The COVID-19 pandemic and associated response have brought food security into sharp focus for many New Zealanders. The requirement to “shelter in place” for eight weeks nationwide, with only “essential services” operating, affected all parts of the New Zealand food system. The nationwide full lockdown highlighted existing inequities and created new challenges to food access, availability, affordability, distribution, transportation, and waste management. While Aotearoa New Zealand is a food producer, there remains uncertainty surrounding the future of local food systems, particularly as the long-term effects of the pandemic emerge. In this article we draw on interviews with food rescue groups, urban farms, community organisations, supermarket management, and local and central government staff to highlight the diverse, rapid, community-based responses to the COVID-19 pandemic. Our findings reveal shifts at both the local scale, where existing relationships and short supply chains have been leveraged quickly, and national scale, where funding has been mobilised towards a different food strategy. We use these findings to re-imagine where and how responsibility might be taken up differently to enhance resilience and care in diverse food systems in New Zealand.

“Wicked problems” are complex to understand and challenging to teach. Our experience of teaching about environmental concerns in Aotearoa New Zealand suggests how these concepts are taught is more important for student learning than the nature of wicked problems themselves. By offering opportunities for students to co-develop their own situated knowledges about wicked problems, they can conceptualise and tackle them more effectively at their own pace and in their own experiential contexts. Here we identify and discuss approaches to teaching and learning that can be effectively applied to any wicked problem. We demonstrate a hopeful way to teach and learn about unwieldy and overwhelming issues that many of today’s undergraduates will inevitably be expected to confront in the future. This paper provides aframework to engage students in acourse, and tools for engendering active participation insituated and tangible learning experiences when teaching wicked problems. As lecturers teaching in aSchool of Environment in the disciplinary areas of geography, environmental science, science communication, and sustainability, we discuss the value and applications of these ideas across three levels of undergraduate teaching. We identify challenges that we have experienced and show how it is possible to turn these challenges into opportunities.

Many of the implications of climate change for Aotearoa (New Zealand) remain unclear. To identify so‐far unseen or understudied threats and opportunities related to climate change we applied a horizon‐scanning process. First, we collated 171 threats and opportunities across our diverse fields of research. We then scored each item for novelty and potential impact and finally reduced the list to ten threats and ten opportunities through a prioritisation process. Within the 20 items presented in this paper, we uncover a range of climate‐related costs and benefits. Unexpected opportunities evolve from economic reorganisation and changes to perspectives. The threats we highlight include the overall failure to interconnect siloed policy responses, as well as those relating to extreme events and feedbacks, as well as pressures that undermine the coherence of society. A major theme of our work is that climate change effects in Aotearoa are likely to transgress the boundaries of research disciplines, industry sectors and policy systems, emphasising the importance of developing transdisciplinary methods and approaches. We use this insight to connect potential responses to climate change with Aotearoa's culture and geography.

Food waste is a crisis of our time, yet it remains a data gap in Aotearoa New Zealand’s (NZ’s) environmental reporting. This research contributes to threshold values on NZ’s food waste and seeks to understand the impact of the 2020 COVID-19 lockdown on household food waste in NZ. The data presented here form part of the ‘Covid Kai Survey’, an online questionnaire that assessed cooking and food planning behaviours during the 2020 lockdown and retrospectively before lockdown. Of the 3028 respondents, 62.5% threw out food ‘never’/‘rarely’ before lockdown, and this number increased to 79.0% during lockdown. Participants who wasted food less frequently during lockdown were more likely to be older, work less than full-time, and have no children. During lockdown, 30% and 29% of those who ‘frequently’ or ‘sometimes’ struggled to have money for food threw out food ‘sometimes or more’; compared with 20% of those who rarely struggled to have money for food (p < 0.001). We found that lower levels of food waste correlated with higher levels of cooking confidence (p < 0.001), perceived time (p < 0.001), and meal planning behaviours (p < 0.001). Understanding why food waste was generally considerably lower during lockdown may inform future initiatives to reduce food waste, considering socio-economic and demographic disparities.