COMMUNITY OF PRACTICE BASED ON IFRES: THE PEDAGOGY OF RESILIENCE IN HIGHER EDUCATION With the aim of developing teaching methods that prepare students for complexity and change, an interdisciplinary group, bringing together researchers and practitioners from the University of Liège, the NGO Eclosio, and partner institutions in Belgium, France and Switzerland, was formed to reflect on robustness in education for sustainable development. Led by Camille Larcin (ULiège) in March 2025, it gave rise to a platform open to all those convinced of the potential of this approach. The site offers a space for reflection and sharing on innovative teaching practices, aiming to develop training courses that combine intellectual rigour and adaptability. By linking theory and practice, the collective seeks to renew higher education as a living laboratory for forward-looking interdisciplinary pedagogy. Camille Larcin (Camille.Larcin@uliege.be) FIND OUT MORE SERVICE LEARNING: LEARNING THROUGH CIVIC EXPERIENCE The "Service Learning" project, part of ULiège's 20222026 Institutional Strategic Plan, aims to introduce, in certain courses, an experience-based learning method. This approach engages students in concrete actions that respond to social needs expressed by society. Through these experiences, they are encouraged to reflect and learn lessons that are academic, professional and civic in nature. Service Learning thus lies at the intersection of three mutually reinforcing spheres: university education (the academic world), field experimentation (the professional world) and community service (the civic world). Since the start of the 2024-2025 academic year, eight courses across five faculties have been awarded the "Service Learning" label. This number is expected to reach 20 courses in eight faculties in 2025-2026. For example, this year, students on the Master's programme in Medical Engineering worked on lowcost medical devices for various purposes (maintaining prostheses for amputees; improving the transport of human tissue; improving the application of dressings for diabetics), while students on the Bachelor's degree programme in Psychology and Education provided remedial teaching support to children from different social and cultural backgrounds who were experiencing learning difficulties. Ultimately, ULiège wants every student, regardless of their faculty, to have the opportunity to take at least one course incorporating this educational approach. Gautier Pirotte (gautier.pirotte@uliege.be); Stéphane Gretry (s.gretry@uliege.be) FIND OUT MORE 23 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
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