While substantial efforts have been made to identify and address issues of environmental justice in urban areas, the question of how to consider and plan for the concerns of humans and other species remains a major challenge. This paper provides a conceptualisation of what 'justice' might mean from a multispecies justice (MSJ) perspective within the contexts of nature-based solutions (NBS) and urban sustainability planning. We offer a wider conceptualisation of representation, distribution and agency compared with dominant framings in NBS scholarship and provide exemplar cases on how to integrate these concepts in planning discourse. We critically discuss some of the challenges and opportunities of considering MSJ when confronted by established procedures and practices in NBS science and decision-making, focusing on (i) moving beyond existing standards for biodiversity conservation; (ii) embracing MSJ as a process and practice; and (iii) building the capacity of NBS planners to work with MSJ.

Multispecies sustainability and justice can serve as narratives to support and transform nature conservation. Using discourse analysis, we study whether and how three major stakeholders engaged with such narratives to address the representation and agency of swifts (Apus apus). We focus on a debate on mandating ‘swift bricks’ to mitigate the loss of their nesting sites in the UK. Representation refers to acknowledging and articulating the diversity of human and swift interests. Agency refers to recognising and positioning nonhuman actors as subjects of justice. The activist-conservationist gave an imaginary voice to swifts and thus attempted to focus public attention on what these birds demand. The policymakers did not relate to realities other than human and remained impervious to nonhuman rights. We suggest creatively addressing the multispecies perspective in the standard political debates on infrastructural improvements and biodiversity net gain by rethinking the role of built infrastructures for nature conservation and restoration. (Figure presented.)

Adaptation to climate change is a social-ecological process: it is not solely a result of natural processes or human decisions but emerges from multiple relations within social systems, within ecological systems and between them. We propose a novel analytical framework to evaluate social-ecological relations in nature-based adaptation, encompassing social (people-people), ecological (nature-nature) and social-ecological (people-nature) relations. Applying this framework to 25 case studies, we analyse the associations among these relations and identify archetypes of social-ecological adaptation. Our findings revealed that adaptation actions with more people-nature relations mobilize more social and ecological relations. We identified four archetypes, with distinct modes of adaptation along a gradient of people-nature interaction scores, summarized as: (i) nature control; (ii) biodiversity-based; (iii) ecosystem services-based; and (iv) integrated approaches. This study contributes to a nuanced understanding of nature-based adaptation, highlighting the importance of integrating diverse relations across social and ecological systems. Our findings offer valuable insights for informing the design and implementation of adaptation strategies and policies. This article is part of the discussion meeting issue 'Bending the curve towards nature recovery: building on Georgina Mace's legacy for a biodiverse future'.

There is now widespread recognition of the need for inter/transdisciplinary (I/TD) approaches to solving global problems like climate change and biodiversity. Yet methods for successfully integrating knowledge across disciplines, and between research and practice, are in need of further development, particularly approaches that can ameliorate epistemological and ontological divides. Here we propose a framework for good listening as a ‘weak method’ that can provide guidance and structure to I/TD collaborations, but does not assume the form and goals a given collaboration will take. Synthesising the results of a scoping, interdisciplinary literature review, we highlight four key components of listening—receiving, processing, interpretation, and feedback/response—and provide a set of normative values regarding ‘good listening’ for each. Our goal is to provide a framework that is grounded in detailed scholarly discussions of listening politics and practice, but that is specifically formulated in response to the needs and concerns of I/TD researchers. We then apply our framework to four commonly encountered challenges in sustainability science, drawing on our collective experience in the field to explore how good listening can aid I/TD collaboration in regards to inclusion, group dynamics, format and pace. In doing so, we hope to inspire those working in sustainability science to approach I/TD collaboration in a new way and provide a tool for facilitating caring and transformational approaches to solving the world’s most pressing sustainability crises.

Extreme weather events are on the rise, increasingly impacting cities and their urban populations. In response, urban greening and nature-based solutions (NbS) have emerged as key approaches for reducing risks from multiple types of extreme climate and weather events while making a positive impact on urban social and environmental inequities. NbS interventions are high on urban agendas worldwide, but in practice, they often are hyper-local and contain novel ecological entities, with unknown capacity to deal with different pressures and disturbances. Thus, there is an urgent need to build knowledge around how, when, and under what circumstances different NbS can be expected to perform their functions as intended. One step towards building, and then constantly updating, such knowledge is to establish practices for monitoring and evaluating NbS.

In this study, we showcase a novel approach based on wireless sensor technology that harnesses hyperlocal data in real time to understand the direct impact of NbS on the local climate across seasonal variation and under extreme weather conditions. We aimed to quantify to what extent NbS are contributing to ecosystem services such as cooling.

To answer this, we installed eighteen microsensor weather stations across the biggest and most recent sustainable urban development in Sweden - Stockholm Royal Seaport. We investigated five distinct types of NbS - forest parks, green courtyards, rain gardens, green roofs, and lawns, during the summer of 2021 to examine whether real-time temperature changes varied between NbS site types. Despite large differences in vegetation and urban landscape, we did not observe a clear trend in air temperature differences between sites, even for experimental reference sites. Our analysis reveals that forest parks are the coolest and the green roofs are the warmest green places overall. The largest differences in daytime temperatures reached up to 2 °C difference between sites in summer, which gradually disappeared during cooler months. Our results suggest that regional weather dynamics dominate over the Stockholm Royal Seaport's micro-climate, leading to a relative similarity in NbS cooling performances. Though the district overall may be too homogeneous to affect air temperature variation and local NbS too small to alter the regional weather patterns, we nonetheless conclude that ecosystem services of NbS should not be taken for granted. Results suggest that NbS interventions, almost regardless of type, need to be considered and implemented at larger district scales to add up to the substantial total green cover needed to impact local and regional temperatures.

Education for sustainability is widely recognised as a critical pathway for driving the transformations needed to address today’s polycrisis. Despite growing theoretical and conceptual advancements in sustainability education, current approaches have not achieved the deep systemic changes required. While university networks and individual institutions increasingly integrate sustainability into their education, concerns persist that transformative learning agendas often remain superficial. In particular, they frequently fail to equip learners with the emotional resilience and skills necessary to engage effectively with complex global challenges, as well as educators with the pedagogical framework to facilitate such learning. This article emphasises the need to advance transformative learning in sustainability science and practice in higher education by addressing the inner dimensions of sustainability: our individual and collective values, beliefs, worldviews, and associated transformative qualities and capacities. This means targeting deep leverage points and meaningful change by supporting more relational approaches, including an integrated inner–outer change in being, thinking, and acting. We provide seven operational principles for supporting the inner–outer transformation towards sustainability in learning and teaching sustainability science and practice, especially in geography and related fields. These principles highlight the importance of nurturing five clusters of transformative qualities and capacities—awareness, connection, insight, purpose, and agency—guided by relational approaches required to support profound and integrative learning experiences. We provide concrete examples of how to implement these principles. The proposed principles aim to inspire educators and learners to deeply engage with sustainability challenges to contribute to transformative change across individual, collective, and system levels.

The design and implementation of nature-based solutions (NBS) in cities are often limited by an anthropocentric approach that prioritizes utilitarian goals instead of the diverse needs and abilities of multiple species that would support ecological flourishing. This paper starts from the premise that multispecies justice (MSJ) thinking provides a needed biocentric approach to NBS, and explores how a Capability Approach (CA) can be a bridge to integrate MSJ into urban NBS. The premise was tested through an embodied methodology used to design and deliver multi-city workshops in urban novel ecologies; settings often described as abandoned and hosting novel ecosystems. This research improved the understanding of participant’s awareness and knowledge of more-than-human agencies in shaping space and time, and in identifying social and environmental vulnerabilities and opportunities that can foster or hinder multispecies flourishing. We conclude by exploring how the CA can bridge NBS and MSJ and argue for the potential of marginal, less-valued novel ecologies as important elements of socially and biodiversity-rich urban futures.

Identifying research gaps and priorities is paramount to advance sustainability science and contribute to a sustainable future. This editorial contributes to this effort by contemplating the sustainability science research agenda and aligning it with recent changes in global dynamics. Drawing on consultations with the editorial board members of the Sustainability Science journal and a review of relevant literature, we identified 12 key research topics. These topics are interpreted within a strategic framework encompassing three key themes: (1) goals that drive sustainability science, (2) approaches to attain these goals, and (3) tools to advance sustainability science research. In so doing, this editorial emphasizes a sustainable development agenda extending beyond 2030, fostering equity and justice, and tackling issues related to power dynamics and geopolitical conflicts. It underscores the significance of research approaches to attaining sustainability goals, in particular, theorizing, co-production of knowledge and action, attaining clarity in conceptual descriptions, and developing systems-oriented analytical frameworks. Additionally, it highlights the value of place-based approaches, learning from significant systemic shocks, and nurturing inner transformations. It also underlines the need to explore emerging technologies and data-intensive methodologies as a tool to address sustainability concerns. The systematic contemplation of the sustainability science research agenda presented in this editorial piece aims to invoke further discussion among researchers and practitioners about a fresh and relevant agenda that promotes the sustainable integration of nature and society.

1. Learning, and how we learn, is integral for the governance of complex social-ecological systems. With the growing interest in knowledge co-production comes a need to further study how to better enable learning between different actors engaged in dialogue-based processes.
2. We use an empirical case of a workshop series centred on collaborative water and landscape governance on Öland, Sweden, to explore how a process partly designed for relating to others supported participating actors in their learning. Based on an analysis of reflection exercises and semi-structured interviews conducted with all 17 actors, we assessed learning outcomes using competencies in sustainability as the analytical lens. Competencies in sustainability allowed us to investigate how and why actors developed individual changes in perception and built and strengthened the skills and attitudes needed to deal with complex challenges in practice.
3. We provide empirical evidence that relational learning takes place in knowledge co-production processes and supports actors in competency development. The detailed accounts of changed understandings of the problem, pathways forward and especially other actors show that relational learning plays a key role in addressing misunderstandings and conflicts of interest, which could make collaborative governance arrangements more feasible. We found that a mix of discussion and interaction formats and activities specifically designed for relational learning create opportunities for engaging with plural understandings, perspectives, interests, norms and values. Hereby, actors need to draw on active listening, compassionate communication, collaborative and critical self-reflection skills as well as positive attitudes towards plurality. Different assessment approaches embedded in a process provide time for reflection and revisiting the learning.
4. We argue that designing for, supporting and tracing relational learning in knowledge co-production leverages dialogue-based processes as a suitable tool for nurturing collective action for addressing sustainability challenges in complex social-ecological systems.

Peri-urban landscapes are the meeting point of a wide range of human activities, power dynamics, and social-ecological processes in the Anthropocene. Multiple interests, as well as differences in governance regimes and decision-making processes increase the complexity of peri‑urban landscapes. With this complexity as a background, we place our focus on the interactions between two highly desirable human activities in peri‑urban landscapes: outdoor recreation and biodiversity conservation. The multifunctional role peri‑urban landscapes can fulfill to respond to biodiversity conservation and outdoor recreation goals has the capacity to minimize the potential clash between these two functions. Despite this, little attention has been paid to the realization of multifunctionality in peri‑urban landscapes when addressing the recreation-conservation nexus. In this Perspective, we provide a foundation for further inter-disciplinary explorations in this area by identifying knowledge gaps and priorities for future research on the recreation-conservation nexus in peri‑urban landscapes with particular emphasis on the “spatial” dimension.