Table 1. Six SoL enablers Component... | Emerald Publishing

Table 1.

Six SoL enablers

Component	Enabler	Description
People	▶ Capacities of university and societal stakeholders	This is about engaging well-equipped university staff and societal stakeholders and, when appropriate, developing their capabilities through capacity building activities (Di Giulio and Defila, 2017)
Pedagogies	▶ Emancipatory pedagogy	This is about generating space for reflexivity and choices, both freely made and self- or group-determined, with the intent to empower students to shape the direction of their collaborative work in the midst of challenges (Wals and Jickling, 2002)
	▶ Instructional pedagogy	This is about transferring course procedures, standards and knowledge to students, with the intent to support students’ collaborative work in a specific pre-established direction (Wals and Jickling, 2002)
Structures	▶ Brokering arrangements	This is about ensuring the recruitment of transdisciplinary sustainability-oriented projects, as well as the formation of the team of students and the matching of students’ academic backgrounds to the respective projects (McMillan et al., 2016)
	▶ Course attributes	This is about implementing course materials, activities, assessment, schedule and time arrangements that are aligned with the aim of the course (van den Akker, 2004)
Processes	▶ Students’ learning processes	This is about nurturing relationships of quality, role identities, boundary-crossing, agency and responsiveness, academic consultancy and ethics (Akkerman and Bakker, 2011; Tassone et al., 2018; Burke and Stets, 2009)

Component	Enabler	Description
People	▶ Capacities of university and societal stakeholders	This is about engaging well-equipped university staff and societal stakeholders and, when appropriate, developing their capabilities through capacity building activities (Di Giulio and Defila, 2017)
Pedagogies	▶ Emancipatory pedagogy	This is about generating space for reflexivity and choices, both freely made and self- or group-determined, with the intent to empower students to shape the direction of their collaborative work in the midst of challenges (Wals and Jickling, 2002)
	▶ Instructional pedagogy	This is about transferring course procedures, standards and knowledge to students, with the intent to support students’ collaborative work in a specific pre-established direction (Wals and Jickling, 2002)
Structures	▶ Brokering arrangements	This is about ensuring the recruitment of transdisciplinary sustainability-oriented projects, as well as the formation of the team of students and the matching of students’ academic backgrounds to the respective projects (McMillan et al., 2016)
	▶ Course attributes	This is about implementing course materials, activities, assessment, schedule and time arrangements that are aligned with the aim of the course (van den Akker, 2004)
Processes	▶ Students’ learning processes	This is about nurturing relationships of quality, role identities, boundary-crossing, agency and responsiveness, academic consultancy and ethics (Akkerman and Bakker, 2011; Tassone et al., 2018; Burke and Stets, 2009)