed in such a way that they can be taken as digital self-learning units by students within the framework of the sustainability certificate of the OVGU. Elements of the Micro Class can also be used by teachers in the partner universities of the green European university network EU GREEN as supporting teaching material in their own teaching.

There is no sustainability without gender equality!
In the Sustainable Development Goals (SDGs) adopted in 2015, both gender and education play a central role: gender equality and the systematic inclusion of the gender perspective in all dimensions of sustainability are considered the decisive touchstone for sustainability in general: "There can be no sustainable future without gender equality" (cf. UNECE 2022). Gender is relevant both as a cross-cutting issue and as a goal in its own right. Gender-oriented sustainability research has meanwhile proven to be an internationally recognized and respected field of knowledge and has demonstrated the high importance of taking gender into account for a wide variety of fields such as mobility, climate, nutrition, waste, water, etc. Education, meanwhile, is considered a key prerequisite for achieving the SDGs. Education for sustainable development (ESD) and gender-competent sustainability research are equally understood as a holistic, transformative approach to knowledge generation and the teaching of important competencies aligned with the understanding of lifelong learning.
In this sense, the project "Gender Competent Education for Sustainable Development" aims at contributing to future-oriented, integrative, equal opportunity and high quality education at OVGU and in the green European university network EU GREEN. Through the conceptual development, testing and evaluation of a so-called Micro Class on the topic of "Gender & Sustainability", aspects of gender justice and sustainability are to be systematically integrated reciprocally and at the same time perspectives of ESD are to be expanded.

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Die Green Camp Summer School ist ein virtuelles, international ausgerichtetes, übercurriculares und
interdisziplinäres Studienangebot, das Studierende aller akademischer Level (Bachelor, Master,
PhD) absolvieren und dafür ein Zertifikat erlangen können. Lehrende der Otto-von-Guericke-Universität Magdeburg (OvGU, Deutschland), der University of South-Eastern Norway (USN, Norwegen), des College of Management Academic Studies, (COLMAN, Israel), des Shamoon College of Engineering, (SCE, Israel), der Université Laval (UL, Kanada) und der Vietnam National University of Forestry, (VNUF, Vietnam) entwickeln gemeinsam ein nachhaltigkeitsbezogenes Lehrprogramm, das im Rahmen einer virtuellen Summer School für Studierende dieser Hochschulen offen steht.

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Angesichts des Wissens um die Bedeutung der "Green Economy" für weltweite wirtschaftliche Entwicklungen besteht das Hauptziel von EGEA, kurz für "Enhancing Green Economy in three Asian Countries", darin, nachhaltiges Denken und Verhalten auf allen Bildungsebenen in drei Ländern Asiens (Kirgisistan, Nepal und Indien) zu fördern. Hierbei sollen Hochschulen als Katalysatoren des Wandels fungieren und diese Rolle soll mithilfe des Projekts gestärkt werden. Im Mittelpunkt steht das übergeordnete Ziel, die Wechselbeziehung zwischen Umwelt und Wirtschaft in den Partnerländern und ihren Gesellschaften stärker zu thematisieren in den nationalen Bildungsprogrammen nachhaltig zu implementieren .
Basierend auf früheren Kooperationen und Erfahrungen ist das Konsortium der Ansicht, dass zur Gewährleistung der Nachhaltigkeit von "Green Economy"-Initiativen Bottom-up- und Top-down-Ansätze eingesetzt werden sollten. Zu den fünf Hauptstrategien gehören

• die Entwicklung modularer Programme zur Stärkung von Wissen und Praxis in Bezug auf "Green Economy", die in bestehende oder neue Programme an Partnerhochschulen integriert werden sollen,
• die Verbesserung des lebenslangen Lernens durch Blended Learning-Angebote, die sich an die Erwachsenenbildung in "Green Economy" und verwandte Bereiche richten,
• die Stärkung von Public Affairs-Abteilungen und Marketing-Einheiten, um die Rolle der Hochschulen als Förderer von Green Behaviour in der lokalen Gesellschaft zu erleichtern sowie
• die Entwicklung von Werbekampagnen und Programmen, um nachhaltiges Handeln in der Vernetzung von Schulen und Hochschulen zu fördern.

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