Co-Creation in Climate Innovation: Learning from a Plus-Energy School in Oslo

What does it mean to co-create climate solutions with young people? In the Horizon 2020-funded ARV project, researchers from NTNU explored this question through a three-year collaboration with Voldsløkka School in Oslo—Norway’s first plus-energy school and one of six European demonstration sites for climate-positive circular communities (CPCCs).

The ARV project aims to accelerate the implementation of energy-efficient and circular solutions in the building sector. But beyond technical innovation, it also seeks to engage citizens in shaping sustainable futures. At Voldsløkka, this meant working with over 200 pupils and teachers to design creative activities that connected local knowledge with project ambitions.

From Mosaic to Moose: Three Co-Creation Stories

The collaboration unfolded through three main activities: a mosaic made from recycled building materials, an animated climate superhero called El-Moose, and a board game about sustainable neighborhoods. Each activity offered a different approach to co-creation—and revealed different levels of local accountability.

The mosaic, created from salvaged tiles and bricks from the school’s construction site, was a tangible success. Pupils appreciated the hands-on process, and the final artwork now hangs in the school stairwell. Here, the matter of concern—the school itself—was clearly addressed. The activity was rooted in the physical and social context of Voldsløkka, and the involvement of local architects and school leadership ensured that the process felt meaningful.

The El-Moose animation was developed as part of a “climate bootcamp” activity, where pupils collected data on energy consumption in their school and local neighborhood. Based on this data, researchers created a short, animated film featuring a climate superhero moose who helps a fictional family reduce their energy use. The animation blends humor and storytelling with environmental themes and includes visual references to Voldsløkka School, making it a creative tool for engaging young audiences in sustainability topics.

Rethinking Research Through Co-Creation

Among the many outcomes of the ARV project’s collaboration with Voldsløkka School, the development of a board game stands out—not just as a playful tool, but as a serious and original research result. Designed in close collaboration with pupils from the 9th and 10th grades, the game translates complex ideas about sustainability, energy use, and neighborhood dynamics into an engaging format that invites both competition and cooperation. It is a testament to the creative
potential of young people when they are given the opportunity to shape the research outputs themselves.

The pupils were not passive participants—they were co-designers. Their prototypes (32 games), developed over several days of group work, addressed a wide range of sustainability themes, from public transport and ocean pollution to climate resilience and social equity. These prototypes were not only imaginative but deeply thoughtful, reflecting a nuanced understanding of the challenges and possibilities for sustainable futures. The final version of the game incorporated their designs, questions, graphics and even visual elements from their school environment, making the game both locally grounded and broadly relevant.

What this process revealed is that young people are often better than adults at imagining new ways to communicate serious issues. Their enthusiasm, creativity, and willingness to experiment with formats like board games show that co-creation can lead to outcomes that are both academically valuable and socially resonant. The “Voldsløkka game” is now part of the school’s collection, used during breaks and lessons, and serves as a lasting reminder of what participatory research can achieve when it is rooted in local contexts and driven by genuine collaboration.

The story of the board game invites us to rethink what counts as a research result. It challenges the idea that innovation must be technological or abstract, and instead celebrates the power of playful, tangible, and youth-led contributions to knowledge production. In doing so, it affirms that co-creation is not just a method—it is a way of making research matter.

Creating sustainable collaborations

Carrying out fruitful co-creation exercises in an already busy school day was a challenge that required extensive planning from the research team, but they highlight the schools’ extraordinary commitment and willingness to collaborate as the most important success factor of the project.

The ARV project’s collaboration with Voldsløkka School shows that co-creation should be more than a method—it can be a mindset. When researchers approach local actors with humility, openness, and a willingness to adapt, they create space for meaningful participation. And when they listen to what matters locally—whether it’s the school’s timetable, a mosaic, a board game, or exam schedules—they better relationships.

For those working on climate-positive innovation, especially in educational or community settings, the Voldsløkka experience offers a reminder: success stories don’t come from clever technologies alone. They come from learning stories and relationships—where people, places, and ideas meet in creative, sometimes messy, but always meaningful ways.