In the face of ecological, economic, and social disruption, conventional business education falls short. This talk proposes an alternative: a regenerative curriculum model that places student engagement at its core. Rooted in design thinking, systems thinking, and place-based pedagogy, the regenerative curriculum challenges the passive, transactional learning modes that dominate higher education. Instead, it empowers students as co-creators of knowledge, working in real-time with civic and business stakeholders to tackle complex, place-based challenges.
Drawing on a live case study from Lancaster University—where students engage in local innovation through immersive city-based projects—this session explores how regenerative approaches cultivate deeper learning, critical reflection, and a sense of responsibility and agency. We will share insights into how students develop “place empathy” and transferable skills by working across disciplines to prototype solutions to real-world problems.