How Nature-Based Solutions Can Contribute to Enhance Circularity in Cities

Depósito de Investigación de la Universidad de Sevilla https://idus.us.es/ This is an Accepted Manuscript of an article published by Springer Nature in Enhancing Environmental Education Through Nature-Based Solutions February 2022, available at: https://doi.org/10.1007/978-3-030-91843-9_19 © 2022 Springer Nature Switzerland AG 1 / 26 How Nature-Based Solutions can Contribute to Enhance Circularity in Cities Rocío Pineda-Martos1, Maria Beatrice Andreucci2, Nataša Atanasova3, Gösta F.M. Baganz4,5, Cristina S.C. Calheiros6, Joana A.C. Castellar7,8, Maja B. Ɖolić9, Darja Istenić3,10, Antonia María Lorenzo López11, Ana Rita L. Ribeiro12 and Guenter Langergraber13,* 1 R. Pineda-Martos – Urban Greening and Biosystems Engineering Research Group (NatUrIB), Departamento de Ingeniería Aeroespacial y Mecánica de Fluidos - Área de Ingeniería Agroforestal, Escuela Técnica Superior de Ingeniería Agronómica (ETSIA), Universidad de Sevilla, Ctra. de Utrera km. 1, 41013, Seville, Spain; [email protected] 2 M.B. Andreucci – Department of Planning, Design, Technology of Architecture, Faculty of Architecture, Sapienza University of Rome, Italy; [email protected] 3 N. Atanasova, D. Istenič – University of Ljubljana, Faculty of Civil and Geodetic Engineering, Jamova 2, 1000 Ljubljana, Slovenia; [email protected], [email protected] 4 G.F.M. Baganz – Leibniz-Institute of Freshwater Ecology and Inland Fisheries (IGB), Müggelseedamm 301, 12587 Berlin, Germany; g.bagan[email protected] 5 Faculty of Architecture, RWTH Aachen University, Schinkelstr. 1, 52062 Aachen, Germany 6 C.S.C. Calheiros – Interdisciplinary Centre of Marine and Environmental Research (CIIMAR/CIMAR), University of Porto, Novo Edifício do Terminal de Cruzeiros do Porto de Leixões, Avenida General Norton de Matos, S/N, 4450-208 Matosinhos, Portugal; [email protected] 7 J.A.C. Castellar – Catalan Institute for Water Research (ICRA), Carrer Emili Grahit 101, 17003 Girona, Spain; jcastella[email protected] 8 University of Girona, Plaça de Sant Domènec 3, 17004 Girona, Spain 9 M.B. Ɖolić – Faculty of Technology and Metallurgy, Department of Environmental Engineering, University of Belgrade, Karnegijeva 4, 11000 Belgrade, Serbia; [email protected] 10 D. Istenić – University of Ljubljana, Faculty of Health Sciences, Zdravstvena pot 5, 1000 Ljubljana, Slovenia; [email protected] 11 A.M. Lorenzo López – BIOAZUL S.L., Avenida Manuel Agustín Heredia n 18, 1, 4, 29001 Málaga, Spain; [email protected] 12 A.R.L. Ribeiro – Laboratory of Separation and Reaction Engineering, Laboratory of Catalysis and Materials (LSRE-LCM), Faculdade de Engenharia, Universidade do Porto, Rua Dr. Roberto Frias, 4200-465 Porto, Portugal; [email protected] 13 G. Langergraber – Institute of Sanitary Engineering, University of Natural Resources and Life Sciences Vienna (BOKU), Austria; guenter.langerg[email protected]c.at *G. Langergraber (corresponding author) 2 / 26 Graphical abstract Abstract Environmental education in different disciplines puts an accent on acquiring specialised knowledge and, while this remains essential, fostering knowledge alone, without links to real life, personal experiences, competencies, and values, is insufficient. Nature-based solutions (NBS) have the potential to be used as an educational framework that requires critical system thinking, a crucial component of truly democratic active citizenship, and raises awareness about global environmental, social, and economic issues. On the basis of NBS-related environmental education materials, we present in this chapter selected case studies that describe education for three main stakeholder groups. Concerning pupils and students, these are examples for schools and higher education, as well as pilot installations from Italy, Spain, Slovenia, Portugal, Turkey, and Germany. Different forms of facilities or organisations are included to demonstrate the possibilities of NBS-related education for practitioners. The offers for the general public comprise a mobile exhibition/demonstration unit, a social project and an animation video. Additionally, existing online platforms for knowledge sharing are summarised. The NBS concept has potential to assist the transition from current conventional education paradigms towards to a more critical systemic thinking to foster environmental citizenship as a base for environmental, social-economic, political, economic, and cultural changes on local, national, and global scales. 3 / 26 1 INTRODUCTION While humanity recognized climate change as its major existential challenge and prepares to battle it, the need to mobilise the entire society for the task is acute. Thus, advances in environmental technologies need to be coupled with a rapid and generalised change in values and attitudes. However, there are still important hurdles to overcome to achieve this goal. One of the most important is the current fragmentation of knowledge production and disciplinary training system. Environmental education still remains highly specialised and predominantly focused on natural sciences, with socio-political and empowerment aspects only marginally included if at all. Moreover, environmental education in different disciplines focusses on acquiring specialised knowledge and, while this remains essential, fostering knowledge alone, without links to real life, personal experiences, competencies, and values, is insufficient [1]. The COST Action CA17133 Circular City investigates how nature-based solutions (NBS) can be used to create circular economies in cities to overcome existing challenges such as resource depletion, climate change adaptation and degradation of ecosystems [2]. It is widely recognised, that NBS have potential to assist the transition from current conventional education paradigms towards to a more critical systemic thinking in order to foster environmental, socialeconomic, political, economic, and cultural changes, and to address transversally urban challenges such as air quality, sustainable water management, participatory planning and governance [3]). Despite it is clear and accepted by expert community that NBS can enhance circularity in cities, the pathway to their implementation is still long and facing different barriers [2]. One of them is appropriate awareness rising and education on NBS which should be provided thoughtfully, inclusively and in well organised manner. As NBS implementation requires extremely interdisciplinary approach, the latter should be used also in education on NBS. Current lack of interdisciplinarity in majority of formal education systems limits the communications between different experts. There is a need to educate new generation of experts, and enhance the ability of professionals to be able to communicate with different expert and lay communities. Formation of interdisciplinary educational groups combining various types of knowledge or sciences like for example social, environmental and biology sciences, enables formation of new types of interdisciplinary pedagogies which combine students and pedagogues from various areas in an effort to create new, future experts capable of responding to complex challenges posed by climate change and lack of implementation of sustainable development in practice (on terrain). In this chapter, (1) we briefly review available environmental education materials related to NBS, (2) we present selected case studies that describe educational activities for three main stakeholder groups, i.e., pupils and students, professionals such as practitioners and city administrators, and the general public (Fig. 1), and (3) we summarise information on existing online platforms for knowledge sharing in the field. 4 / 26 Fig. 1 Examples of activities related to environmental education through applications of NBS concept. (A) Productive Garden and Eco-island @ FEZ-Berlin, Germany; (B) School garden, ‘Colegio Sagrada Familia’, Spain; (C) NBS for informal environmental education, Greater Porto, Portugal (source: LIPOR, 2021); (D) Green - Blue: Sustainable Urban Drainage Project, Spain (source: GCMP Paisajes Resilientes https://paisajesresilientes.wordpress.com/2019/05/25/verde-azul_proyecto-de-drenaje-urbanosostenible-dus-en-ceip-luis-bunuel-green-bluish_suds-project-in-school-luis-bunuel/); (E) NBS for building system recovery, Italy (source: Sapienza Master in Architecture students, 2021); (F) Green Roofs Literacy, Portugal; (G) Demo green wall for greywater treatment, Slovenia; (H) Demo green wall for improving indoor air quality, ETSIA-US, Spain; (I) LE:NOTRE Landscape Forum, EU (source: LE:NOTRE Student Competition, 2021); (J) Courses of ANCV-Portuguese National Association of Green Roofs, Portugal; (K) Urban greening course, COIAA, Spain; (L) Demo centre of green technologies, Slovenia (Source: Arhem Ltd., 2020); (M) MUGLI – a Mobile Exhibition Space, Austria (Source: https://gruenstattgrau.at/mugli/); (N) Animation Video, COST Action Circular City; (O) Sant Narcis ‘Edible Neighbourhood’, Spain 2 ENVIRONMENTAL EDUCATION MATERIALS RELATED TO NBS Institutional and non-institutional education is a crucial element in creating a positive impact on environmental behaviour. The successful implementation of the European Green Deal must 5 / 26 also be carried out through educational system reforms to ensure that all are equipped to meet the challenges of the future, including in those related to labour market. Therefore, ‘tailored educational curricula’ [4] must contain key competencies and skills needed to support a green economy. Socially and environmentally responsible behaviours may be further reinforced by impermanent education (such as through workplace retraining). Education for the future is a social challenge attached to the importance of public organizations dealing with the environment and climate change. Table 1 summarizes EU and international organizations dedicated to promoting environmental educational activities. There is a widespread scientific opinion that mitigating pollution overall may be better carried out through increased public knowledge of environmental issues. The end result is to reinforce behaviours that promote environmental prevention and protection. Social movements in general and the environmental movement in particular are based on the premise that public education helps giving rise to supporting environmental protection and reducing the effects of climate change. Among many other definitions, the European Commission recognizes NBS as those supported by nature and ecosystems [5]. As opposed to advanced technological solutions, NBS are cost-effective, simultaneously provide environmental, social and economic benefits, as well as help building resilience to climate change. NBS public acceptance coupled by environmental education (awareness supported by knowledge) is a key for future NBS implementation. Table 2 provides a partial list of EU and international NBS projects along with their educational activities and initiatives. 6 / 26 Table 1 European Union and international organizations dedicated to promoting environmental education activities Organization Description Educational activities Link The United Nations Economic and Social Council (ECOSOC) The ECOSOC supports non-profit public, volunteer organizations through consultation and access to United Nations economic and social council. Helps addressing social and economic SD challenges and improving human rights (where environmental protectionism a human right) as well as to support ‘ad hoc’ decision processes. https://www.un.org/ecosoc/en The Academic Council on the UN System Institutional Member (ACUNS) ACUNS is a global professional association of educational and research institutions, individual scholars and practitioners active in the work and study of multilateral relations, global governance and international cooperation. Promotes teaching on environmental topics, as well as dialogue and mutual understanding across and between academics, practitioners, civil society and students. Helps publishing position and opinion papers. https://acuns.org/ The European Environmental Bureau (EEB) The EEB is Europe’s largest network of environmental citizen organisations. The EEB brings together around 140 civil society organisations from more than 30 European countries. The EEB supports sustainable development, environmental justice & participatory democracy. Carries out a wide range of activities in environmental prevention and protection, among which include supporting young people in their concerns about climate change (https://eeb.org/library/pan-european-survey-climate-topriority-for-youth/) as well as supporting NGOs and their initiatives in sustainable consumption (https://eeb.org/library/eu-strategy-for-sustainable-textiles-ngoposition/). https://eeb.org/ Environmental Ambassadors Sustainable Development (EASD) EASD is one of the newest EEB members. They are a non-profit professional association working in science and research. They work through consultancy, expertise, innovation, education, the promotion of cultural values and knowledge-based advocacy. Popularizing and promoting scientific work, to enhance communication between stakeholders (representatives of local self-government, educational institutions, associations, entrepreneurs, individuals), as well as increasing public interest in sustainable development, environmental protection and education. https://eeb.org/easdenvironmental-ambassadors-forsustainable-development/ The European Citizen Science Association (ECSA) The ECSA is a non-profit association set up to encourage the growth of the Citizen Science movement in Europe in order to enhance the participation of the general public in the scientific processes. Initiating and supporting citizen-science research and projects, as well as understanding and using its benefits in decision making. https://ecsa.citizen-science.net/ Women Engage for a Common Future (WECF) A non-profit network dedicated to a gender justice and a healthy planet for all,WECF covers approximately 50 countries, working with 150 partner (women’s and civil society) organisations in networks. The promotion of: i) holistic environmental solutions (reflecting individuals’ lives); ii) gender equality and women’s human rights as interconnected to climate justice; iii) sustainable energy & chemicals, reduction of toxic waste, safe water & sanitation for all. https://www.wecf.org/ Innovation Hive Innovation Hive is a private non-profit organization located in Greece, specialized in research and innovation. Developing educational materials, training activities and practice-driven courses that focus chiefly on systemic problems https://innovationhive.eu/aboutus-inno/ 7 / 26 and are tailored to educators, schools across educational levels, youth and adults. The Foundation for Environmental Education Engaging and empowering individuals through education in collaboration with its members and partners worldwide. Empowering students to be leaders for sustainability and positive change through enhancing global education programs (Blue flag, Green key, Young Reporters, Learning about the Forest and Eco-schools). https://www.fee.global/ The International Association of Universities ‘Horizons’(IAU) The IAU is the leading global association of higher education institutions and university associations. It has over 600 Member Institutions and 30 organizations. Transforming higher education for the future. It publishes a twice annual magazine outlining IAU activities. https://www.ecoschools.global/re source-material Eco-schools Eco-Schools has developed from a European educational programme to a global model for environmental education and sustainability. Promoting the education of students participating in the programme (workshops, eco-schools) whose actions help developing values, attitudes and behaviour towards the environment. https://www.ecoschools.global/ou r-history LE:NOTRE Institute The LE:NOTRE Institute has been established under the auspices of ECLAS, the European Council of Landscape Architecture Schools, as an umbrella organisation for interdisciplinary collaboration between education, research and innovative practice in the landscape field. The goal of the LE:NOTRE Institute is to develop and strengthen the links between landscape education, research and innovative practice, in the public, private and not for profit sectors. What makes the LE:NOTRE Landscape Forum different from other European landscape events is the focus on dialogue, debate and discourse. It provides a unique opportunity to interact creatively with colleagues from a range of landscape disciplines in informal workshop and field visit settings. The aim is to create stimulating environment to promote the generation of both new teaching ideas and projects, for research and for collaboration between theory and practice. https://forum.lninstitute.org/lenotre-institute-2/ Table 2 NBS projects and their promotional activities (education materials and initiatives) Project title and web site Funding (Duration of Funding) Project’s goal Promotional activities (education materials/initiatives) Target group Link Implementing nature based solutions for creating a resourceful circular city www.circular-city.eu Horizon 2020 program, Cost Action CA17133 (2018-2021). To create greener urban environments, enhance resource recovery and implement holistic social-economic solutions for the development of circular cities. #Мycircularcity photo contest (To promote functional and aesthetic values of NBSs in urban circularity). Laypersons, researchers & professionals. https://circular-city.eu/?p=680 8 / 26 Making Cities Resilient 2030: My City is Getting Ready https://www.unisdr.or g/campaign/resilientci ties/advocates UN Office for Disaster Risk Reduction (UNDRR) (2020-2030). To establish a unique crossstakeholder initiative that improves local (city) resilience through advocacy, sharing knowledge and experiences. Mayors and children leading the fight against climate change in the Philippines. Children. https://www.unisdr.org/campaign/resi lientcities/newsevents/article/17160/mayors-andchildren-lead-fight-against-climatechange-in-the-philippines New and emerging challenges and opportunities in wastewater treatment http://www.nereuscost.eu/ Horizon 2020 program, Cost Action ES1403 (2014-2018). A children’s book: ‘The Secret Handbook of the Blue circle’. Children. https://www.iwapublishing.com/news /secret-handbook-blue-circle-qa-blogdr-despo-fatta-kassinos Nature-based Solutions Pilot teachers - Exploring Nature-Based Solutions in Your Classroom https://www.european schoolnetacademy.eu/ courses/coursev1:Scientix+NBS+20 21/about#behind European School net Academy, European Commission (www.eun.org (January – September 2020). 15 teachers have joined the NBS project to help developing learning scenarios to integrate NBSs into the classroom. Online course on NBS (15 scenarios). While open to all, the main target groups are primary and secondary school teachers from Europe and other regions. https://www.europeanschoolnetacade my.eu/courses/coursev1:Scientix+NBS+2021/about#topics Grow Green http://growgreenproje ct.eu/ Horizon 2020 (2017-2022). To create climate and water resilient, healthy and livable cities by investing in NBS. The Citizen engagement for NBS: Fact Sheet. The general public. http://growgreenproject.eu/wpcontent/uploads/2021/03/GrowGreenfactsheet-2021-v02-1-2.pdf UNaLab https://unalab.eu/en Horizon 2020 (2017-2022). To develop smarter, more inclusive, more resilient and increasingly sustainable cities through the implementation of NBS. ‘Urban Lab Playground: the Cocreation Game’ An interactive game through which players will co-create a story line to fight against a climate-related challenges affecting our cities today. The general public, but targeting urban dwellers. https://unalab.eu/en/events/urbanliving-lab-playground-co-creationgame 15 / 26 separation and reuse is not only providing an alternative water source but is also a measure that can have numerous additional benefits. At the Faculty for Civil and Geodetic Engineering at the University of Ljubljana, a pilot GW (Fig. 1G) is serving not only for research and education purposes but also contributes to the outlook of the entrance hall and is used for promotional activities of the Faculty. The GW was set up in 2019 and is treating synthetic greywater in horizontal flow through permeable substrate filled in four rectangular cascading beds. Additionally, a heat exchanger was set up in collaboration with the Faculty of Mechanical Engineering to study heat transfer from greywater to sanitary water. The wall is planted with indoor plants than can tolerate permanent flooding. The GW has been used for master thesis [18] and practical work of engaged students in subjects where the concept of closing the water cycles is lectured. The subjects Wastewater treatment and Environmental technologies are available for more than a decade; however, the specific content on closing the loops is lectured since the last 3-5 years. Despite the appealing study programme and the relevance of the topic, the number of students is relatively low. The Faculty thus carries out active promotion through different media, including video and live presentations, where especial focus is given to hand on training and pilot plants such as the GW. 3.1.8 Pilot for Phytoremediation of Air and Water through Vertical Greening Systems in the School of Agricultural Engineering at the University of Seville, Spain NBS demonstration sites at the School of Agricultural Engineering (ETSIA) of the University of Seville (US), Spain, consist of the application of vertical greening systems (VGS) – i.e., wallbased green facades [11] –, to improve air quality inside buildings and water quality in ornamental ponds in the form of biofilters, and the reuse of wastewater (grey stream) and rainwater [12]. Two demonstration wall-based green facades were installed in- (Fig. 1H) and out-side the main entrance of the ETSIA’s building, being composed of about twenty different plant species (e.g. Ajuga reptans 'Atropurpurea', Begonia rex, Carex flacca 'Blue Zinger', Carex oshimensis 'Evergold', Chlorophytum comosum) to maximize the removal of elemental pollutants in terms of phytoremediation. The outside vertical greening – with 6 m2 of landscape area – is integrated within an aquaponic system – i.e., pond of 20.4 m2 and about 5,500 liters of capacity with ornamental fish and aquatic plants –, which contributes to provide an additional benefit on the water purification processes, and offers recreation opportunities available at the urban University environment [19]. The potential of effective NBS to improve the environmental quality, via alleviating indoor air contamination condition, is of high interest for social innovation, both on a public and scientific level [20]. In this sense, University’s students in NBS monitoring, learn and become aware about the urban pollution effects – which are directly involved with the health and well-being of the citizens –, fulfilling one of the fundamental objectives of the Academia, such as being at the service of society. 3.1.9 The LE:NOTRE Landscape Forum, Europe The LE:NOTRE Landscape Forum is a discourse-oriented and interdisciplinary event of four days duration. The Forum focuses on local landscapes and the sustainability challenges they 16 / 26 are facing. In accordance with the European Landscape Convention this includes outstanding as well as every day or degraded landscapes in urban, peri-urban, and rural environments. The LE:NOTRE Landscape Forum is a place for interdisciplinary and multistakeholder exchange on NBS, where European students and faculties meet with city administrators, planners, architects, landscape architects, NGOs (non-governmental organisations) as well as other stakeholders. The first Landscape Forum was held in Antalya, Turkey, in 2011. The event has continued on a yearly basis since then, moving across various European locations. In 2015, the Student Competition was introduced to make the Landscape Forum more inclusive and relevant for the international community. Since then, the outcomes of the Student Competition have greatly enhanced the quality and innovation potential of the Forum as a whole. The 2021 International Student Competition, as part of the 10th Landscape Forum of the LE:NOTRE Institute, was launched in October 2020, and was organised by the Faculty of Architecture and Design at the Academy of Fine Arts in Gdańsk, in cooperation with Gdańsk Urban Development Association. The results of the Student Competition were announced through a virtual kick-off event in April this year 2021 (https://forum.ln-institute.org/lenotreinternational-student-competition-2021/), with the active participation of the students, faculties, the City of Gdańsk administrators, practitioners and various stakeholders, as well as IFLA Europe (European Association of Landscape Architects) (Fig. 1I and Fig. 3). 17 / 26 Fig. 3 Examples of winning entry in LE:NOTRE Landscape Forum student competition, related to environmental education through application of NBS concept (International Master in Landscape Architecture students from Weihenstephan-Triesdorf University of Applied Sciences and Nürtingen-Geislingen University, Germany) 18 / 26 3.2 Professionals 3.2.1 Courses of ANCV-Portuguese National Association of Green Roofs, Portugal The NGOs or associative movements that are engaged with green infrastructure (GI) and NBS can act at different levels towards its promotion and dissemination. They often play the role to set collaboration between stakeholders and other interested parties. Besides that, they are crucial to enhance circularity in cities with NBS, providing awareness and technical knowledge through courses and short hands-on approach events [21]. As an example, is presented the case study of the Portuguese National Association of GR (ANCV, Associação Nacional de Coberturas Verdes) (https://www.greenroofs.pt). This NGO, intents to promote NBS in cities, especially GR and GW leveraging their importance and contributions to promote the creation of healthy, sustainable, biodiverse and resilient urban territories. Technical and advanced courses have been delivered in collaboration with professional orders (Ordem dos Arquitetos and Ordem do Engenheiros da região Norte), and intermunicipal communities as representative of several counties. Collaboration is also been set with schools, at the basic and secondary level, and also at the higher education level (e.g., Universities, Polytechnics), to deliver short courses or talks on the subject (Fig. 1J). A strategy of dissemination and environmental education is needed to show the population, and the different groups of professionals related to the theme, the diverse and significant benefits that they offer. A key point is the literacy concerning the GR that should be escalated from the pre-school to higher educational levels, whereas technical knowledge should be assured for widespread of the technology. The role of the GR associations is very important to set a voice connecting companies, policy-makers, academics, schools and citizens. 3.2.2 The Official College of Agricultural Engineers of Andalusia, Spain The Official College of Agricultural Engineers of Andalusia (Colegio Oficial de Ingenieros Agrónomos de Andalucía, COIAA) – founded in 1953 –, is a Public Law Corporation which represents the Agricultural Engineering in Andalusia (Southern Spain), providing social guarantee and services for the profession. Training courses is one of the COIAA services aimed at updating or improving certified competences, knowledge and skills – appropriate to current technologies and regulations – among its professionals and practitioners (see Fig. 1K for details). The planning and management of training actions is entrusted to the Andalusian Foundation of Agricultural Engineers (Fundación Andaluza de Ingenieros Agrónomos). Several categories are distinguished in its wide training offer, among them: food quality and safety, and environment and renewable energies; being in the latter where the course on VGS and GR is categorized. Those interested in the urban greening course belong to the areas of knowledge in the field of NBS (landscaping and GI); and intended to develop their career as engineers, environmental consultants and technicians. The training course program and learning activities, with the following main educational contents, are classified as: • Urban greening: urban sustainability and benefits of urban GI. • Built urban environment: green buildings (VGS and GR). • Project design and implementation: technical aspects and planning. • Irrigation and drainage systems: use of rainwater and greywater. • Maintenance: plant protection, lighting, advanced control systems and equipment. • Technical visits (i.e., VGS and GR implemented in the city of Seville). 19 / 26 3.2.3 Demonstration Centre on Green Technologies in Ajdovščina, Slovenia The demonstration centre of green technologies (Fig. 1L) is located at the premises of the central wastewater treatment plant (WWTP) in the small town of Ajdovščina. In the framework of national research projects by the University of Ljubljana various pilot systems of NBS have been set up at first only for research purposes. Two stage constructed wetland (VF-HF), highrate algae pond, evapotranspirative willow system and lysimeter field are demonstrating robust and sustainable treatment of municipal wastewater, production of safe and valuable side products (woody and algae biomass) and reuse of reclaimed water for vegetable fertigation in lysimeter field. The initial goal of the site that covers 1000 m2 was to research, develop, optimize, and demonstrate NBS technologies, their products and impact on agriculture [22,23]. After initial research activities to overcome technological barriers, the site was promoted for educational activities. First, field excursions and master thesis for students of different preand post-graduation environmental studies were carried out, followed by international summers schools. Later, the operator of the WWTP recognised the value of the centre to demonstrate the possibilities of NBS for decentralized wastewater treatment in small rural communities. Visits of decision makers and end users from different municipalities have been organised to present treatment wetland and banish doubts on its performance. Recently, the centre was presented to farmers which increased interest in use of reclaimed water. Currently the centre is still closed for public, so only pre-announced visits are possible with an expert guide from the University of Ljubljana or water utility company. The plan is to turn the site from research focused centre into an open demonstration and educational centre where different target groups can learn about sustainable approaches in wastewater management and principles of closing the nutrient and water cycles. The centre will be refurbished into an attractive site for visitors with suitable infrastructure for outdoor learning courses (information boards, banks, outdoor classroom). The site would also be freely accessible and connected to local cycling route across the valley as one of the spots of interest. 3.3 General Public 3.3.1 MUGLI – a Mobile Exhibition Space, Austria MUGLI (Fig. 1M) – the acronym stands for Mobile Urban Green Living Innovative – is the mobile exhibition space of Grünstattgrau, which is the Austrian competence centre and central coordination unit for the future of urban green environment, and innovations and ideas for green cities. The network comprises about 380 partners from the field. Since 2018, MUGLI tours through Austria (e.g., Vienna, Linz, Feldkirch, Klagenfurt) specifically for activities related to knowledge, participation management and economic and social cooperation regarding GI and NBS on buildings. MUGLI allows a first-hand experience of greening buildings and provides information and knowledge to a broad range of people. It is also a modular experimental space for existing and new technologies of the network partners. MUGLI shows different systems for the greening of roofs and both external and internal VGS. Visitors are informed by means of a guided exhibition. Through this interactive tour you will find out which different vegetation systems are possible, how different technologies work and which technology is behind them. In addition, monitoring data on the areas are used to generate measurement data for the individual systems. Through the periscope you can explore the GR with the wild bee hotel and the photovoltaic system. How nature can be combined with architecture shows MUGLI with the exhibition of beneficial devices such as nesting aids for swifts and wild bees. MUGLI aims to raise awareness and highlight the role of GI in cities to improve the quality of urban living [24]. 20 / 26 3.3.2 Animation Video, COST Action Circular City To promote its ideas, the COST Action Circular City (https://circular-city.eu/) developed an animation video (Fig. 1N) with English speaker voice. With the video, a positive scenario of the future using NBS in cities is shown. It is explained, how cities by using NBS can become green, beautiful, CO2 neutral and resilient. In the video, solutions on all levels are shown: • Green building materials, including bio composites with plant-based aggregates; • Green building systems, employed for the greening of buildings by incorporating vegetation in their envelope; and • Green building sites, emphasizing the value of vegetated open spaces and watersensitive urban design. On the building level, the video showcases the use of plants and NBS building materials, the important role of NBS in water purification and retention as well as how buildings can be transformed as producing cell of the city. In public spaces such as parks and roads, NBS are utilised for storm water management and for prevention of urban heat islands. The video is available at the COST Action’s YouTube® channel (https://www.youtube.com/channel/UCofffnNso64Ck1limndfvTw). Besides the English speaker, the function to implement subtitles has been used to guarantee that general public can more easily understand the message of the video. Thus, the English subtitles have been translated by members of the COST Action Circular City into 34 languages. These include all national languages of the 39 COST countries, some regional languages in the COST countries (e.g., Catalan (Spain)) as well as other languages (e.g., Arabic, Chinese). 3.3.3 The social project ‘Edible Sant Narcis Neighbourhood’, Spain The social project ‘Edible Sant Narcis Neighbourhood’ started at the end of 2019. The project seeks to co-create and implement NBS, such as a community gardens, rainwater harvesting and GW, for closing the water and nutrients cycles and enhancing social engagement and awareness regarding a green and just transition (Fig. 1O). Inside the community garden itself, an innovative design concept for GW will be built, which puts together CE principles and NBS for treatment and reuse of greywater for urban agriculture at urban scale: the ‘WETWALL’ [25]. The co-creation process employs a participatory planning methodology, including from the onset municipality representatives and local stakeholders. The long-term expectations are to transform this neighbourhood into an example to be followed in terms of participative creation and implementation of circular NBS. Moreover, in a near future, the project is expected to include experimental sessions with secondary, graduate and postgraduate students of the University of Girona in order to transfer technical knowledge on design and implementations of GW and community gardens, raise awareness concerning its relevance for climate change mitigation and collect feedback regarding constraints and enablers for the uptake of such NBS. 4 ONLINE PLATFORMS FOR KNOWLEDGE SHARING The current demand of civic society, public, private and research organisations for more sustainable and resilient cities along with limited knowledge sharing on NBS technical and 21 / 26 practical advancements has led to the rise of online platforms to facilitate the knowledge exchange for a proper mainstreaming of NBS in cities. Therefore, in the past 5 years, a great variety of online platforms including diverse format do knowledge sharing such as catalogues, databases, interactive forums, and networking spaces and have been developed under the scope of European research and innovation programmes to support knowledge exchange on operation and maintenance of NBS. Some examples of available online platforms for knowledge sharing can be seen in Table 3. Table 3 Examples of online Platforms for Knowledge Sharing Urban Nature Atlas / NATURVATION (H2020): The Urban Nature Atlas is a collection of more than 1000 inspiring NBS from European cities and beyond. It offers the option of browsing NBS per location, type of NBS (e.g., external building green, allotments and community gardens), focus (e.g., creation of new green areas, protection for natural ecosystems), initiating organization (NGOs, private foundation) and key-challenges addressed (based on Eklipse framework [3] and Sustainable Development Goals (SDGs); e.g. cultural heritage, water management). NBS catalogue explorer / NATURE4CITIES (H2020): The NBS catalogue explorer showcase more than 50 typologies of NBS classified as strategies (urban planning, protection and conservation), actions (monitoring, waste management, urban green spaces management) and physical projects (buildings, water, on the ground). The NBS are linked to potential urban challenges to be adressed (adapted from Eklipse framework [3]. Additionally, the tool offers information such as a brief description, potential co-benefits to be delivered, implementation scale and gives the possibility of downloading a comprehensive factsheet. Connecting Nature Enterprise Platform / (H2020): The Connecting Nature Enterprise platform is an online marketplace that aims to connect a wide range of NBS enterprises and organizations (e.g. individuals, enterprises, city councils, private developers, researchers, policy makers) in order to facilitate the knowledge sharing on design, management and monitoring of NBS as well as the diffusion of products/services for the planning, delivery and/or stewardship of NBS, either for economic or non-economic purposes. Therefore, the platform connects suppliers of nature with buyers of nature, nature-based enterprises with financing, innovators with those seeking inspiration, policy-makers with practitioners. 22 / 26 Interactive catalogue / EdiCitNet (H2020): The interactive catalogue aims to consolidate information about worldwide edible NBS (eNBS) while promoting knowledge sharing, networking, and learning among people involved or willing to get involved with these initiatives. It delivers a comphensive collection of more than 300 eNBS, in which user can get inspiration and interact with. It allows user to explore eNBS per type of products and activities offered, initial budget required, type of advertisement and funding. Aditionally, user can access the profile of eNBS to get more detailed information such as a brief description, products, activities and visual graphs of ECS performance in terms of urban challenges and ecosystem services provided. As an added value, unlike other catalogs, the interactive catalogue facilitates the creation of networks. The tool offers a set of interactive functions that make it a true social network for users. Users can leave comments and questions or follow profiles to receive updates on events and news. Tools for co-creation / UNALAB (H2020): It is a comprehensive catalogue showcasing diverse tools to support procceses for co-creation of NBS. The tools are organized according to the purposes of the co-creation process and offesrs a variety of methods, games, templates, workshops for indentification of suitable NBS in line with end-user needs and goals, generate innovative solutions through unleashing creativity and discovering valuable insights, designing action plans to achieve long-term aims, testing and validation of implemented solutions and evaluate public reaction to a solution. OPPLA: Oppla is an open platform which works as the EU Repository of NBS. It aims to promote the consolidation and creation of knowledge on NBS to better manage the environment. It is designed to support knowledge sharing across a wide range of endusers (e.g. scientistis, policy makers; public, private and voluntary sectors; as well as individuals). Therefore to offer a great variety of services and tools such as Marketplace and case of studies, where the latest thinking on natural capital, ecosystem services and NBS is brought together and Ask Oppla is crowd-sourced enquiry service designed to support knowledge exchange between users concerning topics related to NBS. The online platforms presented in Table 3 are only a small piece of what has been done in terms of online tools for knowledge sharing on NBS. Out of 70 NBS tools reviewed under the scope of The ACTionNBS project, approximately 50% were informative and provide 23 / 26 guidance through knowledge sharing mechanisms (catalogues, databases, handbooks etc) [26]. Considering the novelty and worldwide relevance of the NBS topic, such rise number of online platforms and tools are understandable. Hence, nowadays is not a question of developing/enhancing knowledge sharing platform but to promote the integration and communication between such platforms to facilitate public access avoid segregation of endusers and thus favours long-term and suitable knowledge sharing across NBS community. Moreover, existing tools provide limited guidance concerning resources needed and their management in the sense of resources recovery. Therefore, if NBS are to be implemented as a solution to foment a sustainable resources management in cities then the tools require strictly cross-disciplinary approach and thus they must integrate data related to the performance of NBS in terms of water, food, energy, and waste management. 5 CONCLUSIONS Educational activities through NBS – for which selected examples have been described in this chapter – aim to increase environmental citizenship by identifying specific target groups and reaching out to them (1) the core idea of NBS and (2) the benefits of closed loops using NBS. As different as the target groups are, as different is the approach to them and the teaching content to be imparted. In formal higher education, existing activities cover ex-cathedra lectures, seminars and excursions, to pilot NBS for students of different graduate and post-graduate programmes. This can be upgraded by the inclusion of invited lectures from practitioners and other disciplines, round tables with businesses and farmers, workshops, hands-on exercises at demo sites, and pilot plants. The aim is to unify, consolidate and upgrade the content regarding closing the water and nutrient cycles, by enriching the existing programmes, or proposing new elective courses. The format of teaching may be improved by: • Diversifying the existing courses with invited lectures and round tables involving lectures from other faculties and practitioners. • Including more practical work and hands-on trainings at NBS pilot plants, and elsewhere. • Proposing a special set of elective courses on this topic at different faculties. • Enhancing the interdisciplinarity aspects though integration, i.e., combining a set of on-terrain exchange of knowledge, and experiences from a diverse field of sciences that deal with water management (social, environmental, spatial, biology, health, food production etc.). • Summer schools on closed cycles management. Additionally, education on NBS and circularity in cities needs to reach out of formal education by developing new curricula and educational activities. Depending on the desired outcome, content and methods must be adapted to target groups with very different requirements, such as children, alumni groups for lifelong learning, members of different chambers (e.g. chambers of Engineers, Agriculture and Forestry, and Architects), farmer associations and urban farmers, vocational trainings at secondary schools, employees at the municipalities, SMEs, and other stakeholders that are identified in a city, as well as the general public. It is important that students of building professions – landscape architects, architects and engineers – exchange experience and co-learn how the integration of NBS into architectural and urban design can help create more sustainable and circular urban settings, for the benefit of people and the environment. 24 / 26 Acknowledgements The work was carried out within the COST Action CA17133 Circular City (‘Implementing nature-based solutions for creating a resourceful circular city’, https://www.circular-city.eu, duration 22 Oct 2018 - 21 Oct 2022). COST Actions are funded within the EU Horizon Programmes. The authors are grateful for the support. The authors acknowledge all organisations that were funding the educational activities described. Detailed information on funding of a specific activities can be found in the respective references. Additionally, we thank Ms. Kulla from FEZ-Berlin and Ms. Baganz from IGB Berlin for their insights. 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