HighlightsMost of the cycling in Warsaw is recreational.Lack of proper infrastructure and safety on roads prevent more cycling.Weather is a more important barrier for recreational than utilitarian cyclists.A comprehensive set of policies is needed to make Warsaw “bike-friendly”.

This paper seeks to contribute to existing debates on the relationship between democracy and environmental quality. More specifically, we aim to provide nuance and insight into the question as to whether democratic regimes are better equipped to protect the environment. After critically reviewing theoretical arguments and providing an overview of existing empirical studies, the paper proposes an approach which consists of the use of non-parametric correlations between democracy and environmental quality, and a consideration of the interactions between democracy, government effectiveness, economic prosperity, and perceptions of corruption. Crucially, we show that, although a positive correlation can be found between levels of democracy and environmental quality, the picture is somewhat blurred if data are stratified using criteria such as government effectiveness and corruption perceptions. Consequently, the main argument the paper pursues is that, to assess the relationship between democracy and environmental quality, intervening factors and their effects need to be acknowledged and taken into account.

One of the main challenges in sustainability discourse is its multifaceted nature often requiring that many different disciplines must cooperate in order to achieve progress. This issue also concerns sustainability education. In the article, we highlighted the experiences from the international cooperation of university teachers and researchers with highly diverse professional backgrounds who worked together on developing educational materials for university students in sustainability-oriented courses. The study is based on qualitative, participatory evaluation research, applying two rounds of open-ended questionnaires distributed to the same respondents (n = 18). For the analysis, we used the open-coding procedure for identifying the main categories. The results show some of the opportunities and barriers that emerged in the process of this cooperation. In particular, we discuss the issues related to the high heterogeneity of the group, such as the clashes of the different perspectives on the topics covered, group dynamics issues, trust, facilitation challenges, and also opportunities that such heterogeneity offers. We highlight the importance of open reflectivity in sustainability-oriented educational projects as the key to their successful implementation. Finally, we believe that results of this participatory study are useful in designing new projects aiming at further improvement of academic education in sustainability and sustainable development.

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