REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE 2024-2025
4 CAMPUSES COMMITTED TO THE SOCIAL AND ENVIRONMENTAL TRANSITION P. 41 5 CLEARER GOVERNANCE OF THE SOCIAL AND ENVIRONMENTAL TRANSITION P. 55 3 COMMUNITY SERVICES THAT MEET THE CHALLENGES OF THE SOCIAL AND ENVIRONMENTAL TRANSITION P. 31 1 RESEARCH EQUIPPED TO SUPPORT THE SOCIAL AND ENVIRONMENTAL TRANSITION 2 EDUCATION TAILORED TO THE CHALLENGES OF THE SOCIAL AND ENVIRONMENTAL TRANSITION 6 SUSTAINABILITY AND TRANSITION DASHBOARD P. 17 P. 61 P. 4 This fifth annual "Sustainability and Transition" report from our institution illustrates our efforts to embed transition not only in our research and teaching activities, but also in the management of our campuses and at the heart of our collaborations with society. This report reiterates our desire to make the University a place where knowledge, experience and debate foster a collective and inclusive approach. Without a vibrant and participatory democracy, sustainable transition is not possible. In the face of uncertainty, we want to strengthen our ability to think together, to experiment and to ensure that the transition does not leave the most vulnerable behind. May the many initiatives presented here inspire our community and its partners to build a future which is united, desirable and sustainable. This requires "critical thinking, boldness and resilience", qualities that universities must embody in order to fully play their role as a compass and laboratory for the changes that are needed. Anne-Sophie Nyssen Rector Sybille Mertens Advisor to the Rector on the Social and Environmental Transition Towards a United, Desirable and Sustainable Future 2 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
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1 Research Equipped to Support the Social and Environmental Transition 1.1. Overview p.5 1.2. 2024-2025 Achievements p.6 1.3. Future Projects p.14 4 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
1.1 OVERVIEW In order to support the social and environmental transition through research, the University of Liège is developing tools for its researchers. These tools enable researchers to draw on their expertise to conduct in-depth analyses of the causes of contemporary crises and develop innovative solutions, while promoting interdisciplinary, transdisciplinary and participatory approaches. In accordance with its Transition Roadmap, in January 2025 ULiège created the Transitions Laboratory, a Research and Teaching Support Unit (CARE) whose main objective is to support research aimed at identifying fair trajectories that respect the planets limits. In 2024-25, the University also supported ambitious research in its various faculties on major issues such as climate, biodiversity, social justice and environmental health, demonstrating the richness of its scientific approaches and the anchoring of the transition in its research activities. The 2024-2025 academic year, the year of "Science, Liberties, Democracies", also highlighted the role of science in building a more ethical, inclusive, democratic and sustainable future. The scientific stations at ULiège also embody this desire for openness, promoting awareness, training and partnerships with society. Finally, research into educational transformation conducted at the University is supported through the Chair in Action Research in Education for Sustainable Development, which trains teachers in the challenges of transition through socially relevant issues. KEY FIGURES 94.6/100 (+0.2) ULiège's score in environmental research according to the QS Sustainability ranking 2025 ULiège's score for SDG 9 (industry, innovation and infrastructure) according to the THE Impact Ranking 2025 98.9/100 (+1.1) 39th ULiège's position out of 1156 univeristies for SDG 9 (industry, innovation and infrastructure) according the THE Impact Ranking 2025 15 projects submitted in the first #Transitions call for the Transitions Laboratory in May 2025 21 transfers to society of innovations carried out in 2024 by ULiège researchers 763 (+136) publications by ULiège researchers in 2024 related to at least one SDG 218 members of the Transitions Laboratory from June 2025 5 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
1.2 2024-2025 ACHIEVEMENTS CREATION OF THE TRANSITIONS LABORATORY Created on 22nd January 2025, the new ULiège Transitions Laboratory's mission is to support research and teaching at the University in all the transformations necessary to face this changing world. The chair of its scientific council, Sébastien Brunet, associate professor and general administrator of IWEPS, discusses the essence of this new tool. This one-of-a-kind laboratory was created at ULiège in 2025 and has a specific place in the University's Transition Roadmap. "This laboratory is considered a centre for supporting research and teaching across all areas of the University, covering the Liège, Arlon and Gembloux campuses," reveals Sébastien Brunet. "And this support must be provided in a truly interdisciplinary manner." Sébastien Brunet emphasises this interdisciplinary approach because, for him, it is closely linked to the transitions we need to make in our societies. "Transitions in energy, food and mobility must be considered together in all their diversity," he explains. "That is why they cannot be considered from a single disciplinary perspective. We need to multiply the aspects and perspectives, including those that are not scientific and are referred to as user expertise. The idea behind the Transitions Laboratory is therefore to bring together research teams from very different disciplines, as well as members of civil society, to work together in order to have an impact on the ground." "Today, we have all the information we need," says the political scientist. "Now we must transform reality, territories and institutions and influence stakeholders, with a long-term vision." As general administrator of the Walloon Institute for Evaluation, Forecasting and Statistics (IWEPS), Sébastien Brunet has long sought to put foresight back into the heart of public debate, a discipline he also teaches at ULiège. "Foresight, through anticipating possible futures, is a very powerful tool for escaping short-termism and the tyranny of the present, with the aim of collectively identifying the future that we want and thus take the necessary steps now to make it happen," he assures us. "And it is with a view to integrating a forward-looking methodological dimension into the Transitions Laboratory that I have joined the chairmanship of its scientific council." Innovative Projects With an operating budget of €3 million over five years, the Transitions Laboratory will also fund four to six major research projects in 2025 and 2026. "A first call for projects has been launched for 2025," reveals Sébastien Brunet. "Once selected, the first projects should start in October. Then, in a second phase, we will analyse them in order to refine the process for 2026, in terms of the themes chosen, for example." 6 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
These projects, which are necessarily multidisciplinary, will contribute to identifying sustainable futures and outlining transition scenarios. This is a unique approach which is somewhat at odds with traditional scientific production. "At the international level, traditional scientific approaches generally favour hyper-specialisation," acknowledges Sébastien Brunet. "In this case, however, the idea is to use interdisciplinarity itself as a means of producing knowledge that would not otherwise exist." To achieve this, he is counting on the creativity that will emerge from these encounters. "Any forward-looking approach based on multidisciplinarity inherently involves a degree of creativity," he argues. "When you bring scientists together, such as a chemist and a philosopher, with a usage expert, for example a train driver, we combine different approaches to the world, where each person inevitably contributes elements that the others may not have thought of." In addition to these major projects, the Transitions Laboratory will also fund "smaller projects, with specific short-term support". Alongside its research activities, it will also roll out a programme to support teaching. "We will be supporting teaching teams to ensure that courses on sustainability, transition and foresight are well integrated into the curriculum for students and researchers," he states. For Sébastien Brunet, this approach is an investment in the future: "When you teach a course, you only reap the benefits years later, once the students enter the job market. It is therefore important to implement these actions now. Similarly, it is also necessary for future doctoral students to have received at least some awareness training on issues of sustainability and foresight, so that future theses take these into account, regardless of the discipline." By Thibault Grandjean FIND OUT MORE Inauguration of the Transitions Laboratory, with Sandrine Dixson-Declève and Éric Lambin 7 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
NEW RESEARCHERS COMMITTED TO SCIENCE IN THE SERVICE OF SUSTAINABILITY AND TRANSITIONS Researchers at ULiège have recently been supported by permanent research grants from the FNRS or ERC funding. Their projects, rooted in each of the University's three sectors, demonstrate the diversity of scientific approaches to understanding and addressing major contemporary challenges. Through these recently celebrated figures, ULiège concretely illustrates this multidimensional scientific commitment: Christine Frison (Faculty of Law, Political Science and Criminology), winner of a prestigious ERC Starting Grant, intends to support the decolonisation of international biodiversity law by rethinking legal frameworks to better respect the knowledge and rights of local communities. Brice Noël (Faculty of Science), a renowned climatologist who now holds an FNRS qualified researcher position, analyses the evolution of glacier melt and its effects on sea level rise, providing crucial insights into climate change. Finally, Anneline Pinson (Faculty of Medicine) explores the impacts of endocrine disruptors on brain development, highlighting the links between environmental health and cognitive development. This research illustrates ULiège’s central role in producing knowledge that is essential for an ecological, ethical and inclusive transition. TRAINING FOR TRANSFORMATION: SOCIALLY RELEVANT ISSUES IN THE SERVICE OF TRANSITIONS Winner of the 2025 ARES Research-Action Chair in Education for Sustainable Development, the project "Training (to train) in socially relevant issues" aims to respond to the needs and challenges of education for ecological and social transition. This project by the Didactics and Teacher Training (DIDACTIfen) Research Unit (Faculty of Sciences), conducted in collaboration with the Haute École Libre Mosane (HELMo), brings together researchers in didactics and pedagogy, teacher trainers, future teachers in training and those already in service within the framework of participatory action research. Disciplinary experts are called upon on a more ad hoc basis and according to emerging needs. The aim of this collective project is, on the one hand, to identify the training needs of (future) teachers in the ecological and social transition and, on the other hand, to develop and test tools (resources and training programmes for teachers) which address socially relevant issues in order to meet these needs. Corentin Poffé (corentin.poffe@uliege.be) SCIENCE, LIBERTIES AND SUSTAINABILITY: THINKING ABOUT DEMOCRATIC TRANSITIONS IN THE FACE OF GLOBAL CRISES The "Science, Liberties, Democracies" cycle, organised by the University of Liège in 2024-25, explored the deep links between science, democracy and sustainability in a global context marked by multiple crises. Through conferences and study days, it highlighted the responsibility of universities towards environmental and social issues, addressing topics such as the ethics of international relations, citizen movements in Latin America and Hong Kong, and the social impacts of ecological crises. These meetings brought together experts, researchers and activists for critical reflection on the transition to fairer and more sustainable societies. The academic year was also marked by the awarding of honorary doctorates to three international figures engaged in major contemporary issues, who came to share their thoughts at conferences addressed to the university community. On 17th December 2024, Svante Pääbo shared valuable insight into our genetic origins, reminding us of our biological interdependence with other forms of life. On 18th February 2025, Mahbouba Seraj advocated for the inclusion of marginalised voices in building a more just and resilient world. Finally, on 25th March 2025, geochemist Charles Langmuir explored the deep connections between humanity and the Earth, emphasising our collective responsibility for the future of the planet. Through these choices, the University highlights the essential role of knowledge in informing ecological, social and cultural transitions. 8 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
AT THE HEART OF TRANSITIONS:THE SCIENTIFIC STATIONS OF THE UNIVERSITY OF LIÈGE Anchored in sensitive ecosystems which are representative of major environmental issues (wetlands, mountains, marine environments), the University of Liège's scientific stations – the Hautes Fagnes Station (Belgium), the Jungfraujoch Station (Switzerland) and STARESO in Corsica (France) – enable the long-term observation of air quality, biodiversity and the state of our natural resources, and monitor the impacts of climate change. Review of 30 years of restoration of the Hautes Fagnes peat bogs and its impact on greenhouse gas emissions The Hautes Fagnes peatlands play an important role in combating climate change thanks to their ability, among other things, to store carbon. However, anthropogenic degradation alters this function, sometimes transforming these ecosystems into sources of greenhouse gases (GHGs). A study conducted at the Hautes Fagnes Station aims to compare GHG emissions from flooded areas in three types of peatlands: intact, degraded with moor grasses, and under restoration. By evaluating the effectiveness of actions taken over the past 30 years, researchers aim to identify the most effective strategies for restoring the carbon sink role of peatlands while minimising GHG emissions. Laurane Winandy (laurane.winandy@uliege.be) FIND OUT MORE Observing the atmosphere and educating future generations at Jungfraujoch in the Swiss Alps: a second life for a cutting-edge instrument measuring GHGs Since 1950, ULiège has been conducting research on the Earth's atmosphere from Jungfraujoch, located in the heart of the Swiss Alps Jungfrau-Aletsch UNESCO World Heritage Site. Thanks to spectral measurements, notably via the Bruker IFS-120HR FTIR spectrometer installed in 1990, more than 60,000 infrared spectra have been used to track the evolution of 35 atmospheric gases, including many GHGs. This instrument has thus played a key role in the high-resolution documentation of the accumulation of major GHGs over several decades. Now replaced, it has been donated by ULiège and the FNRS to the World Nature Forum museum in Naters and is being used for educational purposes. Visitors, particularly schoolchildren, can learn about atmospheric measurement techniques and observe the effects of climate change at the foot of the glacier, thus making science accessible and tangible. Emmanuel Mahieu (emmanuel.mahieu@uliege.be) FIND OUT MORE A new tool for marine research: the STARESO oceanographic vessel in Corsica The STARESO catamaran, designed by Gérard Bonifacio, Pierre Lejeune and Michel Marengo with the participation of Sylvie Gobert, embodies a new generation of scientific vessels combining performance and respect for the environment. Specially developed to meet the needs of oceanographers, it is equipped with living quarters and cutting-edge research equipment, while incorporating solar-powered electric propulsion and biocide-free antifouling paint, thus preserving marine ecosystems. This hybrid vessel enables sustainable exploration of Mediterranean marine environments, from the coastline to the deep sea. Acquired through public and private funding, it illustrates the commitment of ULiège and STARESO to innovative and eco-responsible oceanographic research, strengthening their position among the leading international institutions in this field. Sylvie Gobert (sylvie.gobert@uliege.be) FIND OUT MORE 9 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
LIST OF FLAGSHIP FACULTY PROJECTS In 2024-25, the faculties of ULiège carried out a variety of research projects in support of ecological, social and health transitions. These initiatives cover topics ranging from antibiotic resistance to media literacy, fair transition, healthy ageing and sustainable management of forests and wetlands. Driven by interdisciplinary and participatory approaches, this work contributes to a better understanding of contemporary issues and the development of concrete, locally-based solutions. FACULTY OF PHILOSOPHY AND LETTERS RETHINKING EDUCATIONAL RESOURCES Educational resources are often seen as mere tools to help students learn. The RESUME (Resources and Support for Media Education) project (FWB) proposes looking at them differently: as documents that reflect social relationships, influence teachers' practices, and convey ideas or points of view on social issues, such as fake news or the ecological impact of digital technology. With this in mind, analytical tools are used to better understand how education can play a key role in societal change. Ingrid Mayeur (ingrid.mayeur@uliege.be), Élise Schürgers (elise.schurgers@uliege.be) FIND OUT MORE SCHOOL OF ENGINEERING STAY HEALTHY THROUGH AGEING STAGE (Stay healthy through ageing) is a Horizon Europe project (2024-2029) bringing together 22 international partners, including the Inter'Act laboratory at ULiège. One of its objectives is to develop an interactive atlas of 'healthy ageing' to identify regional priorities and serve as a decision-making tool for senior citizens and local authorities. Participatory workshops are being organised in Wallonia with older people and their carers in order to further develop an initial healthy ageing index. Two observatories on healthy ageing will then be set up, using participatory methods and tools specially designed to harness the territorial intelligence of older people. STAGE aims to promote inclusive, equitable ageing that contributes to the resilience of territories in the face of demographic and social challenges. Clémentine Schelings (clementine.schelings@uliege. be), Catherine Elsen (catherine.elsen@uliege.be) FIND OUT MORE FACULTY OF LAW, POLITICAL SCIENCE AND CRIMINOLOGY THE ECOLOGICAL ROOTS OF ANTIBIOTIC RESISTANCE The ABIME project, "Antibiotic Resistance through the Environment", tackles a major public health issue: bacterial resistance to antibiotics. It takes an original approach by studying this phenomenon not only in medical and agricultural settings, but also in natural ecosystems (water, soil, wildlife), where the effects of antibiotics are still poorly understood. Conducted at three sites in France (the Atlantic coast, the Vienne basin and the Rhône delta), the research aims to detect resistance and analyse how scientific knowledge is built up in these sensitive areas. By drawing on the sociology of science and an interdisciplinary "One Health" approach, ABIME promotes dialogue between researchers, health professionals, managers and residents. The aim is to better understand the interactions between human, animal and environmental health in order to propose public health policies which are fairer, more effective and better adapted to local ecological realities. François Thoreau (fthoreau@uliege.be) 10 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
FACULTY OF MEDICINE COMBATING ANTIMICROBIAL RESISTANCE: INNOVATIVE STRATEGIES IN BELGIAN PRIMARY CARE The Department of General Medicine at ULiège is participating in two studies aimed at creating a more sustainable healthcare system which aim to combat antimicrobial resistance (AMR) by improving antibiotic prescribing practices among general practitioners (GPs) in Belgium. The first is a study that proposes a diagnostic algorithm to reduce antibiotic prescriptions for sick children, thereby reducing the environmental impact of overconsumption. The second study seeks to identify what hinders or promotes the proper use of antibiotics in primary care in Belgium. It aims to empower patients and provide GPs with feedback on their prescribing habits. These studies, which seek to promote good health and responsible resource management, aim to contribute to the reduction of premature mortality linked to non-communicable diseases by promoting more judicious use of antibiotics and combating AMR. Marina Di Gregorio (marina.digregorio@uliege.be) FIND OUT MORE FACULTY OF VETERINARY MEDICINE STUDY OF THE SPREAD OF ANTIBIOTIC-RESISTANT BACTERIA AND RESISTANCE GENES IN THE ENVIRONMENT The Antibioboue project is part of the "One Health" approach, studying the spread of antibiotic-resistant bacteria and resistance genes from sewage treatment plant sludge used as an agricultural fertiliser. This sludge, produced from hospital and domestic effluents, sometimes contains drug residues and pathogens. When spread on the soil, it can become a vector for the spread of resistance in the environment. This project analyses the risks of transfer of antibiotic-resistant bacteria and resistance genes to farm animals, particularly cattle grazing on treated land. In line with growing public health concerns, this work is part of a context where overconsumption and misuse of antibiotics are accelerating the emergence of resistance, recognised by the WHO as a major threat since 2001. Antibioboue contributes to a better understanding of the mechanisms of antibiotic resistance spread and to the development of sustainable practices to limit its impact on ecosystems and food chains. Damien Thiry (Damien.Thiry@uliege.be) FIND OUT MORE FACULTY OF PSYCHOLOGY, SPEECH THERAPY AND EDUATION HOW CAN WE PROMOTE THE ADOPTION OF SUSTAINABLE TECHNICAL SOLUTIONS? In order to ensure a sustainable transition, technological innovations – whether biological, medical or constructionrelated – must be accompanied by effective adoption by citizens. The human factor plays a central role: even the most effective solution will have no impact if it is not accepted and integrated into everyday use. This is the perspective of the DUN³ES project, an interdisciplinary research project conducted at ULiège with the support of the Walloon Government. It aims to identify the psychosocial barriers and drivers to the adoption of products made from recycled materials. By analysing consumer perceptions, resistance and motivations, this research aims to support the behavioural change necessary for a more resilient circular economy. The PsyNCog department at ULiège is responsible for this behavioural aspect, working closely with the other scientific partners in the project. Benoit Dardenne (b.dardenne@uliege.be) FIND OUT MORE 11 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
GEMBLOUX AGRO-BIO TECH THE WALLOON FOREST FROM EVERY ANGLE The Forestimator platform, developed by Gembloux Agro-Bio Tech, provides free access to numerous layers for viewing or downloading maps relating to the Walloon forest. It describes site conditions (soils, topography) and the main characteristics of the forest stands (composition, structure, health status, etc.). Recommendations for the choice of species to be replanted are also provided. A mobile version has recently been launched, allowing foresters to consult this wealth of information directly in the field. This project was carried out within the Framework Agreement for Forestry Research and Extension (Accord-Cadre de Recherche et Vulgarisation forestière) funded by the Wallonia Public Service. Philippe Lejeune (p.lejeune@uliege.be) FIND OUT MORE HEC LIÈGE BUSINESS SCHOOL ENGAGING MARGINALISED COMMUNITIES IN MULTILEVEL TRANSFORMATIVE INNOVATION POLICIES This study analyses how marginalised communities are engaged in tranformative innovation policy, from the supranational to the local level, focusing on an instrument implemented under the European Green Deal, such as the Just Transition Fund. Based on data collected as part of the BOLSTER project, it highlights a series of obstacles that prevent engagement, as well as recommendations, with a focus on the importance of vertical and horizontal coordination, cooperation and collaboration in this engagement process. Nathalie Crutzen (ncrutzen@uliege.be) FIND OUT MORE FACULTY OF SCIENCE ECOSYSTEM SERVICES, HUMAN PRESSURES AND PATHWAYS FOR COORDINATED MANAGEMENT IN FRAGILE TERRITORIES The aim of this study is to understand how the wetlands of Kivu (Democratic Republic of Congo) function in order to propose appropriate management strategies in a context marked by strong anthropogenic pressures and endemic poverty, aggravated by armed conflicts which hinder any preservation efforts and are accompanied by a certain institutional neglect. The project has made it possible to carry out an inventory and assessment of these wetlands, while raising awareness among local residents of the ecosystem services they provide and the importance of integrated management. It mobilises the main local actors to collectively rethink concerted governance. The guiding principle is to "understand in order to act better", focusing on awareness-raising as a lever for the sustainable management of these ecosystems, which are rich in biodiversity and essential for climate change mitigation. Géant Chuma (G.basimine@uliege.be) FIND OUT MORE Fond de carte de la plateforme Forestimator 12 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
FACULTY OF SOCIAL SCIENCE TRANSITIONING TO SOCIAL SCIENCES BEYOND HUMANS THROUGH INTUITIVE COMMUNICATION WITH ANIMALS The "Animal Communicators: Intuitive Communication as a Key to Dialogic Multispecies Methods" (ANICOM) project explores new frontiers in interspecies dialogue. Funded by an ERC Consolidator Grant, it addresses a crucial question in contemporary multispecies research: how can we move beyond human-centred social sciences to engage meaningfully with non-human animals? The project aims to include animals as full participants in research across four continents by exploring Intuitive Interspecies Communication to facilitate explicit, two-way exchanges with animals. It integrates indigenous and alternative knowledge systems with social and natural science approaches to create transdisciplinary innovations for a more sustainable relationship with the more-than-human. Cédric Audoan (anicom@uliege.be) FIND OUT MORE FACULTY OF ARCHITECTURE REBUILDING FOR SUSTAINABILITY: A CULTURAL REGENERATION PROJECT FOR EUROPE Supported by the European Commission (CREA-CULT2021-COOP), this project has highlighted the capabilities and limitations of pioneering sustainable transformation practices implemented by non-governmental cultural centres in the Trans Europe Halles network since the 1980s. The strategies through which these centres have invested in, rehabilitated and cared for abandoned industrial buildings and infrastructure across Europe now constitute a valuable reservoir of experimentation, offering alternative, non-extractive approaches rooted in communities, to adapt and regenerate our built and unbuilt environment in the face of future socioenvironmental challenges. Martina Barcelloni Corte (mbarcellonicorte@uliege.be) FIND OUT MORE 13 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
1.3 FUTURE PROJECTS The University of Liège will continue its commitment to research in support of transitions by backing interdisciplinary, participatory and forward-looking projects. Whether exploring new societal trajectories, examining the impacts of the polycrisis or structuring scientific practices in a sustainable manner, these initiatives will aim to strengthen the anchoring of research in major contemporary issues from next year onwards. TOWARDS SUSTAINABLE FUTURES: THREE PROJECTS TO HIGHLIGHT SOCIAL AND ECOLOGICAL TRANSITIONS Launched by the University Council for Research and Development (Conseil Universitaire de la Recherche et de la Valorisation (CURV)) in collaboration with the Transitions Laboratory at ULiège, the #Transitions call for projects aims to support transdisciplinary, participatory and forward-looking research promoting fair social and environmental transition pathways. Three projects, out of the 15 submitted, were selected in June 2025 for a period of four years and will be supported by the Transitions Laboratory from autumn 2025. The first selected project, 'Concrete Transitions' (Pierre Delvenne, Faculty of Law, Political Science & Criminology) explores the political issues related to the ageing of reinforced concrete infrastructure, combining environmental history, architecture and science and technology studies. It focuses on bridges and dams in Wallonia, illustrating how material ageing is becoming a socio-political issue. The second project "ITHA" (Félix Scholtes, Faculty of Medicine) examines the impact of digital technology on the health of older people, particularly through social connections. Through a coconstructed approach, it aims to identify the conditions for digital technology which is conducive to ecological and social transitions, while by reducing vulnerabilities. Finally, the "Échos-Semois" project (Dorothée Denayer, Faculty of Science) is setting up an eco-citizen observatory in the Semois valley. It brings together scientists and local stakeholders to study human/non-human interactions with a view to shared governance and strong sustainability. The results were approved by the Board of Directors on 17th September 2025.The next #Transitions call for proposals will take place in early 2026. FIND OUT MORE TOWARDS A SUSTAINABLE STRUCTURE FOR RESEARCH PLATFORMS Faced with declining funding, and with a view to pooling equipment and staff, which has become essential to ensure the continuity and quality of research support, discussions are underway within the Institution to establish a sustainable structure for institutional platforms. An agile, collaborative governance model focused on scientific needs is currently being defined. The transition to a sustainable model, based on common management tools, greater visibility and optimised resource allocation, has the active support of academic stakeholders. RISE (RISE@uliege.be) 14 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
INTER-UNIVERSITY CONFERENCE SERIES ON PLANETARY LIMITS AND SOCIO-ECOLOGICAL RISKS The University of Liège is taking part in a series of interuniversity conferences on planetary limits and socioecological risks, initiated by the Federal Centre for Climate Change Risk Analysis (CERAC) in collaboration with the ten Belgian universities. This project aims to create a space for dialogue and scientific dissemination around the systemic challenges linked to exceeding planetary limits and their complex repercussions on our societies. ULiège is represented on the scientific committee by Xavier Fettweis (Faculty of Science), climatologist, and Aline Thiry (Faculty of Law, Political Science & Criminology), a specialist in crisis management and planning. The cycle aims to bring together disciplinary expertise and strengthen national academic cooperation in the face of the climate emergency. Each year, a university will organise a conference to foster collective reflection at the interface between science, society and politics, in order to better anticipate and respond to major environmental risks. Xavier Fettweis (xavier.fettweis@uliege.be) ; Aline Thiry (aline.thiry@uliege.be) FIND OUT MORE CONFERENCE: "THE PSYCHE TESTED BY THE POLYCRISIS OF TRANSITIONS: CLINICAL, SOCIAL AND SOCIETAL APPROACHES" On 4th and 5th December 2025, the ARCh Research Unit organised its second international conference on the theme: "The psyche and clinical practices faced with contemporary crises." At a time when our societies are experiencing a polycrisis – a combination of economic, ecological, health, social and political crises – this interdisciplinary event brought together researchers, clinicians and practitioners to reflect on the changes currently underway. Plenary lectures, symposiums, clinical workshops and round tables punctuated these two days, providing a space for discussion on the dynamics of transformation, emerging vulnerabilities and forms of individual and collective resilience. Speakers included Nathanael Wallenhorst, Tania Zittoun, Serge Hefez and Olivier Hamant. The aim was to examine the frameworks for action, care and research in the face of contemporary complexity, and to explore how, in this changing context, clinical psychology can contribute to supporting life and strengthening agency in times of crisis. FIND OUT MORE A NEW TRAINING PROGRAMME FOR SCIENTIFIC STAFF Approved by the Board of Directors in September 2024, a new training programme will be rolled out in 2025-2026 to support researchers throughout their scientific career at ULiège. Developed in collaboration with researchers and the relevant departments, it will include a core curriculum - an induction day, a session dedicated to ethics and one on integrity, another on sustainability and transition, and specific modules based on six career profiles (from doctoral students to established scientists). This initiative aims to strengthen researchers' cross-disciplinary skills, scientific integrity and long-term commitment. RISE - ULiège (RISE@uliege.be) 15 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
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2 Education Tailored to the Challenges of Social and Environmental Transition 2.1. Overview p.17 2.2. 2024-2025 Achievements p.18 2.3. Future Projects p.29 2.1 OVERVIEW The University of Liège plays a decisive role in raising awareness of the social and environmental transition by educating students about global and social challenges and developing their skills to address them. It adapts its teaching to these issues by transforming its teaching approaches, notably through the online course "Sustainability and Transition", which offers all students an interdisciplinary foundation for understanding and responding to current crises. This dynamic is reinforced by the introduction of actionbased courses (such as the second faculty credit or "Service Learning"), by training university staff in social and environmental challenges, and by the commitment of teachers specialising in these fields. Through concrete projects, international events such as the UNIC Sustainability Week, and formal recognition, such as through the HERA Awards, ULiège is placing the environmental and social transition at the heart of its educational and civic mission. 17 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
TRAINING FOR TRANSITION: A NEW CROSSDISCIPLINARY COURSE AT THE UNIVERSITY OF LIÈGE In a world facing systemic environmental, social and economic upheaval, the University of Liège has strongly affirmed its educational commitment to transition. Since the start of the 2024–25 academic year, a new compulsory cross-disciplinary course, worth 2 ECTS credits and entitled "Sustainability and Transition”, has been included in the curriculum of all undergraduate students. The course consists of two complementary parts. The first part, which is common to all faculties and worth one ECTS credit, provides a comprehensive understanding of current issues through a cross-disciplinary approach which is accessible to all, regardless of the student's original discipline. This first credit is presented in the form of a SPOC (Small Private Online Course). It is accessible via the eCampus platform. The second part of the course, also worth one ECTS credit, is organised by each faculty for its own students and aims to link the content to their specific discipline. It allows students to explore solutions applicable to their field of study in greater depth. This approach aims to foster concrete engagement, sometimes in connection with university or societal initiatives. A SPOC designed to introduce complexity The first credit is designed as an introductory, popularised and multidisciplinary course. It is organised around three interconnected modules: 1. Environmental and social findings: assessment of the state of the Earth system (climate, biodiversity, soils, oceans, etc.) and the human system (inequalities, health, economy, governance, etc.). 2. Systemic causes: analysis of the root causes of current upheavals (human-nature relationship, dominant narratives, economic model, consumption, urbanisation, governance), with a cross-cutting focus on the food system. 3. Possible solutions: introduction to the concepts of sustainability and transition, identification of key players, international dynamics (SDGs, COP, IPCC, etc.), technical and social levers for action. 2.2 2024-2025 ACHIEVEMENTS KEY FIGURES ULiège's Educational Impact score according to the QS Sustainability Ranking 2025, which evaluates the educational offer and quality of courses which could positively impact society. 92.9/100 258 (+31) courses linked to sustainability 133 (+24) courses dedicated to sustainability 10 new lecturers and professors whose experise is directly linked to sustainability 8 "Service Learning" courses 18 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
A collective effort The creation of this SPOC is part of the mission of CARE Digital Tools, which supports the integration of digital educational tools in higher education by promoting innovative learning approaches. The course design, the result of collective construction and reflection, brought together some fifty experts from all faculties and a number of scientific collaborators from civil society to ensure rigorous and multidisciplinary scientific coverage of the issues addressed. A dedicated coordination team ensured the consistency of the course and a systemic approach to learning. Towards greater openness From 2026, the SPOC will evolve into a MOOC (Massive Open Online Course), allowing for wider dissemination beyond the ULiège community. This transition has two objectives: • to make content accessible to the general public, particularly secondary school teachers, alumni and institutional partners; • to promote ULiège's scientific expertise in the field of transition through an internationally recognised format. The transition to a MOOC is also supported by the desire to strengthen the University's public service mission and to build bridges between research, teaching and civil society. Start of the 2024–2025 academic year: positive feedback for the first pilot version More than 4,000 students and hundreds of staff members have already taken the first version of the course. A satisfaction survey was conducted to validate the educational approach. Among the strengths identified were: • The practical application of the concepts covered in light of current issues; • The knowledge gained and the diversity of topics covered; • The appreciation of the "online" format; • The quality of the speakers. Nevertheless, the course team is continuing to make pedagogical improvements, particularly with regard to assessments, the clarity and level of difficulty of the video clips, and the course texts. External partnerships The University of Liège has established unprecedented collaborations with external actors to strengthen the impact of the SPOC: • the CRM (Centre for Metallurgical Research) is already using the course content to raise awareness among its staff members. • a partnership with RTBF, launched for the start of the 2025 academic year, will enable 50 journalists per year to take the course. These partnerships will enable the SPOC to become a continuing education tool and a lever for transformation in sectors other than higher education. The SPOC "Sustainability and Transition" is a major asset in the educational development of the University of Liège. By providing the entire student community with a common foundation of systemic and interdisciplinary knowledge, it meets a dual requirement: understanding the root causes of current upheavals and being able to respond to them collectively and in an informed manner. Its transformation into a MOOC and its opening up to external actors further strengthen its potential impact, both academically and socially. durabilite.transition@uliege.be FIND OUT MORE 19 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
SECOND FACULTY CREDIT The second faculty credit for the "Sustainability and Transition" course was designed specifically within the faculties to complement institutional training by addressing concrete solutions related to the disciplines of the courses taken by students. It focuses on "solutions and actions", with the aim of stimulating critical thinking and encouraging an interdisciplinary approach to sustainability issues. This second faculty credit aims to equip students with the tools to address sustainability challenges from a holistic perspective, integrating essential analytical, critical and collaborative skills. In April 2025, the Faculty of Science held its "Sustainability and Transition" days, bringing together 250 undergraduate science students to explore the levers and solutions to the current global crisis together. The event featured conferences, participatory workshops, field activities, roleplaying games and performances on the management of resources, mobility, food and digital technology. Students had the opportunity to activate the three gateways to transition pedagogy: head, heart and body, i.e. stimulating reflection, emotion and action. The aim was to equip them to find positive meaning in the transition and imagine a desirable future for all. To conclude, a role-playing game simulating a rector's advisory panel placed them in the position of decision-makers to imagine a more sustainable campus, encouraging collective reflection and concrete commitment. Catherine Henrist (catherine.henrist@uliege.be) FIND OUT MORE At the Faculty of Medicine, the innovative course "Sustainability and Transition in Health" for future health professionals highlighted the links between human, animal and environmental health and the major challenges of sustainability. Active, innovative and adaptable teaching modules have initiated the development of relevant expertise in a rapidly changing health sector. With eight thematic modules to choose from, students explored a variety of approaches such as crisis management, sustainable food, intercultural communication and the role of the natural environment in well-being. Each module aimed to develop concrete skills for a more comprehensive and responsible healthcare practice adapted to contemporary challenges. The day ended with an inspiring lecture on the obstacles to action in the face of the environmental crisis, reinforcing the participants' commitment to sustainable health. In 2025, the course attracted around 300 students from the Faculty of Medicine, 50 from other faculties and more than 30 supervisors from a variety of backgrounds (ULiège, Eclosio, Humundi, etc.). Félix Scholtes (felix.scholtes@uliege.be) FIND OUT MORE The Faculty of Psychology, Speech Therapy and Education organised a mini-series of lectures in 2024-25 on issues related to human and social factors in the context of sustainability and transition. The first lecture focused on the impact of climate change on mental health in a context of polycrisis. This was followed by two lectures on the psychosocial barriers and drivers of adopting behaviours conducive to sustainability and transition. Benoit Dardenne (b.dardenne@uliege.be) The Faculty of Philosophy and Letters organised two days of cross-disciplinary workshops, on 9th and 10th April 2025, bringing together students from different programmes. The first day was devoted to disciplinary workshops led by faculty teachers, drawing on the specific skills of the courses (critical analysis, argumentation, translation, etc.) to explore sustainability issues: welcoming refugees, media discourse, responsible AI, gender studies, colonialism, etc. The second day, focused on citizenship, featured meetings with local associations (CRIPEL, UNIA, Eclosio, Territoires de la Mémoire, etc.) on topics such as inclusion, equality and precariousness. In the afternoon, the students worked in groups to design concrete projects aimed at improving student life (inclusive cafeteria, book lending, friendly spaces, etc.). Julien Perrez (Julien.Perrez@uliege.be) FIND OUT MORE 20 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
Finally, over four evenings, ten coaches supported more than 600 first-year students at HEC Liège in the 2 Tonnes workshop. Divided into small groups, they explored how to reduce their carbon footprint through concrete choices in terms of mobility, food, housing and energy. Thanks to this experience, everyone became aware of the impact of their behaviour and the collective levers for action to achieve the target of 2 tonnes of CO₂ by 2050 (in order to comply with the Paris Agreements). An inspiring first step towards both individual and systemic transition. Bruno Gemenne (bruno.gemenne@uliege.be) ; Frédéric Ooms (fooms@uliege.be). Other faculties will implement the new credit at a later date. For the Faculty of Veterinary Medicine and the Faculty of Law, Political Science & Criminology, it will appear in the 2026-2027 course programme and will be taught in the third year of the bachelor's degree to the cohort that will have participated in the first credit in 2024-25. In the Faculty of Social Sciences, the course "Introduction to Environmental Humanities" will be taught for the first time in 2025-26. It aims to draw on the participants' capacity for wonder and surprise in order to engage them in an exploratory approach to investigation. To do this, after an introduction to environmental humanities, participants will be asked to match the knowledge base from the ‘Sustainability & Transition’ SPOC video clips with that from some fifty references in the field of Environmental Humanities. To this end, a chatbot will be made available to them to query these two knowledge bases. Finally, the other faculties have integrated this faculty component into existing courses. This is the case for the ‘Environment, Contemporary Issues’ course at the Faculty of Architecture, the courses ‘Environmental Engineering’ and ‘Energy and Sustainable Development’ for the Bachelor of Civil Engineering, and the ‘Urban Analytics’ course for the Bachelor of Architectural Engineering at the School of Engineering. Finally, at Gembloux Agro-Bio Tech, the course "Biosphere, Agriculture and Society", intended for students in bioengineering, agroecology and landscape architecture, now incorporates the ‘Sustainability and Transition’ module to form a coherent unit worth 4 ECTS credits. Illustration generated using AI at the request of François Mélard. KEY FIGURES 4931 first-years bachelor students who followed the first course credit “Sustainability and Transition” (SPOC) 351 staff members registered for the optional online course 25 teaching staff followed training in resilience pedagogy organised by IFRES 6 students nominated HERA Awards 21 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
THE UNIVERSITY IS RECRUITING TO THINK ABOUT AND BUILD TRANSITIONS In 2024-25, ULiège hired new lecturers and professors whose expertise is directly related to sustainability issues. Whether it be resilience in civil engineering, water resource management, ecology, sociology of work, education or environmental history, these new appointments reinforce the cross-disciplinary integration of environmental and social issues at the heart of university education. • Nenad Bijelić (School of Engineering): lecturer in the field of "Resilience in Civil Engineering" • Serge Brouyère (School of Engineering): lecturer in the field of “Groundwater Resource Engineering” • Flavien Collart (Faculty of Science): lecturer in the field of ecology of plant communities and populations • Dorothée Denayer (Faculty of Science): lecturer in the field of the study and management of living organisms • Bruno Frère (Faculty of Social Science): professor in the field of social science epistemology and critical theories • Marianne Le Gagneur (Faculty of Social Science): lecturer in the field of new issues in the sociology of work • Mickael Idrac (Faculty of Social Science): lecturer in the field of social sciences of education - sociological and anthropological aspects • Corentin Poffé (Faculty of Science): lecturer in the field of didactics of scientific awareness and biological sciences • Patrick Schwarz (HEC ULiège): lecturer in the field of finance and accounting • Alexis Zimmer (Faculty of Architecture): lecturer in the field of environmental history applied to architecture and urban planning. FIND OUT MORE INTEGRATING EDUCATION FOR SUSTAINABLE DEVELOPMENT AND THE PEDAGOGY OF RESILIENCE IN HIGHER EDUCATION As part of the training programme for supervisors at the University of Liège, a session on sustainable development was organised by IFRES to raise awareness of environmental issues. This half-day session was part of a reflection on responsibilities in terms of transition. Through workshops and presentations, participants explored institutional resources for promoting sustainable practices. The training introduced the pedagogy of resilience, which aims to develop skills for dealing with the challenges of transition. The event created a space for sharing experiences and co-constructing innovative teaching approaches. Pascal Detroz (p.detroz@uliege.be) FIND OUT MORE © Maxence Dedry 22 | REPORT SUSTAINABILITY AND TRANSITION AT ULIÈGE | 2024 – 2025
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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