The bioeconomy represents a new way of life for people, but also a responsibility towards the future of the planet. Generating a significant socio-economic impact, it could be viewed as a key element of sustainable development, as the current and future solution for economic processes, based on new development models compelled by climate changes and the economy’s resilience to potential crises. In this context, the paper presents in its first part the Circular Economy description and the Circular Bioeconomy discussion from an interdisciplinary perspective. The second part of the paper aims to explore education as a tool for facilitating systemic changes supporting a real transition to a sustainable bioeconomy. The key aspects discussed refer to the following: (1) European policies, strategies, and action plans for bioeconomy; (2) Circular Economy as a solution for sustainable food systems; (3) main requirements and challenges for developing a (Circular) Bioeconomy, including indicators of sustainability; (4) the links between Circular Bioeconomy and the Sustainable Development Goals; (5) possibilities for integrating the agri-food industry’s needs into bioeconomy education; and (6) pathways for teach bioeconomy concepts effectively.

The bioeconomy has been discussed as a key strategy for addressing sustainability challenges, particularly regarding the transition from fossil-based to bio-based systems, in numerous national and supranational strategies and policy documents related to the bioeconomy. However, public understanding of and engagement with the bioeconomy remains limited. This is partly due to the bias of many bioeconomy strategies and policy documents towards technological solutions that tend to overlook the social, normative, and transformative dimensions of systemic change as well as the necessary knowledge. This opinion paper explores the potential of narratives as a means of communicating bioeconomy research in public policy, with the aim of addressing the communication gap between science, policy, and society. When applied in responsible and nuanced ways that acknowledge their embeddedness and context, bioeconomy (policy) narratives can support sensemaking for science communication, improve public understanding, facilitate stakeholder engagement and behavioural change. We argue that such narrative approaches can help to create narrative ‘boundary objects’ that can support more inclusive and participatory processes, enabling the co-creation of transformative knowledge for bioeconomy transitions with stakeholders as active participants. In summary, we highlight several opportunities, as well as limitations and implications, that could inform future work on bioeconomy narratives.

The editors of the 2021 publication Teaching for Social Justice and Sustainable Development Across the Primary Curriculum, Dr Anne Marie Kavanagh, Professor Fionnuala Waldron and Dr Benjamin Mallon...

Children are largely absent from circular economy and bioeconomy research, limiting opportunities for early development of systems thinking, sustainability competencies, and inclusive knowledge production. This paper presents a qualitative case study of the Horizon 2020 AgroCycle project (2016–2019), examining how primary school children were engaged as co-researchers through a transdisciplinary, participatory model. Analysis draws on project deliverables, educational resources, workshop records, internal reports, and dissemination materials. The study shows how children and adult co-researchers explored waste valorisation, bioresource transformation, and biobased material innovation in Irish schools. Valorisation in the context of the bioeconomy is the process of converting residues from farming, food, forestry and marine sources into high-value products such as biofertilisers, biofuels and biochemicals. It situates AgroCycle within European sustainability policy, highlighting its influence on subsequent initiatives, including Horizon Europe BioBeo and BiOrbic, Research Ireland’s Centre for Bioeconomy. By combining qualitative case study methodology with reflective practitioner analysis, the paper demonstrates how child-centred, transdisciplinary research can enhance sustainability education, support SDG-aligned competencies, and promote inclusive approaches to circular economy and bioeconomy transitions.