Digital Deconstruction Project – exploring the possibilities of re-designing digital designs for more sustainability

This Innovative Practice Full Paper examines the integration of Professional Scrum Trainings (PST) into an undergraduate class. The PST was integrated into the IT project management course in 2016. The course deals with challenges in IT projects, agile project management, intercultural project teams and IT project controlling. It is held in the Bachelor of Science programs Business Information Systems and Electronic Government, which is provided by the department of business computing at the University of Applied Sciences and Arts -Hochschule Hannover in Germany. We integrate PSTs into the course with the aim to provide the opportunity to our students of a deep dive into the most commonly used agile method Scrum. Also, we collaborated with visiting lecturers from the industry mainly to include practice-relevant problems, challenges, and examples to the students. We prepared, planned, and performed the integration of the PST since 2016 in every term, except the summer term in 2020 due to Covid-19 reasons. This paper presents our approach to integrate PSTs as Scrum seminars into an undergraduate course in higher education. We also analyzed how the students value the integration of PSTs into the IT project management course. Based on our experience and learnings including the quantitative evaluation data, which we conduct regularly, we describe that the students value attending a PST in their studies and benefit from specific experiences related to Scrum in practice. The results include both, classroom and virtual distance teaching during Covid-19. Furthermore, we give three recommendations for other lecturers, which are interested integrating PSTs into their teaching activities. The recommendations refer to the collaboration with professionals from practice, the importance of providing practical relevant knowledge to the students and the possibility of integrating certification providers to the integrated PST. Thus, the paper contributes to an understanding how to integrate agile methods and professional trainings into a higher education context both in the classroom and virtual distance teaching environments.

This Innovative Practice Full Paper presents our learnings of the process to perform a Master of Science class with eduScrum integrating real world problems as projects. We prepared, performed, and evaluated an agile educational concept for the new Master of Science program Digital Transformation organized and provided by the department of business computing at the University of Applied Sciences and Arts - Hochschule Hannover in Germany. The course deals with innovative methodologies of agile project management and is attended by 25 students. We performed the class due the summer term in 2019 and 2020 as a teaching pair. The eduScrum method has been used in different educational contexts, including higher education. During the approach preparation, we decided to use challenges, problems, or questions from the industry. Thus, we acquired four companies and prepared in coordination with them dedicated project descriptions. Each project description was refined in the form of a backlog (list of requirements). We divided the class into four eduScrum teams, one team for each project. The subdivision of the class was done randomly. Since we wanted to integrate realistic projects into industry partners' implementation, we decided to adapt the eduScrum approach. The eduScrum teams were challenged with different projects, e.g., analyzing a dedicated phenomenon in a real project or creating a theoretical model for a company's new project management approach. We present our experiences of the whole process to prepare, perform and evaluate an agile educational approach combined with projects from practice. We found, that the students value the agile method using real world problems. However, the results are mainly based on the summer term 2019, this paper also includes our learnings from virtual distance teaching during the Covid 19 pandemic in summer term 2020. The paper contributes to the distribution of methods for higher education teaching in the classroom and distance learning.

The study aimed to identify the level of interaction anxiety and its relationship to realistic optimism among students of Omar Al-Mukhtar University, as the number of the study population reached (11809) students from ten colleges and the scale was applied to a sample of (200), and the number of males reached (71) the number of females (41) Where the sample was randomly selected from four colleges in the university (College of Arts - Education - Engineering - Sciences) and the interaction anxiety scale was applied numbers (teacher: 2014) and the realistic optimism scale from numbers (Rasheed: 2013), and the validity of the study tool was verified. Validity of consistency, as it became clear that the study tool has high validity coefficients. The validity coefficients for each paragraph of the scale and the total score of the interaction anxiety scale ranged between (0.240 - 0.804), and the correlation coefficients between the scale dimensions and the total score of the scale after giving an opinion (0.119) after stress When speaking (0.782) after shyness and confusion (0.901), the measure of reliability was calculated as a whole by the Cronbach alpha coefficient and reached (0.84), after expressing an opinion (0.90), after tension when speaking (0.93), after shyness and confusion (0.90), the validity of the optimism scale was also verified Realistic where th enjoys A scale with validity coefficients for each paragraph of the scale and the total score of the scale ranged between (0.266 - 0.722). The correlation coefficients between the total score of the scale and the scale dimensions reached the academic dimension (0.879) after the social dimension (0.793) and the personal dimension (0.877). The realistic optimism scale also has high stability coefficients. The reliability coefficients for the overall score of the scale were (0.92) the academic dimension (0.75) the social dimension (0.83) the personal dimension (0.74), and some statistical treatments were used using the SbSS statistical package, which are arithmetic averages, standard deviations, the T-Test, and analysis of variance. one way ANOVA, and the results of the study resulted in the following points: - That the sample members have a high level of interaction anxiety and realistic optimism. There is a statistically significant relationship between the measure of interaction anxiety and realistic optimism. - There are statistically significant differences between the sample members according to gender on the interaction anxiety scale. - There are no statistically significant differences between the sample members according to the gender on the realistic optimism scale. - There are statistically significant differences between the sample members according to the college on the dimension reaction anxiety scale. The second and third are between the College of Education and the College of Arts and Engineering, and the differences were of statistical significance for the degree of the scale in favor of the College of Science and Engineering and the College of Arts. - There are differences of statistical significance between the sample members according to the college on the realistic optimism scale on the second and third dimension in favor of the College of Education, Arts and Engineering.

First International Conference on Health Research, Hannover, Germany

In recent years, the climate crisis that humanity has faced has increased the importance of sustainability discussions, bringing the issue of waste reduction and solutions in textiles and ready-to-wear to the forefront. In the fashion sector, many designers, engineers, and brands, both from within and outside the industry, are developing methods to reduce waste at pre-consumer and/or post-consumer stages. These efforts aim to adopt various innovative approaches for sustainable fashion and environmentally friendly production. Reducing waste generation is a crucial step in minimizing the environmental impact of the clothing industry. Within the scope of this study, existing knowledge on zero-waste fashion design has been compiled and analyzed using the literature review method. Research in this area contributes to the wider adoption of sustainable practices within the fashion sector. Zero-waste fashion design is one of the significant approaches promoting sustainability in the 21st-century fashion industry. This approach prioritizes the prevention of pre-consumer waste generation. Consequently, it emphasizes pattern-based design and the development of methods that minimize waste during the production processes of garments. In the production of designed garments, efforts are made to either generate no waste or minimize textile waste (low waste) as much as possible. For zero-waste fashion design, designers develop various design solutions and methods focused on preventing waste generation during the transformation of the design into the product. These solutions include pattern design ideas such as jigsaw and tesselation, fabric manipulation, and minimal cutting approaches. Additionally, these solutions are diversified by integrating technologies such as 3D modeling and digital prototyping that optimize design processes. This study aims to examine design approaches developed for pre-consumer zero-waste fashion design and present alternative production methods to the traditional fashion industry. In this context, the study aims to contribute to the literature by compiling innovative approaches that take into account pattern-making, material selection, technology, and interdisciplinary perspectives in sustainable fashion design. Considering the ongoing research and studies on zero waste, the guiding nature of this study becomes increasingly significant.

The fashion industry has become more interested in sustainable fashion design due to the demand for environmental action based on increased social responsibility awareness and environmentalism. In the current sustainability fashion industry, guidelines for sustainable fashion design are essential. This study suggests guidelines for a sustainable design process based on a theoretical and practical approach. An analysis of several global fashion brands will be applied to the whole apparel design process. This paper will explore the sustainable fashion design process and deal with LCD, as an important factor, by analyzing three global fashion brands: 'H&M', 'NIKE', and 'Levi's'. These three companies are the most active in the area of sustainable performance. The sustainable fashion guidelines will be controlled based on a strategy of practical use in design for sustainable (DFS) fashion industry. The results indicate that the fashion industry has to invest heavily in the future rather than focus on short-term profits; consequently, sustainability is a new growth direction for fashion companies. In addition, the fashion industry should work towards sustainable design under a clear understanding of its goals.

Implementing circular economy principles in the apparel production process: Reusing pre-consumer waste for sustainability of environment and economy

The article explores the challenges of the clothing industry by focusing more on textile and the clothing industry interactions to reduce industry fabric waste and promote sustainability. The main research focus is to gather and analyze various possibilities for fashion designers to achieve zero waste designs in nowadays context. The introduction gives insights on the problems of the fashion industry and formulates the purpose and tasks of the research work, identifies and unpacks problems and also justifying the relevance of this study. Attention is drawn to the analysis of pre-consumer waste generation in the clothing production processes and the ways to drive the industry towards sustainability. The rich source of zero waste design ideas can be found in the ethnographic costumes’ solutions. Integrating historical experience with the methods and approaches defined by the 21st century designers can significantly reduce or even avoid fabric pre-consumer waste. The paper will reflect the collected principles of achieving zero waste fashion by using Make/Use platform, an open source system for zero waste user, modifiable fashion practice. The methods of Make/Use platform are described, and its practical application is illustrated through the zero-waste coat design. Premeditate changes are based on the fashion designer’s thinking encouraging minimizing the waste in the early stages of the costume idea development, providing a sensible use of the fabric with its silhouette and design specificity.

Foreword Kate Fletcher Introduction Miguel Angel Gardetti and Ana Laura Torres Part I: The systemic vision and the value chain in the textile and fashion industry 1. Slow fashion: Tailoring a strategic approach for sustainability Carlotta Cataldi, Crystal Grover and Maureen Dickson, Co-founders, Slow Fashion Forward 2. Wisdoms from the fashion trenches Lynda Grose, Fashion Design for Sustainability, California College of the Arts, USA 3. From principle to practice: Embedding sustainability in clothing supply chain strategies Alison Ashby, Melanie Hudson Smith and Rory Shand, Plymouth Business School, UK 4. Managing chemical risk information: The case of Swedish retailers and Chinese suppliers in textile supply chains Kristin Fransson, Birgit Brunklaus and Sverker Molander, Chalmers University of Technology, Sweden Yuntao Zhang, The Fourth Research and Design Engineering Corporation of CNNC, China 5. Innovation power of fashion focal companies and participation in sustainability activities in their supply network Harrie W.M. van Bommel, Saxion University of Applied Sciences, the Netherlands 6. Sustainable colour forecasting: The benefits of creating a better colour trend forecasting system for consumers, the fashion industry and the environment Tracy Diane Cassidy, University of Leeds, UK 7. Fashioning use: A polemic to provoke pro-environmental garment maintenance Tullia Jack, The University of Melbourne, Australia 8. Fashion design education for sustainability practice: Reflections on undergraduate level teaching Lynda Grose, California College of the Arts, USA 9. Upcycling fashion for mass production Tracy Diane Cassidy, University of Leeds, UK Sara Li-Chou Han, Manchester Metropolitan University, UK 10. Creating new from that which is discarded: The collaborative San Francisco Tablecloth Repurposing Project Connie Ulasewicz and Gail Baugh, San Francisco State University, USA Part II: Marketing, brands and regulatory aspects in the textile and fashion industry 11. Sustainable consumption and production patterns in the clothing sector: Is green the new black? Ines Weller, University of Bremen, Germany 12. Redefining Made in Australia: A fair go for people and planet Cameron Neil and Kirsten Simpson, Net Balance, Australia Eloise Bishop, Ethical Clothing, Australia 13. Sustainability isn't sexy: An exploratory study into luxury fashion Iain A. Davies and Carla-Maria Streit, University of Bath, School of Management, UK 14. Ethical fashion in Western Europe: A survey of the status quo through the digital communications lens Ilaria Pasquinelli and Pamela Ravasio, texSture, UK 15. Effectiveness of standard initiatives: Rules and effectiveimplementation of transnational standard initiatives (TSI) in the apparel industry: An empirical examination Claude Meier, University of Zurich and University of Applied Sciences Zurich (HWZ), Switzerland Part III: The practice in textiles and fashion 16. Corporate responsibility in the garment industry: Towards shared value Anna Larsson, U&We, Sweden Katarina Buhr, IVL Swedish Environmental Research Institute and Linkoping University, Sweden Cecilia Mark-Herbert, Swedish University of Agricultural Sciences, Sweden 17. Zigzag or interlock? The case of the Sustainable Apparel Coalition Kim Poldner, University of St Gallen, Switzerland 18. Garments without guilt? A case study of sustainable garment sourcing in Sri Lanka Patsy Perry, George Davies Centre for Retail Excellence, Heriot-Watt University, UK 19. Next one, please: Integrating sustainability criteria in the procurement of operating-room textiles: The case of Germany Edeltraud Gunther, Technische Universitat Dresden, Germany Holger Hoppe, SCHOTT Solar, Germany Gabriel Weber, ENT Environment & Management, Spain Julia Hillmann, Technische Universitat Dresden, Germany 20. Development and the garment industry: Commonwealth of the Northern Mariana Islands Sarah E. Heidebrecht, Alumna, Kansas State University, USA Joy M. Kozar, Kansas State University, USA Part IV: Consumer: purchase, identity, use and care of clothing and textiles 21. Young academic women's clothing practice: Interactions between fast fashion and social expectations in Denmark Charlotte Louise Jensen and Michael Sogaard Jorgensen, Department of Development and Planning, Aalborg University, Denmark 22. Connecting meanings and materials: Identity dynamics in sustainable fashion Fernando F. Fachin, HEC Montreal, Canada 23. Consumers' attitudes towards sustainable fashion: Clothing usage and disposal Helen Goworek and Alex Hiller, Nottingham Business School, Nottingham Trent University, UK Tom Fisher, School of Art and Design, Nottingham Trent University, UK Tim Cooper, School of Architecture, Design and the Built Environment, Nottingham Trent University, UK Sophie Woodward, School of Social Sciences, University of Manchester, UK Index

Liberal Studies in Engineering Programs – Creating Space for Emergent & Individualized Pathways to Success for Women in Computing DisciplinesToday, an increasing number of women enter, remain, and succeed within science, technology,engineering, and mathematical (STEM) fields. However, women’s participation is still notproportionate. Women earned 18.4% of undergraduate degrees in engineering in 2010 accordingto the 2013 Women, Minorities, and Persons with Disabilities in Science and Engineering reportpublished by the NSF, with significant variance by subfield.1 The proportion of womengraduating with a bachelor’s degree in computing disciplines has decreased. 1 In 2012, the U.S.Congress Joint Economic Committee affirmed that, “Women’s increased participation in theSTEM workforce is essential to alleviating the shortage of STEM workers” in the United States.2The ASEE Diversity Task Force has identified increasing the percentage of undergraduatefemale students to 25% by 2020 as a strategic goal.3 Explanations for the continuedunderrepresentation of women include the impacts of the social structures of society, educationand the professions on women’s participation, as well as the content and application of STEMknowledge in these disciplines. While many challenges to recruitment and retention are shared,Roberts, Kassianidou and Irani (2002) suggest that there are “more specific problems that seemunique to or particularly pronounced” in computing disciplines, including huge variance in pre-college computing experience by gender and the ease in which social biases can be incorporatedinto the design of computing systems (p. 85).4However, transformative models for changing the face of computing disciplines already exist.This paper describes and analyzes one such model – an innovative “liberal studies inengineering” (LSE) program at a large state university in California. Jointly offered by theColleges of Liberal Arts and Engineering, LSE is understood as a fourth “computing discipline”by the Department of Computer Science (alongside computer engineering, computer science, andsoftware engineering). Admission to the program is by internal transfer only. Accepted studentscomplete rigorous technical education, including 44 units of support courses shared with theCollege of Engineering as well as the CPSU General Education curriculum; 34-35 units ofadditional coursework in an engineering specialization; 24 units of additional coursework in aliberal arts specialization; and at least 4 LSE courses: two on project-based learning, a seniorproject course, and a capstone.As of Spring 2014, over 35% of LSE graduates are women. Why this difference? Oneexplanation is that LSE is a small major with a high level of one-on-one advising. However, ahigh degree of flexibility also contributes. In the LSE program, iterative revision and recreationof an individualized curriculum and career plan are understood as signs of success rather thanfailure or deviation. Students are encouraged to understand and design their major as a “whole-person technical degree” that does not require them to pass, to assimilate, to compartmentalize,or to conform to stereotypes. We argue that this holistic flexibility may disrupt barriers such asimpostor syndrome by positioning the student not as impostor but as designer and creator – evenwhen enrolled in technical courses in which the sex/gender ratio is skewed male. Lessons learnedfrom “liberal studies in engineering” are identified.1. National Science Board (2013). Women, Minorities, and Persons with Disabilities in Science and Engineering: 2013, Arlington, VA: National Science Foundation. (NSB 13-304)2. U.S. Congress Joint Economic Committee (2012). STEM Education: Preparing for the Jobs of the Future. Available at: http://www.jec.senate.gov/public/index.cfm?a=Files.Serve&File_id=6aaa7e1f-9586-47be-82e7- 326f476583203. ASEE Diversity Taskforce (2012). Strategic Plan, 2012-13. Available at: http://www.asee.org/about- us/diversity/resources/strategic-plan-2012-20134. Roberts, E.S., Kassianidou, M. & Irani, L. (2002). Encouraging women in computer science. ACM SIGCSE Bulletin - Women and Computing, 34(2): 84-88.

ABSTRACTThe primary purpose of this research was to gain an understanding of designers’ knowledge of sustainability and investigate current practices in sustainable fashion design in order to discover what variables influence designers’ decisions during the design and product development process of sustainable fashion apparel. Qualitative, descriptive research methods, including an open-ended research guide and in-depth interviews, were used. The study focused on sustainable fashion designers from small design companies in the Northeastern and Southeastern United States. The study discusses some of the variables that impact the implementation of sustainable fashion design practices, such as current industry practices and expectations, consumer knowledge and acceptance, sustainable sourcing, production, and distribution options, as well as sustainable design education. In addition, gaps in knowledge regarding various aspects of sustainability among self-proclaimed sustainable fashion designers are identified.

The purposes of this study were to explore the participative motives of sport club, leisure efficiency, life quality and scholarship achievement in universities and to explore the relationship among the participative motives of sport club, leisure efficiency, life quality and scholarship achievement in universities. The subjects of this study were students who participate in sport club in university. A total of 1203 questionnaires were sent out and 871 responded questionnaires were effective. The response rate of effective questionnaires is 72.40%. T test, one-way ANOVA, and path analysis of Lisrel were used to analyze the collected data. The findings of this study were as follows: first, there was difference in participative motives of sport club between students who participate in sport club and students who again participated in general club. Students who again participated in general club were better than students who participated in sport club in promote physical and mental health. Second, there were different in leisure effect among students who study in different college. The education college show higher leisure effect than college of engineering, college of humanities art, college of social science, college of law business, in the enhancing quality of life factor, the education college and science college show higher leisure effect than college of humanities art, in the promoting wellness of life factor, The education college show higher leisure effect than college of humanities art, in the balancing living experience factor. Third, the path analysis of students who participate in sport club in universities show that the participative motives of sport club can directly affect life quality and leisure efficiency, leisure efficiency directly affect life quality, life quality can directly affect scholarship achievement, participative motives of sport club in turn can affect scholarship achievement.

The Kentucky State Department of Education has been interested in the question of improving the teaching of English in the public schools of the state. Last fall it sent an inquiry to ascertain the opinion of the faculty of the University of Kentucky as to how good a command of English the freshmen had when they came to us. I understand that this was a preliminary skirmish to find out what changes in the method of teaching English would be desirable in Kentucky high schools. In order to provide more adequate information than would be available by the assembling of opinions, our university Committee on Ability and Training offered to co6perate with the English department in carrying out a series of tests on grammar and punctuation, occupying not more than one period of the English classes. In all, 494 freshmen were tested-286 from the College of Arts and Sciences, 157 from the College of Engineering, and 51 from the College of Agriculture. As the army Alpha test also had been given to the freshmen in the Colleges of Arts and Sciences and of Engineering, we were able to determine whether the conditions found were due to bad training or to poor capacity for learning. The results of the tests were such a striking disclosure of the importance of the use of both educational and mental alertness tests to solve such a problem that I hope they may be of use in encouraging educational authorities to use the available scientific methods for attacking similar problems. Inasmuch as these freshmen were high-school graduates, and the central tendencies in three colleges were so nearly alike, I shall summarize the results, so far as the English tests are concerned, for the total group of 494. The Alpha results will be compared only for freshmen in the College of Arts and Sciences. The Engineering students tested higher. The English tests used were Starch's Grammar Scale A,1 which is arranged in sixteen steps of equal difficulty. Each step consists of from one to four sentences, each sentence being stated in alternative

In the unsustainable development of commodity production and resource consumption, designers are both part of the root of the problem and the agents of its solution. Education institutions and teaching plans bear a profound moral responsibility to improve designers’ ability to create a sustainable future. This chapter goes deep into the design education curriculum to explore a design process model that can be specifically applied to the field of care design.Education for sustainable development has become the main concern of environmental education since the 1990s (United Nations 1992). David W. Orr calls for an education system shift: ‘This crisis cannot be solved by the same kind of education that helped create the problems. Against the test of sustainability, our ideas, theories, sciences, humanities, social sciences, pedagogy, and educational institutions have not measured up’ (1992, p. 83). The UN Decade of Education for Sustainable Development (2005–2014) highlighted the key role of Education for Sustainable Development (ESD), aiming at ‘integrating the principles and practices of sustainable development into all aspects of education and learning, to encourage changes in knowledge, values and attitudes with the vision of enabling a more sustainable and just society for all’ (UNESCO, 2005, p.9). It fundamentally mobilized education to create relevant teaching rationales, teaching methods and learning content.The evolution of design for sustainability has been advanced ESD in higher education institutions and has created a wide array of teaching methods and tools, such as Service Design (Miso, 2020), Design Futuring (Fry, 2009), Transition Design (Jones, 2014), Systemic Design (Irwin, 2015), Design for Behaviour Change (Bhamra & Dewberry, 2007) and Ecology of Care (Coxon, 2017). The continuous improvement of sustainable design education helps designers to conceive a number of different conceptual solutions as a whole, and to take into consideration the wide array of impacts that their decisions have on people, the environment and the economy. However, the problem in curriculum education is that its focus is more on the designer’s sustainable achievements, rather than the designer's sustainable awareness and behavior changes. Strengthen the correlation between designers’sustainability awareness and design results would be appreciated.East China University of Science and Technology (ECUST) is a comprehensive university with a strong background in science and engineering. The fundamental design course teaching at the School of Art Design and Media has provided me with excellent research opportunities. In this context, I could integrate the care-oriented sustainable design course into the curriculum system and conduct research directly. I noticed that sustainable design is a special and independent concept rarely mentioned in existing design courses. As expected from traditional courses, design courses focus on creating visually compelling and fully functional works. Although some ‘green’ design projects are sometimes carried out, in most cases green design courseworks focus on finding solutions in terms of principles, technology, materials, etc., and finally propose a small product design concept without considering the whole systemof thought at the basis of design. Also, most part of the courses are devoted to the introduction of the double diamond model that guides the design process, even though it does not make full use of the scientific nature of the design process itself. Sometimes, design research is separated from design results. I am interested in reshaping the way designers think about sustainability in the field of traditional design education, by considering all the different impacts of design decisions on people, the environment and the economy.By understanding the nature of care, I intend to develop a design process model and teaching tools from the perspective of care, which can be extrapolated as a care-oriented, sustainable design education course. The design process can be seen as a learning process which provides deeper information about sustainability challenges and opportunities by influencing students’ design thinking and design activity. On the one hand, the design process model could build a clear teaching idea for teachers. On the other hand, it could raise students’ awareness of caring, and transform this consciousness into specific design schemes, which can provide insight into problems and propose solutions from larger and more complex perspectives, thereby generating new sustainable design ideas. This newly developed design process emphasizes the role of the immediate-environment in promoting clients and products care.

Gender mainstreaming (GM) is increasingly recognized in architecture and design education. This goes especially for sustainable planning and design, which acknowledges interdependencies of, e.g., SDG 5 Gender equality, SDG 4 Quality Education, SDG 10 Reduced Inequalities, and SDG 11 Sustainable cities and communities. The following chapter presents GM within the curriculum of the Master’s and PhD program “Energy for Sustainable Social Development” (MSSED) at the Institute of Engineering (IOE), Tribhuvan University, Nepal. The program is conducted since 2015 and addresses architect, urban planning, and engineering students. MSESSD was co-developed by IOE and the Department of Design, Norwegian University of Science and Technology (NTNU). Some of IOE’s GM strategies were adapted from NTNU, while others were specifically designed for the program. The chapter responds to the question of whether the adapted NTNU GM strategies are feasible for IOE/MSSED and what both institutions can learn from each other. Following the introduction, Section “Gender mainstreaming in politics and higher engineering education” of the chapter briefly introduces the background of GM in politics and higher engineering education in Nepal and Norway. An overview of the MSESSD curricula with a special focus on the course “Stakeholder Inclusion: Gender Mainstreaming and Energy Management” is presented in Sections “Gender mainstreaming in sustainable planning and design” and “Results and reflections: Stakeholder inclusion: Gender mainstreaming and energy management (EL3)”. Section “Results and reflections: Stakeholder inclusion: Gender mainstreaming and energy management (EL3)” also discusses results and reflections on GM in the course, illustrated by student works and fieldwork examples in context-specific cultural settings. Section “Summary from integrating GM strategies in design and architecture curriculum and academia and Nepal” appraises the feasibility of NTNU GM approaches for IOE/MSESSD conditions and summarizes findings from integrating GM in a sustainable design and architecture curriculum.