As deliberative and participatory practices play a greater role in political decision-making of democratic political systems in many parts of the world, political parties must adapt to demands of an increasingly more cognitively mobilized citizenry. While there is a growing body of literature about the functioning of such procedures in different social and political contexts, little is known about politicians’ reasons behind introducing them. Based on qualitative data collected among Hungarian politicians, this paper brings evidence to empirically assess why local politicians introduced Participatory Budgeting in Budapest, Hungary. Our findings suggest that politicians accept theoretical arguments for promoting citizens’ participation, newly elected local politicians expect to increase their party’s local embeddedness by creating new contact opportunities and emphasize that the introduction of Participatory Budgeting is a ground for experimentation. The article ends with a discussion about arguments that are put forth in the literature on European Participatory Budgeting but missing from the views of politicians, and concludes by highlighting the risks of institutionalizing Participatory Budgeting.

The grand challenges of our times are seriously interlinked: ecological crises cannot be tackled separately from social problems. In the strong sustainability approach, a good life for all must be achieved within ecological boundaries. To respect the planetary boundaries, it is required to provide critiques for the current economic, social and political order and suggest concrete actions that may lead to strong sustainability transformation. Business schools must address these challenges and provide solutions through educational content and innovative teaching methods. In this article, we argue that participatory education is the appropriate tool to teach strong sustainability in business schools. Building on Paulo Freire’s critical pedagogy and Gert Biesta’s participatory education theories, we developed a theoretical framework to understand how these theories can strengthen strong sustainability education. Using the analytical framework, we explore the risks of participatory education in our Degrowth course and bring empirical examples of its impacts on students by analysing the reflection articles of 37 students. According to our findings, this particular type of education creates both positive emotions, like enjoyment and enthusiasm, and negative ones, like anxiety and helplessness.

The emerging concept of responsible research and innovation (RRI) in some ways always relates to sustainability. In the transition towards sustainability, the authors need to build responsibility for both society and the environment in higher education and management education. Non-formal approaches to learning provide an opportunity to transform a student’s ‘head, heart and hand’, including at the social level as well. This paper showcases the role of experiential and transformative learning in higher education practice. Two of their courses are described and analysed, which are intended to familiarise students with the problem of sustainability within economic higher education. The authors share the theoretical and practical experiences of designing, teaching and assessing these courses. They aim to contribute to the discussion on how business education could be producing useful and credible knowledge that addresses problems important to nature and society.

Communities can play an important role in the transition toward sustainable living; however, a meso perspective bridging individual behavior and social context has rarely been applied. To address this issue, our study introduces the broad landscape of nonprofit community-based organizations as meso-level entities whose activities relate in one way or another to sustainability. Through an exploratory study relying on in-depth interviews, we examine the meaning of community and the role of sustainability in the operation of these communities. The emergence of a new authoritarianism in Hungary gives a special context for the study and enables identification of the characteristics of urban communities from “illiberal democracy.” The findings indicate the presence of five different types of community-based organizations with sustainability-related activities. We argue for the analytical usefulness of a meso-level perspective and for the importance of researching how community-based organizations help individuals in transition to a more sustainable lifestyle.