Resources & Tools

KoreAves is an independently created, free-to-view, English-first online atlas for exploring recorded birds in South Korea. It is intended as a real-world example for environmental data literacy rather than a course or conservation-impact intervention. Its taxonomic baseline contains 597 species and 20 subspecies, 617 taxa altogether, with regional pages, an interactive map, and links to observation evidence and methodology. Learners can compare what is recorded in different regions, inspect public-source coverage, and discuss why an observation map cannot be interpreted as a population estimate, a complete range map, or proof that a bird is absent elsewhere. The explorer is useful for teaching critical reading of biodiversity visualizations, source attribution, data gaps, and reproducibility. Users can browse the educational reference without payment or an account. Photos and contributed biodiversity datasets remain under their respective source-specific rights; this suggestion provides a link and original text only, not copies or sublicensed media. No classroom efficacy study is claimed.

Public bird observations are often misread as abundance or complete distribution when visualized on a map.

Help learners interpret source-linked occurrence evidence, coverage limits, and taxon distinctions without misrepresenting conservation outcomes.

Interactive free-to-view website with bird species pages, 17 regional views, source links and explanations of method limitations; accessible through provided external link, no uploaded files.

An operating public reference and interactive map exist; independent publisher acceptance, verified classroom learning outcomes, and conservation impact have not been established.

Record presence cannot prove absence elsewhere, and mapped observation counts do not measure population size. Source attribution and exact taxon concepts matter.

Invite learners to explore a South Korean region or bird taxon, inspect records and source links, identify missing-data caveats, and explain why record frequency is not abundance. Third-party imagery/data remain separately licensed; this submission grants no redistribution rights.

Public no-account website; responsive interface, English-first with Korean secondary labels

The SDS4HEI Toolbox is a practical collection of resources developed to support higher education institutions in integrating sustainable development across institutional strategy and practice. It takes a whole-institution perspective and provides tools that can be used to examine current practices, identify gaps, engage stakeholders and plan institutional change. The toolbox includes resources for baseline assessment, sustainability mapping, governance and education review, stakeholder mapping, gap analysis, self-assessment and strategic implementation. Institutions can use the tools individually or combine them as part of a broader sustainability planning process. For curriculum greening, the toolbox is particularly useful for examining the institutional conditions that support change beyond individual courses. It can help universities consider how sustainability is reflected in governance, educational structures, institutional priorities and decision-making, and identify areas where stronger alignment or action is needed. Best suited for: institutional leaders, sustainability teams, programme leaders, educational developers, quality assurance teams and staff involved in institutional sustainability planning.

GREENUS Mission Green Course is an interactive serious game designed to help higher education educators learn how to green an existing course through a sequence of realistic curriculum-design decisions. Instead of presenting curriculum greening as a checklist, the game places faculty in a semester-long redesign scenario shaped by limited time, curriculum space, stakeholder expectations and unexpected challenges. Across eight missions and a final curriculum defence, players work with sustainability content, learning outcomes, innovative pedagogies, learning environments, stakeholder co-creation, assessment and institutional alignment. They make choices involving systems thinking, climate justice, futures, biodiversity, under-represented knowledge, student agency and authentic action. Players can experiment with pedagogies including Service-Learning, Challenge-Based Learning, Project-Based Learning, Community-Based Learning, Living Labs and Problem-Based Learning, supported by strategies such as storytelling, gamification and flipped learning. Decisions dynamically influence Learning, Engagement, Action, Coherence, Justice, Agency and Greenwashing Risk. The game concludes with a personalised course profile and a GREENUS achievement badge reflecting the coherence and transformative potential of the player's redesign.

Open the game in a modern web browser and enter the course you want to redesign. Progress through the eight GREENUS missions by making curriculum-design decisions, selecting sustainability content, constructing a pedagogical approach, choosing a learning environment, engaging stakeholders and designing assessment evidence. There is not always one simple “correct” answer. Pay attention to the consequences of each decision and to changes in the Learning, Engagement, Action, Coherence, Justice, Agency and Greenwashing Risk indicators. At the end of the game, review your GREENUS course profile and achievement badge. Use the final reflection prompt to identify the dimension of your course that would benefit most from further redesign. The game can be replayed using different choices to compare alternative curriculum-greening pathways. In workshops, participants can play individually first and then compare their final profiles, pedagogical choices and trade-offs in small groups.

Keyboard- and browser-based interactive resource.

The SDG4U Mapping Tool is an online platform that helps higher education institutions examine how university courses engage with the United Nations Sustainable Development Goals. Professors can register courses and identify the SDGs, sustainability themes and educational methodologies addressed in their teaching. Students can contribute their own evaluations, creating an additional perspective on how sustainability is experienced within the curriculum, while administrative staff can support institutional participation. The platform accommodates courses from different disciplines and highlights approaches such as interdisciplinarity, problem-based and experiential learning, research-led teaching, community-based learning and multi-stakeholder collaboration. Course-level results are brought together in a public dashboard with statistics, institutional comparisons, SDG distributions and visual heatmaps. This makes the tool useful for curriculum review, institutional mapping and discussions about areas that are well represented or require further attention. Developed through the Erasmus+ SDG4U project, the platform offers universities a practical way to make their contribution to the SDGs more visible and to support evidence-informed curriculum greening.

The EcoSME Self-assessment Tool is a free online resource that helps educators and hospitality-sector practitioners reflect on their sustainability knowledge, skills, values and attitudes. Adapted from GreenComp, the European sustainability competence framework, it organises reflection around four areas: embodying sustainability values, embracing complexity in sustainability, envisioning sustainable futures and acting for sustainability. Users rate themselves against practical statements covering issues such as intergenerational equity, nature protection, responsible consumption, systems thinking, collaboration, greenwashing, multidisciplinary problem-solving and readiness to become an agent of change. The rating scale ranges from no competency to competent, helping users identify strengths and areas for further development. Educators can use the framework when designing sustainability learning programmes, while SME owners, managers, employees and vocational learners can use it to guide professional development and support greener business practices. The tool was developed through the Erasmus+ EcoSME project, which promotes sustainability skills and the green transition among small and medium-sized enterprises in the hospitality sector.

The GATE GreenComp Self-Assessment Tool helps students, teachers and school managers reflect on their sustainability competences. Based on the European GreenComp framework, it examines how knowledge, skills and attitudes are combined in understanding sustainability and acting responsibly. The tool provides three tailored pathways: secondary-school students, teachers and other educational staff, and school managers or sustainability coordinators. Each pathway contains four questionnaires corresponding to the four GreenComp competence areas, with 15 questions in each questionnaire. Practical examples make the competences easier to understand. After completing a questionnaire, users receive a proficiency profile and personalised suggestions that highlight strengths and possible next steps. The results are intended to support reflection and development, not to grade participants or provide a complete evaluation of school sustainability. The tool can support classroom learning, educator development, whole-school dialogue and planning for more systematic integration of sustainability across teaching, school culture and leadership.

The CoDesignS ESD Toolkit Planner is a free, cloud-based tool that helps educators integrate Education for Sustainable Development into curriculum design. It supports the collaborative planning of courses, modules and learning activities through three connected dimensions: sustainability competences, cognitive, socio-emotional and behavioural learning objectives linked to the SDGs, and transformative pedagogies. Educators can use the planner to select relevant competences and SDGs, formulate learning objectives, choose suitable teaching methods and create coherent learning designs. Interactive dashboards make the resulting curriculum choices visible and support discussion within teaching teams. The tool can be used individually or through a co-design process involving educators, learning designers, students and other stakeholders. It is particularly useful for curriculum review, course redesign, interdisciplinary planning and professional development. Within GREENUS, the planner supports the Learning and Engagement pillars by connecting sustainability outcomes with active pedagogy, collaboration and context-sensitive curriculum development.

SET4HEI is a free online self-assessment tool that helps higher education institutions examine how they contribute to the 17 United Nations Sustainable Development Goals. Developed by UNESCO IESALC in collaboration with United Nations agencies and higher education experts, the tool covers the institution’s teaching, research, engagement and management activities. Users can complete a short introductory assessment or explore separate questionnaires for each SDG. The results are generated immediately and include an institutional score, general recommendations and a downloadable PDF report. Assessments can be completed anonymously without registration, while registered users can save their progress and review previous results. SET4HEI can support institutional reflection, sustainability planning, internal evaluation and dialogue among university leaders, educators, researchers, students and external stakeholders. It is especially relevant to the GREENUS Action pillar because it connects sustainability commitments with measurable institutional practices and identifies areas for further development.

The GLOBE STEAMSS Data Space & Community Hub is a digital collaboration environment connecting educators, researchers, innovators and other stakeholders working across science, technology, engineering, arts, mathematics and social sciences (STEAMSS). The platform supports the exchange of data, resources, expertise and opportunities while fostering an international community of practice around sustainability and learning. Its integrated environment combines a Marketplace, Sustainability Analytics Dashboard, Green Skills Repository, community mapping and networking functions, thematic working groups, learning and engagement opportunities, and dedicated spaces for vacancies and organisational offers. A distinctive component supports Design Challenge Events, enabling users to propose and vote on challenges, access learning materials, share challenge videos, upload solutions and follow outcomes. By bringing knowledge resources, people, sustainability data and collaborative problem-solving into a shared space, the platform provides an infrastructure for interdisciplinary learning, partnership building and the co-creation of responses to real sustainability challenges.

The GLOBE STEAMSS Data Space & Community Hub can be used as a resource for exploring sustainability knowledge, identifying partners and opportunities, and engaging with interdisciplinary challenges. Explore the platform. Enter the Hub and browse the available areas according to your purpose. You can explore resources, sustainability data, green skills, organisations, community members, opportunities and collaborative activities. Search for relevant resources and expertise. Use the Marketplace, Green Skills Repository and community features to identify materials, competences, initiatives or organisations connected to your teaching, research or sustainability challenge. Use sustainability data. Explore the Sustainability Analytics Dashboard to access information that can help contextualise sustainability issues, support inquiry activities or provide evidence for challenge- and project-based learning. Connect with the community. Explore the community and organisational profiles to identify potential collaborators. The platform can support connections between educators, researchers, students, civil society organisations and other actors interested in STEAMSS and sustainability. Engage with a Design Challenge Event. Browse available challenges or contribute to challenge development. Depending on the activity, participants can examine proposed challenges, vote, access supporting learning materials and videos, develop responses and submit solutions. Integrate the Hub into learning activities. Educators can use platform resources and real-world challenges as starting points for inquiry, project-based learning, social hackathons or interdisciplinary assignments. Students can investigate an issue, work with available evidence, identify relevant stakeholders and collaboratively develop possible responses. Share and extend the results. Use the Hub to communicate solutions, resources or opportunities and to maintain connections beyond an individual course or event. In this way, an activity can become a starting point for further collaboration, research or sustainability action.

The GREENUS Social Hackathon Sandbox is a guided, team-based tool for turning real sustainability and social challenges into tested, actionable ideas. It structures the hackathon process through seven moves: Challenge, Understand, Reframe, Create, Test, Pitch and Activate. Teams begin with a community-defined need, gather evidence and stakeholder perspectives, identify systemic causes, develop and prototype possible responses, and improve their idea through feedback from community partners and mentors. The tool includes a GreenComp competence lens, a five-criterion readiness check covering creativity, feasibility, adaptability, impact and pitch quality, and a solution brief that can be handed to community partners. The final Activate stage addresses the common post-hackathon gap by requiring a realistic next action, a named owner, support needs and an indicator of progress. The resource can be used in face-to-face, hybrid or online higher education settings and supports interdisciplinary, experiential and community-engaged sustainability learning.

Participants can frame a real sustainability challenge; analyse stakeholder perspectives and system factors; generate and test possible solutions; collaborate across disciplines and with community partners; communicate a solution concisely; and define a feasible pathway for follow-through.

The LEAF Sustainability Competence Assessment Tool is an editable Excel resource that helps educators assess how learners apply sustainability knowledge through reasoning, collaboration, reflection and action. It includes a four-level rubric covering five interconnected competence areas: systems thinking, ethical reasoning, collaboration, action competence and critical reflection. Performance is described across four developmental levels, from Emerging to Transformative. The workbook includes a detailed assessment form for individuals or teams, adjustable competence weights, selectable performance levels, automatic scoring, and dedicated fields for recording evidence, feedback and next steps. A cohort tracker supports repeated assessment across up to 40 records, while an automated dashboard displays average competence scores and the distribution of performance levels. The tool can be adapted to projects, simulations, social hackathons, service-learning, community-based assignments and other authentic sustainability tasks. It combines assessment of the final product with evidence of students’ reasoning, participation, contribution and learning development, supporting both formative feedback and summative judgement.

EN-ROADS is a free, online climate solutions simulator developed by Climate Interactive, the MIT Sloan Sustainability Initiative and Ventana Systems. It lets users test how energy, land use, economic and policy choices affect global temperature, emissions, air quality, sea level and other outcomes through 2100. Users move interactive sliders covering areas such as carbon pricing, transport electrification, buildings and industry, renewables, economic growth and carbon dioxide removal, and see results recalculate in under a second. Built on system dynamics modelling and calibrated against leading integrated assessment models, it runs in an ordinary web browser with no installation. Educators can project it live in class, set the structured Guided Assignment, or run the Climate Action Simulation role play in which students negotiate as global stakeholders. Free facilitator guides, slide decks and worksheets support classroom use. Available in twenty-three languages including Italian and used by over 1.5 million people, EN-ROADS builds systems thinking and climate solutions literacy across any discipline.

Climate teaching often stops at describing the problem. Students can struggle to grasp which solutions actually work at scale, how they interact, and where the leverage lies. Abstract lectures rarely convey the counter-intuitive behaviour of complex systems, and learners can leave informed but disempowered.

To let students and educators test cross-sector climate solutions in real time, build systems-thinking competence, surface trade-offs and unintended consequences, and move learners from passive knowledge toward a grounded sense of what action looks like.

Use it live in class with the simulator projected while students propose changes, set it as the self-guided Guided Assignment, or run the Climate Action Simulation role-play where students negotiate as global stakeholders. Free facilitator guides, slide decks, worksheets and a comprehensive User Guide support all three formats. No installation or student account is needed to run the simulator.

The simulator has been used by over 1.5 million people worldwide, and the EN-ROADS team received the 2025 System Dynamics Applications Award from the System Dynamics Society.

Test the specific sliders you plan to use before class, since the model behaves in counter-intuitive ways that are powerful when anticipated and awkward when not. The interface is available in twenty-three languages, but the detailed User Guide is English only. A reliable internet connection is required.

pen the simulator in a browser, no installation or registration needed, and move the sliders to test climate solutions with results updating instantly. For teaching, download the free facilitator materials (slides, guides, worksheets) and choose a format: live demonstration, the Guided Assignment for individual students, or the Climate Action Simulation role-play for groups. Read more about the tool and how to use it, here: https://www.climateinteractive.org/en-roads/

Stakeholder Mapping Matrix is an Excel-based planning and visualisation tool developed within the LEAF Framework to help higher education institutions identify, organise, and monitor the networks of stakeholders that contribute to curriculum greening. The matrix enables users to document institutional and external partners, their ecosystem layer, stakeholder profile, contribution to the Learning, Engagement, and Action pillars, cooperation activities, thematic domains, relationship maturity, and engagement level within a structured stakeholder register. As information is entered, the workbook automatically generates a series of visual dashboards that provide an overview of ecosystem coverage, stakeholder distribution, relationship maturity, engagement patterns, and LEAF pillar contributions. It also includes a mapping matrix and a gap analysis that help institutions identify underrepresented stakeholder groups, strengthen partnerships, and support evidence-informed decision-making. Designed for collaborative planning workshops, curriculum redesign processes, and institutional sustainability strategies, the Stakeholder Mapping Matrix provides a practical and accessible way to build, analyse, and continuously develop diverse learning ecosystems that support long-term curriculum transformation.

Stakeholder Mapping Matrix is an interactive planning tool developed within the LEAF Framework to help higher education institutions understand, organise, and strengthen the networks of people and organisations that contribute to curriculum greening. It supports users in building a comprehensive stakeholder register by documenting institutional and external partners, their areas of expertise, contribution to the Learning, Engagement, and Action pillars, cooperation activities, thematic domains, relationship maturity, and preferred forms of engagement. By bringing this information together in a single environment, the tool offers a clear overview of the learning ecosystem surrounding the institution and reveals opportunities for collaboration across disciplines, sectors, and communities. As the matrix is completed, it automatically generates a stakeholder register, a visual mapping matrix, and a coverage dashboard that highlights existing strengths, identifies missing perspectives, and supports informed decision-making. The Stakeholder Mapping Matrix can be used during curriculum redesign, partnership development, institutional sustainability planning, and project implementation, helping institutions build diverse, well-connected learning ecosystems that support meaningful and lasting curriculum transformation.

LEAF Partnership Design Studio is an interactive design tool developed within the LEAF Framework to support higher education institutions in building strategic partnerships that strengthen curriculum greening. Rather than approaching partnerships as administrative arrangements, the tool guides educators, programme leaders, sustainability coordinators, students, and external stakeholders through a collaborative process of designing learning ecosystems centred on shared sustainability challenges. Organised around eight interactive design cards, the studio enables users to define a common challenge, map ecosystem partners, explore reciprocal value exchange, co-design learning experiences, establish governance arrangements, assess partnership readiness, develop an impact pathway, and plan long-term sustainability and recognition mechanisms. As users complete each stage, the tool automatically generates a dynamic Partnership Blueprint that synthesises decisions into a coherent implementation plan. The studio supports the development of partnerships that are pedagogically meaningful, strategically aligned, and capable of fostering long-term collaboration between higher education institutions and their surrounding communities.

How to use the Design Studio The design cards may be completed in any order, although the following sequence is recommended: Shared Challenge – Define the sustainability challenge that the partnership will address, identify the institutional context, and establish the shared purpose. Learning Ecosystem – Add organisations to the interactive ecosystem map and position them around the shared challenge to visualise relationships, influence, and potential collaboration. Partners can be repositioned by dragging the stakeholder bubbles. Value Exchange – Identify what each partner contributes to the collaboration and what each stakeholder gains, ensuring reciprocal and mutually beneficial partnerships. Learning Design – Co-design the learning experience by defining learners' roles, pedagogical approaches, learning activities, assessment, evidence collection, and alignment with the Learning, Engagement, and Action pillars of the LEAF Framework. Governance – Agree responsibilities, leadership arrangements, communication channels, coordination mechanisms, and decision-making processes. Readiness Assessment – Evaluate the partnership using interactive readiness indicators that assess dimensions such as trust, shared vision, communication, governance, learner involvement, and institutional capacity. Impact Pathway – Develop a simple theory of change linking the identified challenge to planned activities, expected outputs, outcomes, and long-term transformation. Legacy and Recognition – Plan mechanisms for sustaining the partnership, recognising partners' contributions, documenting achievements, and communicating impact through a shared partnership narrative. Throughout the design process, the Partnership Blueprint is generated automatically, providing a structured summary of all decisions made. The completed blueprint can be exported as a PDF or saved for further refinement, supporting partnership agreements, project planning, curriculum development, institutional reporting, and quality assurance. Outputs Learning Ecosystem Map Partnership Value Exchange Map Co-created Learning Design Partnership Governance Framework Partnership Readiness Assessment Impact Pathway Sustainability and Recognition Plan Partnership Blueprint (exportable)

The GREENUS Ambassador Certificate Generator is an interactive HTML-based tool designed to support the recognition and documentation of contributions made by Green Learning Ambassadors within higher education institutions and sustainability initiatives. Developed as part of the GREENUS LEAF Framework, the tool enables institutions to create professional, personalized certificates that acknowledge individuals' engagement in curriculum greening, sustainability leadership, community partnerships, and transformative educational practices. The generator allows users to customize recipient information, appointment periods, institutional affiliation, contribution areas, certificate identifiers, and recognition statements while incorporating institutional branding and digital signatures. The tool provides a real-time certificate preview, supports data saving and reuse, and enables printing or exporting certificates as high-quality PDFs. Through browser-based functionality, no installation or external software is required, making it easily deployable across institutions. Beyond certificate production, the tool contributes to strengthening institutional sustainability culture by providing a consistent mechanism for recognizing leadership, fostering motivation, enhancing the visibility of sustainability initiatives, and supporting the development of communities of practice. It complements the Engagement pillar of the GREENUS LEAF Framework by helping institutions celebrate and formalize the role of Green Learning Ambassadors as catalysts for curriculum transformation and sustainability action. The tool is released under a Creative Commons Attribution–NonCommercial–ShareAlike 4.0 International (CC BY-NC-SA 4.0) license, facilitating adaptation and reuse for educational and non-commercial purposes.

The GREENUS Ambassador Journey Portfolio is an interactive digital tool designed to accompany sustainability ambassadors throughout their professional and personal development journey. Grounded in the LEAF Framework (Learning, Engagement, and Action), the portfolio supports ambassadors in documenting their activities, collecting evidence, reflecting on their experiences, and demonstrating their contribution to institutional greening. Structured around a visual journey map, the portfolio follows the ambassador lifecycle from recruitment and onboarding to training, project implementation, community engagement, reflection, and recognition. Each milestone allows users to create multiple portfolio entries, upload photographs and supporting documents, record reflections, identify contributions to the LEAF pillars, and capture evidence of impact. This flexible structure recognises that learning and engagement are continuous processes, enabling ambassadors to build a rich narrative of their development over time. Beyond serving as a reflective journal, the tool functions as a digital evidence portfolio that supports institutional monitoring, quality assurance, and dissemination. Interactive dashboards, progress indicators, evidence galleries, and exportable reports help ambassadors and institutions visualise achievements, document good practices, and communicate the impact of sustainability initiatives. The portfolio can also be embedded within institutional websites or integrated into ambassador programmes to strengthen recognition, peer learning, and continuous professional development.

The Ambassador Network Design Studio is an interactive digital tool developed within the GREENUS framework to support higher education institutions in establishing, managing, and sustaining networks of sustainability ambassadors. The tool guides users through a structured, collaborative process for designing ambassador roles, defining transparent selection criteria, and developing governance models tailored to institutional contexts. The tool comprises three integrated modules: the Ambassador Role Builder, which supports the creation of role descriptions aligned with institutional priorities; the Selection Criteria Framework, which enables transparent and evidence-informed selection of ambassadors through weighted assessment criteria; and the Network Governance Model, which assists institutions in designing collaborative governance structures, clarifying responsibilities, and establishing mechanisms for communication, monitoring, and continuous improvement. Designed as a decision-support environment, the studio combines interactive forms, live visual previews, automated consistency checks, and exportable outputs that facilitate institutional planning and collaborative design.

The Interactive HUBI Matrix is a digital planning and instructional design tool developed to support the systematic design of service-learning projects. Building on the original HUBI Matrix framework, the interactive version transforms a static planning template into a dynamic environment that guides educators through the design of coherent, learner-centred, and community-oriented services. The tool enables users to define learning objectives, structure service content, select multiple delivery modes, align assessment and reflection strategies, and map each activity to intended learning outcomes within a single integrated workspace. Designed to facilitate constructive alignment, the tool incorporates intelligent features such as real-time coherence checks, automatic progress indicators, drag-and-drop organisation of content units, and visual mapping between learning outcomes, instructional activities, and assessment. It also supports project documentation through JSON and CSV export, printable reports, and local autosave functionality, allowing educators to iteratively develop, review, and share project designs. The Interactive HUBI Matrix is particularly suited for higher education institutions implementing service-learning, challenge-based learning, community-engaged learning, and other forms of experiential education. It can be used in teacher training, curriculum development workshops, project co-design sessions, and quality assurance processes, providing a practical digital framework for designing educational services that are pedagogically coherent, scalable, and aligned with institutional missions.

The Interactive HUBI Matrix was developed through an iterative design-based research process grounded in the implementation of service-learning courses across different higher education contexts. Its structure synthesises planning practices identified in multiple service-learning projects, particularly long-term implementations in teacher education and territorial planning, where educators needed a systematic way to connect community needs, curriculum requirements, learning outcomes, instructional activities, assessment, and stakeholder engagement. The tool guides educators through the complete service-learning design cycle. Users begin by identifying the community challenge and selecting the project's mission, followed by defining learning objectives and structuring the service into coherent content units. Each unit is then mapped to multiple delivery modes—including direct service, experiential learning, collaboration, community engagement, digital learning, innovation activities, and assessment—allowing educators to design rich and diversified learning experiences rather than isolated activities. The matrix also encourages explicit alignment between intended learning outcomes, pedagogical strategies, community participation, and reflection. Unlike traditional planning templates, the Interactive HUBI Matrix incorporates intelligent design support. Real-time coherence checks help educators identify missing elements, such as the absence of assessment, reflection, or community engagement, while visual mappings make constructive alignment immediately visible. Drag-and-drop organisation, automatic progress indicators, local autosave, printable reports, and export functions facilitate iterative curriculum design and collaborative planning. The design also reflects principles emerging from authentic service-learning practice. It accommodates both direct community interventions and complementary services, such as educational resources, teacher guides, digital platforms, STEM kits, advocacy materials, and communities of practice. In doing so, the tool supports projects ranging from urban regeneration and heritage preservation to STEM education, teacher education, intergenerational learning, and community capacity building.

The Interactive HUBI Matrix has contributed to improving both the quality and consistency of service-learning design by providing educators and students with a shared planning framework. Across the case studies, the structured alignment of community needs, learning outcomes, service activities, delivery modes, and assessment facilitated more coherent project development and strengthened the integration of service-learning within the formal curriculum rather than treating it as an extracurricular activity. The tool supported the development of projects addressing authentic societal challenges, including the adaptive reuse of industrial heritage through participatory urban planning, intergenerational learning initiatives promoting active ageing, STEM outreach programmes for schools, and the creation of educational resources for teachers and learners. These projects generated tangible outputs for community partners while simultaneously developing students' disciplinary expertise, pedagogical competences, teamwork, critical thinking, civic responsibility, and democratic participation. An important impact of the matrix has been its ability to make instructional design decisions explicit. By visualising how each learning objective is supported through specific activities, delivery modes, stakeholder interactions, and assessment strategies, the tool facilitates constructive dialogue among educators, community partners, and students. It also supports quality assurance by generating transparent documentation that can be reviewed, refined, and reused across different projects and institutional contexts. Beyond individual course planning, the Interactive HUBI Matrix has demonstrated strong transferability. Its flexible structure enables adaptation across disciplines, educational levels, and service-learning models, making it suitable for curriculum development workshops, educator professional development, institutional service-learning strategies, and collaborative project design within international partnerships.

The implementation of the Interactive HUBI Matrix across diverse service-learning contexts generated several important insights. First, effective service-learning design depends on making the relationships between community needs, curriculum objectives, learning activities, assessment, and reflection explicit from the earliest planning stages. A structured visual framework enables educators to move beyond activity planning towards designing coherent learning experiences with measurable educational and social impact. Second, meaningful service-learning requires systematic stakeholder involvement throughout the entire project lifecycle. The case studies demonstrated that community partners should participate not only in implementation but also in problem identification, co-design, feedback, and evaluation. Embedding these interactions within the planning process strengthens reciprocity and transforms community members into genuine co-educators. Third, diversified delivery modes significantly enrich learning. Combining face-to-face activities, fieldwork, collaboration, digital tools, creative production, mentoring, and structured reflection enables projects to address different learning preferences while fostering professional, civic, and democratic competences. The inclusion of digital reflective practices, such as video reflections (velfies), further demonstrated the value of capturing tacit learning and supporting continuous self-assessment. Finally, successful implementation requires sufficient time for projects to evolve through investigation, planning, action, and reflection. Both case studies confirmed that sustained engagement, strong institutional support, and long-term partnerships with schools, NGOs, public authorities, and community organisations are critical conditions for creating authentic service-learning experiences that generate lasting benefits for both students and communities.