Public awareness and discussion about animal experiments and replacement methods has greatly increased in recent years. The term ‘the Three Rs’, which stands for the Replacement, Reduction and Refinement of animal experiments, is inseparably linked in this context. A common goal within the Three Rs scientific community is to develop predictive non-animal models and to better integrate all available data from in vitro, in silico and omics technologies into regulatory decision-making processes regarding, for example, the toxicity of chemicals, drugs or food ingredients. In addition, it is a general concern to implement (human) non-animal methods in basic research. Toward these efforts, there has been an ever-increasing number of Three Rs centres and platforms established over recent years — not only to develop novel methods, but also to disseminate knowledge and help to implement the Three Rs principles in policies and education. The adoption of Directive 2010/63/EU on the protection of animals used for scientific purposes gave a strong impetus to the creation of Three Rs initiatives, in the form of centres and platforms. As the first of a series of papers, this article gives an overview of the European Three Rs centres and platforms, and their historical development. The subsequent articles, to be published over the course of ATLA’s 50th Anniversary year, will summarise the current focus and tasks as well as the future and the plans of the Three Rs centres and platforms. The Three Rs centres and platforms are very important points of contact and play an immense role in their respective countries as ‘on the ground’ facilitators of Directive 2010/63/EU. They are also invaluable for the widespread dissemination of information and for promoting implementation of the Three Rs in general.

The adoption of Directive 2010/63/EU on the protection of animals used for scientific purposes has given a major push to the formation of Three Rs initiatives in the form of centres and platforms. These centres and platforms are dedicated to the so-called Three Rs, which are the Replacement, Reduction and Refinement of animal use in experiments. ATLA’s 50th Anniversary year has seen the publication of two articles on European Three Rs centres and platforms. The first of these was about the progressive rise in their numbers and about their founding history; this second part focuses on their current status and activities. This article takes a closer look at their financial and organisational structures, describes their Three Rs focus and core activities (dissemination, education, implementation, scientific quality/translatability, ethics), and presents their areas of responsibility and projects in detail. This overview of the work and diverse structures of the Three Rs centres and platforms is not only intended to bring them closer to the reader, but also to provide role models and show examples of how such Three Rs centres and platforms could be made sustainable. The Three Rs centres and platforms are very important focal points and play an immense role as facilitators of Directive 2010/63/EU ‘on the ground’ in their respective countries. They are also invaluable for the wide dissemination of information and for promoting the implementation of the Three Rs in general.

The multiple crises of the 21st century once again highlight the significant role of sustainable education in all educational institutions. Particularly in higher education, the inclusion of nature and animals in the curricula is underrepresented. Using the method of Multispecies Ethnography, which recognizes the interconnectedness and inseparability of humans and other life forms of the more-than-human world, such as plants or animals, this paper discusses the presence of nature in online-based nature and outdoor learning in higher education. This study examines nature-based learning in higher education. It analyses the role of nature in the learning process in general and in sustainable education in particular. The results of the study show that a relationship with nature leads to a change in one's worldview, which is evidence of the methodological importance of introducing nature in the learning process. The results also illustrate that – despite digitalization – direct interaction with nature is essential for a paradigm shift in education.

Dank schulde ich auch der Universität Gießen, die mir die Veröffentlichung dieses Werkes durch einen Publikationszuschuss ermöglicht hat.Der allergrößte Dank geht mit tiefer Liebe an meine Familie, die die Zeit der gemeinsamen Forschung mit mir genossen hat und die Entbehrungen des Schreibens über einen langen Zeitraum mitgetragen haben.

Wie werden Natur und Tiere durch die Multispezies-Ethnographie inklusiv in Forschungsprojekte integriert? Katharina Ameli fokussiert die inter- und multidisziplinäre Zusammenarbeit. Aus einer Untersuchung der Schnittstellen zwischen gesellschafts- und naturwissenschaftlich orientierten Fachdisziplinen ergibt sich eine komplexe Betrachtung von Natur, Mensch und Tier. Die Einblicke in Interdependenzen unterschiedlicher Fachdisziplinen verdeutlichen den Bedarf an einer Multispezies-Ethnographie zur Analyse von MenschenTiereNaturenKulturen.