My name is Sarah, and I’ve been working at Weltacker Berlin for about two years. I’m also studying ecology and environmental planning at TU Berlin and am about to finish my bachelor’s thesis. I’ll be starting my master’s program in April, and the workshop series I’m currently developing will be part of both my bachelor’s and master’s theses. 

Idea and Motivation 

The idea for the workshops came to me while I was working at Weltacker. During a workshop with aspiring pharmacists, I noticed that many sustainability topics are barely covered in their training—even though there’s a great deal of interest in them. 

I was also greatly inspired by a lecture at the university. It focused on questions of environmental psychology: Why do many people hold sustainable views but don’t act accordingly in their daily lives? What role do routines, social norms, or external conditions such as infrastructure play?
These questions led me to consider how educational programs need to be designed in order to truly make a difference. 

Workshop Methods and Content 

The workshops are deliberately designed to be interactive. It’s not about one person imparting knowledge while everyone else listens. Instead, I draw on concepts from education for sustainable development and transformative education. 

This approach combines three levels:
Head—knowledge and reflection; Heart—emotions and personal connection; Hands—practical skills  

Participants thus don’t just learn facts; they reflect on their own behavior, develop a sense of the topics, and try out concrete courses of action. Another key
component is embodied learning—that is, learning with the whole body. We use movement, group exercises, and playful methods. The goal is for knowledge to emerge collectively and for participants to experience that they themselves can bring about change and do their part. 

Creative and Musical Elements 

Depending on the group’s preferences, creative and musical methods are also incorporated into the workshops. For example, I work with sounds, such as a tuning fork or audio recordings of soil organisms. 

Target Audience 

The pilot workshop, developed as part of my bachelor’s thesis, was initially designed for vocational school students but is intended to be suitable for a wide range of target groups—such as apprentices, college students, school classes, companies, or adults in continuing education. The methods and content are adapted
depending on the group. One goal of my master’s thesis is to examine more closely how workshops can be tailored to suit different target groups. 

Duration and Format 

The workshops are available in 4-hour or 6-hour formats. Longer
sessions include ample breaks and often feature group activities such as cooking or hands-on exercises. 

Some examples of workshop content include: