What would change if students were not only taught about sustainability, but also given the opportunity to redesign the way we currently live? The Innovation Labs developed within the ET CASE project explore this question by bringing circular economy education into a practical learning environment. Using design thinking, students identify environmental challenges, develop their own ideas and explore how these could be applied to everyday life. From sustainability games to zero-waste challenges and awareness campaigns, the activities encourage them to question familiar habits and consider alternatives. The workshops combine theoretical input with collaborative work, experimentation and reflection.
From Awareness to Action
Almost every student is aware that too much is produced and thrown away, that resources are limited, and that the way our economy works has consequences. In theory, this is easy to present. One slide showing a mountain of discarded clothes or a beach covered in waste. An alarmingly high number next to it, putting the scale of the problem into perspective. For some students, this leaves a lasting impression. Others may leave the classroom with little idea of what they can do differently. There is a gap between awareness and action. Discussions about more sustainable ways of living and producing cannot end with a picture. It is an important first step, but what happens when students are invited to develop their own ideas for doing things differently?
We explored this question during the Innovation Labs, which are part of the ETCASE project. They give students the opportunity to approach circular economy challenges not only as topics to learn about, but also as problems they can actively engage with and develop solutions for themselves. The idea is to create a learning environment in which students can experiment, work together and explore alternatives to familiar ways of doing things. Rather than focusing exclusively on what needs to change, the labs encourage participants to consider how change might happen and what role they could play in it. This involves creativity and problem-solving, but also the willingness to question initial ideas and look at a challenge from different perspectives.
Understanding the Circular Economy Before Rethinking It
Before students can develop their own solutions, they need to understand the system they are working within. The Innovation Labs therefore begin with theoretical input on the circular economy and its principles.
A useful starting point is the linear economic model, often described as Take–Make–Use–Waste. Resources are extracted, products are manufactured and used, and eventually they become waste. The circular economy challenges this model by asking how products and materials can remain in use for as long as possible. Instead of treating waste as an inevitable end point, it explores opportunities to prevent waste, repair products, reuse materials and retain their value.
But what do these principles actually look like? The Butterfly Diagram helps students visualise the different biological and technical cycles of a circular economy. Videos showing the life cycle of a T-shirt make the environmental consequences of clothing production more tangible, from resource consumption to the release of microplastics from synthetic textiles.
These examples provide a foundation for the practical part of the workshop. They show that circularity is not a single solution that can be applied in the same way everywhere. Its implementation depends on the products, materials, people and systems involved. This leaves room for students to ask their own questions and consider where they see opportunities for change.
Think Outside the Box
The human mind produces an astonishing number of thoughts every day. Not every thought turns into an idea, and not every idea becomes a groundbreaking project. Still, the flow of ideas never really stops. So why should we be so quick to stop it ourselves? We are used to thinking in categories. We distinguish between what is realistic and what is not, what makes sense and what seems absurd, what has potential and what is probably a waste of time. These distinctions help us make decisions, but they can also limit what we consider possible. An idea that sounds unrealistic at first might contain the beginning of something worth exploring. If we dismiss it too early, we may never find out.
This is particularly relevant when it comes to sustainability. Many of the challenges we face today require us to rethink established ways of producing, consuming and using resources. Simply doing things a little differently may not always be enough. Sometimes, we need to question the assumptions behind the way things are done in the first place.
This is where design thinking comes into play. Students begin by identifying a challenge and considering the needs of the people involved. They then brainstorm possible approaches, discuss their feasibility and develop selected ideas further. Depending on the task, this can involve creating a game, designing an awareness campaign or developing a concept for a zero-waste challenge. The results are presented or tested, allowing students to reflect on what works and what might need to be reconsidered. It is important to always highlight that not every idea will work, and that is part of the process. The point is not to get everything right from the beginning, but to give ideas the chance to become something more.
What Can We Learn From the Process?
The Innovation Labs do not end with the presentation of the students’ ideas. Following the workshop, students and teachers reflect on the results and the process itself. Were the objectives achieved? Was the theoretical input understandable? These questions help evaluate whether the workshop provides the right conditions for learning. Even a promising activity can become difficult if the instructions are unclear or the available time is insufficient. Similarly, too much guidance can leave little room for students to explore their own approaches. Reflection makes it possible to identify such challenges and consider how the format could be improved.
One of the most important outcomes of the Innovation Lab is what happens when students begin to see themselves not only as those who learn about change, but as those who can help shape it. A circular economy requires new ways of thinking, but also people who are willing to question what already exists and explore what could take its place. Not every idea will change the world, and not every workshop will produce a solution ready to be implemented. But every idea that is given the chance to develop opens up another possibility. And sometimes, change begins precisely where we stop asking why something will not work and start wondering what would happen if it did.
