By Stefan Hilser
How can toolboxes more effectively support those learning to deal with complex societal and environmental problems, especially novices such as PhD students and early career researchers?
In this blog post, I briefly describe four toolboxes and assess them for their potential to assist learning processes. My main aim is to open a discussion about the value of the four toolboxes and how they could better help novices.
Before describing the toolboxes, I outline the learning processes I have in mind, especially the perspective of legitimate peripheral participation.