Sharing Agroecological innovations – developing science communication for food system transformation project-based learning

This project aimed to strengthen transformative teaching practices within the context of agroecological transitions and food system transformation. It was anchored in the course Agroecologists Without Borders at ETH Zurich, which is embedded in the ongoing transdisciplinary research project RUNRES and a living lab on agroecology, called the BALL. The course provides a real-life platform for students to engage with diverse actors and explore complex, real-world challenges.
A key motivation was the need to equip students (and researchers) with the ability to communicate innovative agroecological practices to a wide range of changemakers (food system actors, consumers, prosumers, entrepreneurs, policy makers, etc.). Despite growing interest in agroecological transitions, the tools and methods for effectively transferring knowledge beyond academia still need to expand beyond the margins. The project addressed this gap by exploring how science communication and Design Thinking could be integrated into a project-based learning framework.
In the face of pressing global challenges such as climate change, food insecurity, and social inequalities, it is critical that higher education not only conveys expert knowledge but also fosters transferable competencies. These include critical and creative thinking, collaboration, and the ability to work across disciplinary and cultural boundaries. The course embraces a transdisciplinary approach, guiding students through the stages of Design Thinking—understanding, empathizing, defining, ideating, prototyping, and testing—in order to develop meaningful responses to complex agroecological issues on the ground.
Through direct interaction with stakeholders, students engage in co-creation processes that enrich their learning experience and build their confidence as future agents of change. For the teaching team, the project serves as a framework to develop key pedagogical competences, and in a next step, to design assessment tools that can monitor the development of these core competencies.
Overall, the project demonstrates how integrating design-based approaches into scientific education can enhance both student engagement and societal impact, serving as a model for innovative and responsive teaching in the environmental and agricultural sciences.

The project was concretely implemented into teaching through a multi-layered approach that integrated science communication, design thinking, and transdisciplinary learning into the ETH Zurich course Agroecologists Without Borders. A key component was a workshop series led by the Media and Methods Lab team, which trained students in storytelling, infographics, and video production. These sessions were complemented by mentoring on visual communication strategies, helping students convey complex scientific messages more effectively.
To deepen the learning experience, we introduced inputs on farmer communication programs and broader science communication practices. This not only grounded the students’ work in real-world contexts but also encouraged them to reflect on how to engage diverse audiences, including non-academic stakeholders.
A central output was the co-creation of a video resource by the Media and Methods Lab team that combined design thinking, science communication, and visual storytelling. This began with a workshop for researchers from our group and D-USYS, fostering an exchange of practices and perspectives. The initiative created a platform for scientists interested in expanding their communication skills and connecting with broader audiences through visual media.
Design Thinking was formally embedded into the course structure using the six-step model, introduced and supported by Dr. Marion Lehner from the Unit for Teaching and Learning at ETH Zurich. This methodology guided students through empathizing with stakeholders, defining challenges, ideating, prototyping, and testing solutions. It proved highly effective in cultivating both critical and creative thinking, aligning with agroecology’s goals of systemic transformation.
The teaching approach also emphasized stakeholder engagement and intercultural collaboration, exposing students to diverse perspectives from South African practitioners, researchers, and societal actors. This transdisciplinary setup enriched the learning environment and helped students understand the interconnectedness of ecological, social, and economic systems.
Assessment was supported by rubrics that encouraged structured reflection and provided a transparent framework for evaluating both process and outcomes, especially also the assessment of transferable competencies like critical thinking and creativity. Overall, the integration of these elements fostered a dynamic, practice-oriented and holistic learning experience that empowered students to become more thoughtful, creative, and impactful agroecologists.

Most of the project goals were successfully achieved, particularly in fostering students’ competencies in science communication, design thinking, and transdisciplinary collaboration. The integration of these elements into the Agroecologists Without Borders course created a dynamic learning environment that encouraged critical and creative thinking. Students engaged deeply with real-world challenges, developed visual communication tools, and collaborated across disciplines and cultures.
The impact on student learning was significant. Students demonstrated increased confidence in communicating complex ideas visually and verbally, and many expressed a deeper understanding of the societal relevance of their work. These outcomes were observed through reflective assignments, peer feedback, and the quality of final project outputs. However, challenges remain. The limited time frame (3 ECTS) constrained the depth of engagement, and online collaboration tools, while helpful, could not fully replace the richness of in-person interaction. More face-to-face opportunities would likely enhance learning outcomes. We have now offered to provide this course for 5 ECTS and see if we can integrate more of these elements in view also of the new PAKETH initiative in Spring 26.
Despite these constraints, the course succeeded in planting seeds of critical inquiry and imagination. As the author Bell Hooks reminds us, imagination is a powerful mode of resistance and transformation. Encouraging students to challenge dominant narratives and co-create new perspectives is central to both agroecology and education for sustainability.
The lessons learned from this project are highly transferable. The combination of design thinking, science communication, and transdisciplinary engagement can be adapted to other teaching contexts and scaled to larger student populations as we learned various tools to guide students groups and foster transferable competencies. Project-based learning, when supported by clear rubrics and real-world relevance, prepares students to navigate complexity and uncertainty with creativity and discernment.
Given the success and potential of this approach, we plan to apply for a new Innovedum grant to continue and expand this work, further elaborate on transferable skills such as science communication, creative and critical thinking, centering ways to foster growth mindset within the curriculum. In particular, we aim to deepen our collaboration with the Media and Methods Lab team and further integrate science communication competencies into the ETH curriculum. Strengthening these skills is essential for preparing students to engage meaningfully with diverse audiences and contribute to transformative change.