The shift from Sustainable Development Goals (SDGs) to Regenerative Design at Green School Bali is a bold step toward a future where learning moves beyond sustainability and into thriving ecosystems. It challenges us to rethink how we measure impact—not just reducing harm, but actively restoring and regenerating. At Centre for Global Citizenship Studies (CGCS), we resonate deeply with this approach. Our work in global citizenship education emphasizes not only responsible engagement but also culturally humble, community-driven action. Whether in volunteering, study abroad, or international education, we encourage students and institutions to see themselves as part of a wider, interconnected system—one that values reciprocity over extraction. Green School’s BiRD Lab projects, from biomimicry-driven design to decentralized governance inspired by nature, mirror what we aim to foster: education that doesn’t just inform, but transforms. Imagine a future where study abroad programs and international service learning aren’t just about ‘helping,’ but about co-creating regenerative solutions with local communities. What could this shift mean for global education, service learning, and university partnerships? How might we integrate regenerative principles into international experiential learning? Excited to hear thoughts from those working at the intersection of education, sustainability, and global engagement. Let’s explore how we can bring this regenerative approach into the spaces we work in. #RegenerativeEducation #GlobalCitizenship #Sustainability #ExperientialLearning #StudyAbroad #VolunteerAbroad #CGCS
Head of Upper School, Green School Bali | Co-creating stories of learning that world a thriving planet | Provocateur, Learning Dialogist, Advisor, Writer, Podcaster
At Green School Bali, we will no longer use the SDGs to guide our learning experiences. Instead, we are moving fully toward regenerative design. Regenerative Design is an approach to learning&doing that asks: 🎋in what multiple ways will our decisions affect each member of the community (human, other-than-human, future generations)? 🎋what are the “true costs” of these decisions? (and) 🎋 how might we co-create conditions in which all life might thrive? 🎋 how might we learn from the process of abundance that is Nature? The BiRD (Biomimicry for Regenerative Design) approach and the physical lab that will soon open are spaces and places to explore these questions throughout our learning&doing. Learning&doing as unashamedly (proudly even!) values-driven experience in the service of life. Why move beyond the SDGs? Regenerative Design goes beyond compartmentalization and resource-based thinking. It de-centers the human perspective, recognizing that thriving communities include all earthlings and their ecosystems. At Green School, Regenerative Design is not an add-on, it guides how we learn&do. Projects in the BiRD Lab might include: 🌴Designing protective gear based on the form, function, process of coconuts 🌴 Organizing student governance to function like mycorrhizal networks (decentralized, adaptive, and interconnected) 🌴 Building a smoke tower that filters air, made from locally sourced organic materials that are durable, functional, and compostable This is a radical shift for radical times. This is about projects whose richness and quality are measured by how they co-create the conditions for a thriving community. This is about learning&doing that is only limited by our imaginations. (Loving working with Andy Middleton, Denise DeLuca, Dr Kevin House, FCCT, FRSA , Bronwen Main, Frank Burridge ARBV FRSA, Charlotte Hankin, Ryan Murphy and more on this.) Coconut Thinking Jan Dijkstra Daniel Christian Wahl Philipa Duthie Giles Hutchins Dan Burgess Daniel KinzerNoah Sobe Peter Sutoris Nate Hagens Education in Motion d'Arcy Lunn