Regenerative Education Development and Design: Exploring a Regenerative Socio-Ecological Systems Framework

Abstract

The worldview of separation has been identified as a significant contributor to current complex and converging social, ecological, and economic issues. In response, the field of sustainability education emerged as a means of cultivating changes in worldviews toward holistic and interconnected ways of knowing and being. This research study aimed to develop strategies for educational program designs that move beyond sustainability through place-informed regenerative education. The framework that surfaced from this study is referred to as the Regenerative Socio-ecological Systems Framework. This approach revealed the needs and opportunities within various scales of Durango, Colorado’s socio-ecological system that could inform a regenerative education program design. Data for the study were collected from program designers, bioregional observations, key informant focus groups, and young adult interviews. Eight multiscale themes emerged from the data which aligned with eight regenerative development and design principles. Findings from the research study are presented as a set of recommendations for a regenerative education program specific to Durango, Colorado for young adults. Suggestions for future research include adapting the Regenerative Socio-ecological Systems Framework to a wide range of socio-ecological studies, various types of data collection, and the implementation of different regenerative projects. Further research recommendations also include extending the Regenerative Socio-ecological Systems Framework using regenerative systems indicators, as well as incorporating aspects of network mapping and network weaving into regenerative development and design socio-ecological research.