University Co-Creation Space: Contributions to Sustainability Education and STEM Science Communication Through Participatory Practice

Abstract

The Transformer project at TU Wien exemplifies how universities can act as initiators for sustainability education and STEM science communication. Addressing the urgent need for climate change adaptation and the strengthening of key competencies for sustainability, this paper examines the university’s role in creating a temporary, participatory learning space. The Transformer bridges academic research and societal practice, demonstrating how higher education institutions can actively shape sustainable development. As both a knowledge producer and a facilitator of public dialogue, TU Wien designs the Transformer as a hands-on laboratory for children and adolescents, providing low-threshold access to STEM and sustainability content. By integrating university students and researchers from architecture, civil and environmental engineering, mechanical engineering, electrical engineering, informatics, and technical chemistry, the project transforms abstract scientific concepts into tangible, co-created solutions. This approach is designed to foster systemic thinking, practical skills, and participant agency—outcomes for which this paper presents documented but preliminary evidence—while enriching academic teaching and research through real-world applications. This paper analyses how TU Wien’s commitment to interdisciplinary cooperation and participatory science communication positions the Transformer as a model for other institutions, with a focus on circular economy as the anchor theme. Through reflective practice on four analytical dimensions—place-based learning, staged sustainability education, co-creative STEM communication, and the engaged university—this study offers insights into the challenges and opportunities of university-led co-creation spaces and considerations for institutions seeking to develop comparable initiatives.