The RISS was, therefore, established in April 2006 as the institutional branch of the IR3S at Osaka University,

to mobilize S&T to minimize the impact of human activities on the Earth’s life support systems. Introduction to the RISS Program In April 2008, the RISS launched a new graduate educational program in Osaka University4 as a flagship project of the IR3S to contribute to the establishment of a new academic discipline—sustainability science. At Osaka University, the RISS is intended to offer a minor program in sustainability science in which eight credits are necessary to complete and any students learn more enrolling in the master’s program at Osaka University are eligible for the program. The mission of the RISS program stands on the IR3S’ definition

of sustainability science. Specifically, the aim is to nurture students who: Understand the interactions within this website and between global, social, and human systems, the complex mechanisms that lead to the degradation of these systems, and concomitant risks to human well-being and security Are able to propose visions and methods for protecting and/or restoring these systems and linkages. We believe that mobilizing S&T among all people in Osaka University is essential to the attainment of our mission. One of the reflections to this is to provide students from different academic backgrounds with opportunities to deliberate sustainability issues from a variety of perspectives through the education program. The program also attempts to maintain the diversity of instructors in the academic fields in the curriculum. These reflections help us disseminate the idea of sustainability science among Osaka University’s faculty members, as well as students. The objective MycoClean Mycoplasma Removal Kit of our program is to improve students’ sustainability literacy. In

pursuit of sustainability, it is imperative to first comprehend the complex relationship between the human system, such as life-style and human activities, and socio-economic systems, such as institutions and global environmental systems. It is important for students to obtain ‘sustainability literacy’ to deal with sustainability and, thus, providing such literacy in the classroom is among the crucial missions of sustainability education offered by the RISS. Sustainability literacy in general can refer to the knowledge and skills necessary to contribute to a more sustainable society (Stibbe 2008) and, thus, we have our own definition. Sustainability literacy is defined by, apart from the basic and essential knowledge about sustainability and the environment, the ability to systematize the complexity of global sustainability, the capability to come up with the best available option or solution, even under the condition of uncertainty and trade-off, which we might encounter very often in coping with sustainability, and a systematic approach to tackle the complicated issues.