Climate extremes are on the rise. Impacts of extreme climate and weather events on ecosystem services and ultimately human well‐being can be partially attenuated by the organismic, structural, and functional diversity of the affected land surface. However, the ongoing transformation of terrestrial ecosystems through intensified exploitation and management may put this buffering capacity at risk. Here, we summarize the evidence that reductions in biodiversity can destabilize the functioning of ecosystems facing climate extremes. We then explore if impaired ecosystem functioning could, in turn, exacerbate climate extremes. We argue that only a comprehensive approach, incorporating both ecological and hydrometeorological perspectives, enables us to understand and predict the entire feedback system between altered biodiversity and climate extremes. This ambition, however, requires a reformulation of current research priorities to emphasize the bidirectional effects that link ecology and atmospheric processes.

In recent years, teachers around the world have been increasingly confronted with various expectations concerning the improvement of their classroom practices and school activities. One factor widely acknowledged to facilitate school and classroom improvement is a strong collaborative culture among teachers. As such, teachers are expected to work in teacher teams, to collaborate closely with colleagues, to co-construct classroom practices, and thus to strengthen trust relationships within the team. A growing number of researchers has analyzed how teachers address these expectations. They suggest that there is a link between teachers’ embeddedness in collaboration networks and teachers’ trust relationships. The present study seeks to contribute to the research literature by presenting results of Social Network Analyses (SNA) and exponential random graph models (ERGMs) on teacher collaboration in nine secondary schools in Germany (N = 366 teachers). We investigate how the involvement of teachers in co-constructive collaboration in schools, measured by the amount of team teaching (TT), relates to teachers’ trust levels. Results of our analyses suggest that a high amount of TT is not necessarily related to a higher degree of trust among teachers at the school level. However, a high involvement of teachers in TT is related positively to their being perceived as trustworthy. Furthermore, the emergence of trust relations in teacher networks depends on general network characteristics, such as homophily, reciprocity and transitivity.

This paper examines the implementation of Education for Sustainable Development (ESD) in Germany and explores the possibilities of Social Network Analysis (SNA) for uncovering influential actors in educational policy innovation processes. From the theoretical perspective, an actor’s influence is inferred from its relative position within issue-specific information flows and the trust placed in its capacities and expertise, instead of relying on an actor’s openly expressed role and policy preferences. Drawing on techniques from quantitative SNA enables to analyse the social interactions as well as the frequency and type of information exchange amongst actors in a particular issue area. Empirically, I focus my attention on the educational innovation of ESD, which has been initiated at the global level, but is mainly put into practice at the national or regional level. Data for the study come from mixed mode interviews with a standardised questionnaire. The interviews were conducted and analysed using egocentric and complete SNA. I find, amongst others results, that NGOs and governmental actors occupy significantly more central, prestigious and influential network positions than schools in the course of implementing ESD in Germany. Furthermore, school representatives exhibit few and weak relations, and mostly share links with other formal education actors.

While there is little doubt that international public administrations (IPAs) exert autonomous influence on international policy outputs, scholars struggle with the problem of how to measure this influence. Established methods for assessing political influence are of limited use when focusing on international bureaucracies. The main reason is that IPAs do not explicitly state their policy preferences. Instead, they tend to present themselves as neutral administrators, aiming to facilitate intergovernmental agreement. They normally act ‘behind the scenes’. We propose social network analysis (SNA) as an alternative method for assessing the hidden influence of international treaty secretariats. SNA infers influence from an actor’s relative position in issue-specific communication networks. We illustrate the application and usefulness of this method in a case study on the role of the United Nations climate secretariat in a policy-oriented Twitter debate on incorporating gender issues into the global climate policy regime.

The importance of social networks for innovation diffusion and processes of social change is widely recognized in many areas of practice and scientific disciplines. Social networks have the potential to influence learning processes, provide opportunities for problem-solving, and establish new ideas. Thus, they can foster synergy effects, bring together key resources such as know-how of participating actors, and promote innovation diffusion. There is wide agreement regarding the usefulness of empirical methods of Social Network Analysis (SNA) for innovation and futures research. Even so, studies that show the chances of implementing SNA in these fields are still missing. This contribution addresses the research gap by exploring the opportunities of a mixed methods SNA approach for innovation research. It introduces empirical results of the author’s own quantitative and qualitative investigations that concentrate on five different innovation networks in the field of Education for Sustainable Development.

The mutual dependency of teacher collaboration and motivation has emerged as a promising research field. This article now sets out to systematically review peer-reviewed articles on the interconnection of these concepts. It looks at main findings, identifies ambiguities and contradictions in the constructs and highlights their contested nature. It is shown that many studies use different theoretical approaches and conceptual operationalizations. This leads to inconsistent empirical findings. In addition, teacher collaboration is often perceived as a threat to teacher autonomy. This is surprising considering that both teacher collaboration and teacher autonomy positively affect teacher motivation according to many empirical findings.