Education for sustainable development (ESD) in schools requires a whole-school approach to ensure that all stakeholders, including students, value sustainability and express this value in an active engagement in the ongoing development process. Such inclusivity however is rarely achieved, with benefits of ESD in schools usually recognised only by a select few. School strategies that continue to dominate research focus on management of the finite resources or give emphasis to a particular pedagogical agenda, whereas approaches that emphasise whole-school ESD engagement are scarce. This paper aims to address this gap. To do so, we propose to frame schools as service organisations and use service logic approach and service innovation theory to review how five primary schools in England define and implement ESD. The findings from our comparative case study discuss three strategies that schools as service organisations need to consider: defining sustainable student experience as a core service concept, developing an organisational culture of sustainability-driven innovation, and engaging in a value co-creation process with external stakeholders in order to facilitate the concept. Our results suggest that by placing “sustainable student experience” as the core service concept, schools can align their external and internal organisational activities to enable sustainable education for all stakeholders.

This Special Issue sets out to further the ongoing discourse around the need for changes in design education

Tourism is a major global and local industry creating value through services that are enhanced and enabled through intermediaries that support innovation in the sector. This exploratory case study examines the roles and activities of a publicly funded tourism innovation intermediary for small medium-sized enterprises (SMEs) and professionals in Andalucia, Spain. We note the gap in knowledge on how intermediaries may best support stakeholders in achieving resilience and sustainability in transitions in tourism service ecosystems. Building on interviews, reports, and observations, this study finds that the intermediary has successfully supported its stakeholders in enhancing their adaptability in the current service ecosystem. There is less evidence of achieving deliberate transformations towards long-term sustainability and resilience. As the intermediary is uniquely positioned at the meso-level of the regional tourism service ecosystem, this study proposes exploring engagement to cover both macro and micro-level activities to enable moving towards becoming a transition intermediary and a regional sustainability catalyst. This study furthermore proposes an expanded range of roles and activities for the intermediary to enable moving towards resilience and sustainability, while contributing to the understanding of innovation intermediaries supporting sustainability in the tourism sector.

Inclusivity is the explicit and ultimate aim of Inclusive Design. Although the field continues to develop, it remains heavily influenced by product design logic and practices. Drawing on current discussions on how to educate designers for real-world challenges, we argue that Service Design offers a complementary knowledge set that supports novice inclusive designers in engaging with increasingly complex design problems. To this end, we describe how a Service Design workshop was introduced into an ongoing inclusive design project. The participants’ self-reported experiences were captured throughout and results show the workshop’s impact in five key aspects: re-framing the problem-solution space; encouraging a new design logic; challenging a heuristic approach to designing by systematizing the process; shifting views on disability from individual to structural and systemic levels; its effectiveness for student learning. We discuss how these findings have direct implications for building capacity to address increasingly complex design problems and for the future of Inclusive Design education.

This exploratory paper challenges the prevailing ‘participatory orthodoxy’ in design and politics by questioning whether participation alone is enough to envision alternatives that resonate with collective aspirations. We argue for complementing emancipatory PD discourses with the idea of prefiguration and introduce 'ludic prefiguration' as a holistic and dynamic framework that interweaves elements of game design, cooperative play, and iterative collective playtesting to foster a deeper level of collaboration across the creative and political spectrums of design. This framework advocates for interactions that are not only playful but also ‘inefficient’ in their exploration, thereby redefining the influence of play on decision-making and questioning traditional perceptions of efficiency in design. At the heart of this approach is an activist commitment to radical imagination and meaningful inefficiency, seeking to reshape the contours of participation and pave new prefigurative pathways in democratising design and politics.

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