Promoting Impact Learning at the University of Amsterdam: A bottom-up initiative

Katusha Sol (left) and Rosanne van Wieringen (right) – Co-founders of the SIG Impact Learning

Given the ever evolving and interconnected nature of today’s challenges, universities are rethinking how they prepare students for the complexities of modern society. At the forefront of this transformation is Impact Learning, an innovative educational approach that goes beyond traditional classroom teaching by immersing students in real-world challenges. At the University of Amsterdam (UvA), educators are championing this approach, believing that the key to meaningful education lies in students actively engaging with societal issues, not just studying them.

What is impact learning?

Impact Learning transcends traditional classroom settings by encouraging students to engage with society, apply their skills to solve real problems, and transform challenges into solutions. This educational concept involves:

• Direct collaboration with society where students work with communities and external partners.
• Engagement in citizen science initiatives that gives students a chance to participate in scientific research involving public contribution.
• Facilitating impactful learning experiences, by including methodologies such as design thinking, transition cycles, and placemaking.

Impact Learning is designed to bridge the gap between academic knowledge and real-world. The idea is simple yet profound: students should not only learn theory but also apply it to solve genuine problems, thereby making a tangible impact on society. This perspective is integrated into various courses, minors, and even entire programs, with an emphasis on challenge-based and authentic learning experiences.

Beyond community service: A broader vision

Impact Learning at UvA is seen as a broader and more versatile concept compared to traditional community service learning.

While supporting communities is one aim, Impact Learning extends beyond this. It encompasses a wide range of societal engagements, including creating solutions — like services or products — that have indirect but significant impacts.

Rosanne van Wieringen, a Special Interest Group Co-founder

This broader scope allows Impact Learning to be more inclusive and adaptable, making it an educational model for the future.

A prime example of this is UvA’s bachelor’s program in Computational Social Science^[1]. This program is built on the principle that students should engage with societal issues alongside external partners from day one. Instead of starting with theory, students are immediately confronted with real-world problems that need solving. As they work on these challenges, they learn the necessary methodologies, theories, and tools, gradually taking on more responsibility and preparing for challenges that blend technical innovations with humanities and social sciences.

The Special Interest Group Impact Learning

The initiative to promote Impact Learning at UvA began as a bottom-up movement^[2], driven by educators who recognised the need for a more connected and practical approach to teaching. What started as a small group of 15 educators has now expanded to include around 80, with participation from other universities as well. This community has become a thriving network of support, inspiration, and collaboration, ensuring that Impact Learning becomes a sustainable and recognised practice at the university.

Impact Learning is about more than just acquiring knowledge — it’s about empowering students to grasp not only the complexity of the issue but also the urgency of their role in addressing it. Their actions today could be the catalyst for meaningful change in society.

Rosanne van Wieringen, a Special Interest Group Co-founder

Impact Learning in action

The effects of the initiative taken by Sol and Van Wieringen can be seen across various programs at UvA. For example, the Institute for Interdisciplinary Studies has played a crucial role in designing the Computational Social Science program, where real-world problem-solving is central from the very beginning. Teachers involved in this program have joined the Special Interest Group, sharing insights and collectively overcoming the challenges of this new educational model.

One such example, a course “How to Deal with Climate Anxiety”^[3] designed by a group member Max van der Linden, initially focused on dealing with climate emotions has evolved into a platform for students to explore how they can create societal impact. The course starts with addressing negative emotions like anxiety and then aims to transform those into initiatives that inspires hope, encourages shared experiences, and motivates students to take action.
Another example is the “Change Making”^[4] course, which encourages students to reflect on societal and ecological challenges and develop innovative solutions. By guiding participants through a transition cycle—from envisioning a sustainable future to implementing concrete actions—the course emphasizes personal growth and collective impact. Through interdisciplinary collaboration, it empowers students to engage in hands-on interventions that contribute to meaningful societal change, embodying the principles of Impact Learning.

These examples highlight the diverse ways in which Impact Learning is being implemented at UvA. Whether through engaging with external partners or fostering personal reflection that leads to societal engagement, Impact Learning meets students where they are and guides them to take meaningful action.

Outlook for the future

Impact Learning is only continuing to gain traction at UvA; the term is expected to replace “community service learning” in the university’s strategic plan, reflecting a growing acceptance of this approach. The educators leading this initiative are confident that with continued support, it has the potential to flourish, enabling students to not only learn about the world but actively engage with and contribute to changing it.

As this movement grows, it is paving the way for a more engaged and impactful educational experience at UvA—one that equips students to meet the challenges of tomorrow with confidence and competence.

References

^[1] University of Amsterdam’s Bachelor in Computational Science.

^[2] Special Interest Group Impact Learning was initiated by the Institute for Interdisciplinary Studies (ISS). To join the group, contact the co-founders Rosanne van Wieringen or Katusha Sol.

^[3] Honoursmodule: How to Deal with Climate Anxiety? An Existentialist Approach.

^[4] University of Amsterdam’s Change Making: Healthy Future Programme.

Ready for more?

Discover the London Interdisciplinary School’s innovative approach to education that blends interdisciplinary learning, real-world problem-solving, and critical engagement with technology in our podcast episode A new education paradigm at the London Interdisciplinary School.

We also invited Natalie Walsh, Director of Entrepreneurial Development at the University of Galway, to discuss the Empathy Studio: A unique initiative that immerses students in the experiences of others to inspire human-centred solutions. You can learn about the role of empathy in education, entrepreneurship, and beyond in our podcast episode Empathy-driven innovation at the University of Galway.

This article is based on an interview with Rosanne van Wieringen, Educational innovator & lecturer at the University of Amsterdam and Chair of the Special Interest Group Impact Learning; for the Mapping Engaged Educator Career Pathways project, funded under Erasmus+.

Rimante Rusaite (author) is a Senior Project Officer at UIIN and holds an MSc in Environmental Policy and BSc in Psychology. Dedicated to sustainability and innovations, she’s also a design thinking coach and systems thinking enthusiast.