The Volcano of Change
Understanding complex societal issues requires openness, collaboration and a willingness to engage with multiple perspectives, the Volcano of Change fosters structured dialogue, visual facilitation and shared insight, making complexity more accessible and actionable.
Using the volcano metaphor, students map societal challenges and/or other umbrella themes—such as a specific academic discipline or shifting paradigms—based on urgency and visibility: Which issues rumble beneath the surface, erupt into view, lie dormant or are considered extinct? How are students connected to these issues?
This process encourages meaningful dialogue on personal and collective thoughts, emotions and interpretations. It builds a foundation for collaboration and links individual concerns to broader societal themes.
Background
This learning activity is part of the Transition Makers Toolbox, A Teaching Toolbox for Societal Transitions.The toolbox includes step-by-step learning activities, structured around the Inner Development Guide. Each learning activity in the toolbox includes assessment and resources and can be tailored to suit your teaching needs. For more inspiring learning activities, visit the Transition Makers Toolbox website.
The Transition Makers Toolbox is developed in a collaboration between the Institute for Interdisciplinary Studies (IIS) at the University of Amsterdam and the alliance of Eindhoven University of Technology, Wageningen University & Research, Utrecht University and University Medical Centre Utrecht (EWUU), supported by the Teaching & Learning Centre at the University of Amsterdam and Liberal Arts and Sciences and University College Utrecht at Utrecht University.
On-campus
Use the comprehensive guide in the Transition Maker Toolbox for a more detailed description of the step-by-step proces and required supplies: Transition Makers Toolbox: The Volcano of Change
Set-up classroom
Arrange the classroom so that students can work together in groups of two or three, choose a place to hang the Volcano poster, and make sure that the students can stand around it.
Optionally: using a Learning Plaza or the Teaching & Learning Lab could be suggested, due to its extra flexibility in set-up.
Manual
Set-up classroom
Arrange the classroom so that students can work together in groups of two or three, choose a place to hang the Volcano poster, and make sure that the students can stand around it.
Optionally: using a Learning Plaza or the Teaching & Learning Lab could be suggested, due to its extra flexibility in set-up.
Step 1: Mapping Societal Issues (30 minutes)
Choose a central topic or umbrella issue relevant to your course.
Introduce the Volcano Metaphor and ask students: “What do you notice in society or your field related to [umbrella topic]?”
Students reflect individually for 15 minutes and write down 3–7 issues, including their observations, feelings, thoughts, and personal responses.
Then, in small groups of two or three students, ask students to spend 15 minutes sharing the issues they identified. For each issue, they write a keyword or short phrase on a separate sticky note. If similar issues come up, they can merge them into one shared sticky note.
Step 2: Categorising Issues by Urgency (20 minutes)
Explain the four volcano stages (dormant, active, erupting, extinct) and show the Volcano poster displayed on the wall.
In small groups, students discuss their sticky notes and place them on the corresponding stage of the shared Volcano poster. If needed, issues can be added to multiple stages.
Once all notes are placed, the class can observe how issues differ or overlap in urgency and visibility.
Step 3: Making Sense of the Volcano Map (20 minutes)
Encourage the students to move around the room and read the poster individually. Afterwards, facilitate a discussion with the whole group, using the Volcano poster now filled with sticky notes.
Guide the discussion through three phases:
- Clarify: Ensure shared understanding of the issues placed on the poster;
- Reflect on group perspectives: Discuss patterns, tensions and surprises;
- Identify key themes: Highlight overarching insights or recurring topics.
Tip: refer to the teacher discussion guide for sample questions and discussion points to support the discussion.
Step 4: Group Reflection and Meaning-Making (20 minutes)
Ask the students to form new groups of three or four, based on a common one societal issue they feel drawn to and want to explore further.
In their new groups, have students:
- Share their individual journal reflections in Step 1 related to the chosen issue (observations, feelings, thoughts and response);
- Deepen the discussion by exploring observations, emotions, interpretations and possible actions;
- Analyse the issue by identifying advantages, disadvantages, threats and opportunities;
- Reflect on the group dynamics during the discussion.
Step 5: From Awareness to Action (15 minutes)
Bring the group back together for a plenary discussion to share insights and reflect on the session:
- Raise awareness: Lead a discussion around similarities and differences in perspectives across the group, and how it felt to share and listen;
- Explore possibilities for change: Invite students to consider how they might use these insights moving forward, both personally and professionally.
End the session by asking students to write a short reflection in their journal. Optionally, ask the students to submit a detailed self-reflection for assessment.
Tip: refer to the teacher discussion guide for guiding questions to support the discussion.