Adaptation to a changing climate is unavoidable. Mainstreaming climate adaptation objectives into existing policies, as opposed to developing dedicated adaptation policy, is widely advocated for public action. However, knowledge on what makes mainstreaming effective is scarce and fragmented. Against this background, this paper takes stock of peer-reviewed empirical analyses of climate adaptation mainstreaming, in order to assess current achievements and identify the critical factors that render mainstreaming effective. The results show that although in most cases adaptation policy outputs are identified, only in a minority of cases this translates into policy outcomes. This “implementation gap” is most strongly seen in developing countries. However, when it comes to the effectiveness of outcomes, we found no difference across countries. We conclude that more explicit definitions and unified frameworks for adaptation mainstreaming research are required to allow for future research syntheses and well-informed policy recommendations.

Purpose: Current approaches to sustainability science and education focus on (assessing and addressing) the external world of ecosystems, wider socio-economic structures, technology and governance dynamics. A major shortcoming of such approaches is the neglect of inner dimensions and capacities (which constrains education for sustainability as an end), and a limited capacity to facilitate reflection on the cognitive and socio-emotional processes underpinning people’s learning, everyday life choices and decision-taking (which constrains education for sustainability as a means). More integral approaches and pedagogies are urgently needed. The purpose of this paper is to advance related knowledge. Design/methodology/approach: This paper provides a reflexive case study of the development of an innovative course on “Sustainability and Inner Transformation” and associated interventions in the form of a practice lab and weekly councils. Findings: The paper elaborates on the connections between sustainability and inner transformation in education, offers insights into the process of adapting contemplative interventions to sustainability education and concludes with some reflections on challenges, lessons learnt and future work needed to support more integral approaches. The findings show that inner dimensions and transformation can be a vehicle for critical, improved education for sustainability and how this can be achieved in practice. Originality/value: It is only recently that the concept of the inner or personal (sphere of) transformation has received growing attention in sustainability science and education. Despite this interest, such new conceptualizations and heuristics have, to date, not been systematically connected to education for sustainability (neither as an end nor means). The paper presents a critical, reflexive case, which advances related knowledge. It sets a precedent, which other universities/training institutions could follow or learn from.

This paper explores the current role of mindfulness in sustainability science, practice, and teaching. Based on a qualitative literature review that is complemented by an experimental learning lab, we sketch the patterns and core conceptual trajectories of the mindfulness–sustainability relationship. In addition, we assess this relationship within the field of climate change adaptation and risk reduction. The results highlight that notions such as ‘sustainability from within’, ‘ecological mindfulness’, ‘organizational mindfulness’, and ‘contemplative practices’ have been neglected in sustainability science and teaching. Whilst little sustainability research addresses mindfulness, there is scientific support for its positive influence on: (1) subjective well-being; (2) the activation of (intrinsic/ non-materialistic) core values; (3) consumption and sustainable behavior; (4) the human–nature connection; (5) equity issues; (6) social activism; and (7) deliberate, flexible, and adaptive responses to climate change. Most research relates to post-disaster risk reduction, although it is limited to the analysis of mindfulness-related interventions on psychological resilience. Broader analyses and foci are missing. In contrast, mindfulness is gaining widespread recognition in practice (e.g., by the United Nations, governmental and non-governmental organizations). It is concluded that mindfulness can contribute to understanding and facilitating sustainability, not only at the individual level, but sustainability at all scales, and should, thus, become a core concept in sustainability science, practice, and teaching. More research that acknowledges positive emotional connections, spirituality, and mindfulness in particular is called for, acknowledging that (1) the micro and macro are mirrored and interrelated, and (2) non-material causation is part of sustainability. This paper provides the first comprehensive framework for contemplative scientific inquiry, practice, and education in sustainability.

Relational thinking has recently gained increasing prominence across academic disciplines in an attempt to understand complex phenomena in terms of constitutive processes and relations. Interdisciplinary fields of study, such as science and technology studies (STS), the environmental humanities, and the posthumanities, for example, have started to reformulate academic understanding of nature-cultures based on relational thinking. Although the sustainability crisis serves as a contemporary backdrop and in fact calls for such innovative forms of interdisciplinary scholarship, the field of sustainability research has not yet tapped into the rich possibilities offered by relational thinking. Against this background, the purpose of this paper is to identify relational approaches to ontology, epistemology, and ethics which are relevant to sustainability research. More specifically, we analyze how relational approaches have been understood and conceptualized across a broad range of disciplines and contexts relevant to sustainability to identify and harness connections and contributions for future sustainability-related work. Our results highlight common themes and patterns across relational approaches, helping to identify and characterize a relational paradigm within sustainability research. On this basis, we conclude with a call to action for sustainability researchers to co-develop a research agenda for advancing this relational paradigm within sustainability research, practice, and education.

Scholars and practitioners are increasingly promoting so-called nature-based approaches for urban climate change adaptation. There is widespread consensus that they both support and require transdisciplinary approaches, notably by involving citizens in the change process and finding innovative ways to unite different actors’ efforts and capacities. However, there is little empirical evidence regarding the actual value of citizen involvement to sustainability in this field. Against this background, this paper examines whether (or not) current forms and conditions of citizen involvement help to create a platform to support nature-based solutions and ensure a transformative adaptation process. The results show that under current conditions, citizen engagement often hampers sustainable outcomes. In fact, current structures and mechanisms for mainstreaming nature and climate considerations into sectoral planning are limited and, furthermore, neglect citizen involvement. In addition, there is a blind spot with respect to personal spheres of transformation toward sustainability regarding citizens, civil servants, and decision-makers. Key constraints are power structures and the lack of cognitive/emotional and relational capacities required for improved democratic governance. If we are to tap into the potential of nature-based solutions to increase climate adaptation governance, we need targeted financial and human resources, and greater capacity to overcome current constraints and support all levels and phases of mainstreaming, notably planning, implementation, monitoring, and learning.