Inter- and transdisciplinary sustainability education: promoting equitable renewable energy opportunities in vulnerable neighbourhoods in Amsterdam through participatory action research

Purpose Higher education institutions (HEIs) are under increasing pressure to address the growing complexity of sustainability challenges. This study aims to demonstrate how a participatory action research (PAR) approach contributed to addressing complex sustainability challenges, preparing future professionals to engage with such challenges and fostering reciprocal relationships. Design/methodology/approach A PAR cycle was co-designed within an inter- and transdisciplinary master’s course, in which a team of students and researchers collaborated with a social enterprise to explore how Renewable Energy Communities (RECs) can support residents in financially vulnerable situations, particularly those experiencing energy poverty. Findings This study presents evidence supporting alternative narratives of RECs that incorporate both “hard” (techno-economic) and “soft” (social) dimensions of energy communities. These narratives are particularly relevant for social enterprises given their potential role in promoting more inclusive energy transitions through the creation of social value. Furthermore, the authors find that PAR can foster reciprocal relationships through both transactional and more transformational processes. Through these experiences, students developed a deeper understanding of the topic and an increased awareness of the complexity and significance of collaborating with communities. Originality/value The focus on transparency and process-sharing provides transferable lessons for university–society partnerships in the context of climate action, especially where responsiveness to local needs, diverse forms of reciprocity and trust-building are critical for success. To further support and enable reciprocal relationships, institutional change is needed in how HEIs invest in professional development programmes for educators.