Applying transdisciplinary sustainability transitions research in international social work doctoral training

This is a self-archived version of an original article. This version may differ from the original in pagination and typographic details. Author(s): Title: Year: Version: Copyright: Rights: Rights url: Please cite the original version: CC BY-NC-ND 4.0 https://creativecommons.org/licenses/by-nc-nd/4.0/ Applying transdisciplinary sustainability transitions research in international social work doctoral training © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group Published version Matthies, Aila-Leena; Hermans, Koen; Leskošek, Vesna Matthies, A.-L., Hermans, K., & Leskošek, V. (2022). Applying transdisciplinary sustainability transitions research in international social work doctoral training. Social Work Education, 41(7), 1541-1559. https://doi.org/10.1080/02615479.2022.2105316 2022 Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=cswe20 Social Work Education The International Journal ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/cswe20 Applying transdisciplinary sustainability transitions research in international social work doctoral training Aila-Leena Matthies, Koen Hermans & Vesna Leskošek To cite this article: Aila-Leena Matthies, Koen Hermans & Vesna Leskošek (2022): Applying transdisciplinary sustainability transitions research in international social work doctoral training, Social Work Education, DOI: 10.1080/02615479.2022.2105316 To link to this article: https://doi.org/10.1080/02615479.2022.2105316 © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Published online: 28 Jul 2022. Submit your article to this journal Article views: 478 View related articles View Crossmark data Applying transdisciplinary sustainability transitions research in international social work doctoral training Aila-Leena Matthies a , Koen Hermans b and Vesna Leskošek c a Kokkola University Consortium Chydenius, University of Jyväskylä, Kokkola, Finland; b Centre for Sociological Research, Catholic University of Leuven, Leuven, Belgium; c Faculty of social work, University of Ljubljana, Ljubljana, Slovenia ABSTRACT In the last 15 years, transdisciplinary research of sustainability transitions has become an increasingly powerful approach. We discuss it as a perspective for social work discipline, and as a theoretical-conceptual frame of a new international doctoral training and research programme in social work taking place in seven European countries. In our qualitative study, we investigate how the participating social work doctoral students reflect upon transdisciplinarity and understand the interconnectivity between environmental, ecological, and social sustainability transitions—which is widely recognised as a highly complex challenge of sustainability. The data used included the students’ learning diaries from the first summer school of this programme. As core findings of the analysis five joint themes expressing the interconnectivity emerged from the data: the indispensable role of nature for all life; the economy-based causes of unsustainability; the role of human rights; the researchers’ own ways of life; and the practice-relevance for SW. Our results support recent theoretical arguments that transdisciplinarity comprises not only a disciplinary thinking but a way of being, where the holistic lives of researchers merge with the content of their work. Regarding our analysis of the pedagogical and didactic arrangements promoting transdisciplinary thinking, we can encourage direct collaboration and teaching inputs with other disciplines and demonstrable practice applications. ARTICLE HISTORY Received 17 September 2021 Accepted 19 July 2022 KEYWORDS Social work; social inclusion; doctoral training; transdisciplinarity; sustainability transitions research 1. Introduction As the independent assessment group of scientists nominated by the United Nations (UN) Secretary-General reported critically in 2019, none of the UN’s 17 Sustainable Development Goals (SDG) is any nearer to being achieved. In fact, for most of them, the scientists found that the global situation has worsened since the launching of the SDG programme in 2015. Cross-cutting trends impacting several goals, such as rising inequalities, climate change, and biodiversity loss, are instead moving in a negative direction (Independent Group of Scientists appointed by the UN Secretary-General, 2019). CONTACT Aila-Leena Matthies [email protected] University of Jyväskylä, Kokkola University Consortium Chydenius, Finland SOCIAL WORK EDUCATION https://doi.org/10.1080/02615479.2022.2105316 © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The scientists stressed that the key to changing direction is overcoming imbalance across the three pillars of sustainable development—the environmental, economic, and social—and appreciating the significance of their mutual interlinkages (ibid.). This was no new suggestion, since there exists an established global consensus that social, economic, and environmental systems need to be viewed holistically, and disciplines are urged to closer co-creation of solutions since long time (Köhler et al. 2019, 2019; Brandt et al., 2013; Loorbach et al., 2017). However, at the same time, the interconnectivity between environmental, economic, and social transitions is widely recognised as highly complex, and understanding it appears a ‘wicked problem of sustainability’ (Lehtonen et al., 2018). Consequently, a radically new standard of learning, researching, and acting beyond immediate purlieus and across academic disciplines, including social work, is required, in order to change human activity towards the environment (Köhler et al. (2019). In the last 15 years, developing transdisciplinary research of sustainability transitions—meaning a fundamental transformation towards more sustainable society (Markard et al., 2012) – has become an increasingly powerful tool for facing complex societal challenges. This promises more than cross-, inter-, and multidisciplinary research. By definition, transdisciplinary research not only merges research from different disciplines but is transformative, as disciplines transcend themselves by consequence of mutual collaboration and influence, and as stakeholders beyond academia are included in the collaboration process (Brandt et al., 2013; Geels, 2011; Lang et al., 2012; Loorbach et al., 2017). Discussion of social work’s contribution to sustainability transitions in a clearly transdisciplinary setting has also started to grow (Matthies & Närhi, 2017; Moore et al., 2018; Nurius & Kemp, 2014). Nurius and Kemp (2014, p. 549) describe the transdisciplinary approach as promising and relevant but also highly demanding, since transdisciplinarity demands a new level of sophistication, and more particularly, clarity about the knowledge and skills that social work brings to the table, as well as the ability to articulate these contributions to colleagues from other fields. This paper is based on a new international doctoral training and research programme in social work taking place in seven European countries. To our knowledge, this is the first international social work doctoral programme to enter the emerging field of transdisciplinary sustainability transitions research. More precisely, the programme aims to apply the approaches of transdisciplinary sustainability transitions research (hereafter TSTR) in social work. Our research question in this qualitative empirical study was: 1. How do social work doctoral students reflect upon transdisciplinarity and, consequently, understand the interconnectivity between environmental, ecological, and social sustainability transitions? The data in this study consisted of the doctoral students’ learning diaries, written during the first summer school organised as part of their doctoral training. Besides this main investigation, we were also interested in the question: 2. What kind of pedagogical and didactic arrangements may help overcome the challenges of the ‘wicked problem of sustainability’? This was analysed in the learning diaries and course feedback. We first present the theoretical discussion and concepts framing both the doctoral research and training project and this study, and follow with a detailed introduction to the project, which 2A-L. MATTHIES ET AL. provides context here. After presentation of the empirical data, methods and results, we compare our results with the core discussion in the literature introduced as our theoretical framing. 2. Transdisciplinary sustainability transitions research as a perspective for social work According to Loorbach et al. (2017, p. 599), TSTR ‘ . . . seeks to better understand the dynamics and mechanisms of sustainability transitions and the role of agency herein to develop better analytical tools and governance strategies’. While at its outset this new research direction focused on the transitions of technical systems, such as mobility, energy, and agriculture, there was a later shift towards societal systems and governance of sustainability in, for instance, regions, cities, and neighbourhoods. Issues of power, politics, the role of civil society, grassroots initiatives, and social innovation have also been included as similarly relevant research topics (Loorbach et al. 2017). Several scholars identify a gap between the broad awareness of transdisciplinarity’s significance for achieving more sustainable development and a lack of knowledge about how this can be learned and practiced in a way that deepens understanding of the interconnectivity between environmental, social, and economic systems (Lehtonen et al., 2018; Luthe, 2017; Salovaara et al., 2021). Responding to this dilemma, Lang et al. (2012, p. 27) conceptualised an ideal type of TSTR with four criteria: a) a focus on societally relevant problems; b) a base in mutual learning processes between researchers from different disciplines and actors outside academia; c) the aim of creating solution-oriented robust knowledge that is transferable to societal and scientific practice; and d) community-based, interactive, or participatory research methods that are appropriate as a means of achieving transformative effects. As social work (hereafter SW) scholars we can easily recognise its many disciplinary factors encouraging and facilitating involvement in a transdisciplinary approach to sustainability. SW is an applied discipline that aims to be directly relevant to societal practices and problem-solving (Lyons, 2000; Shaw et al. 2013). SW education in most countries is already conceptualised on a multidisciplinary scientific basis, and its practical fields are inherently multi-professional and crosssectoral. In addition, SW has established a specific collaborative methodological approach that aims to develop theories out of and in collaboration with practice (Ruch & Julkunen, 2016). At the same time, SW has a long-standing participatory tradition of involving vulnerable groups and communities. SW is also strongly rooted in human rights, anti-discriminatory practices, and the recognition of power relations (Peeters, 2012) and hegemonic orders (Garrett, 2018), which are also vital for sustainability transitions. Over the last 20 years, too, sustainability discourse has emerged in ecosocial (Boetto et al., 2020; N’rhi 2004, Matthies et al., 2001), green (Dominelli, 2012) and ecological SW (McKinnon & Alston, 2016), gathering impacts from environmental movements and integrating them into SW fields. Moore et al. (2018, p. 263) even suggest that due to the SW’s disciplinary strengths, including its commitment to social justice, community engagement, and collaborative science—practice partnerships, SW scholars are potential leaders for advancing transdisciplinary research. SOCIAL WORK EDUCATION 3 To become a partner in co-creating sustainability transitions and achievement of the SDGs, the fundamental question for SW research, education, and practice is understanding how closely SW issues and their solutions depend on and are interconnected with environmental, ecological, cultural, and broader societal sustainability (Matthies & Närhi, 2017; Rinkel & Powers, 2019). Previous studies indicate that integration of sustainability issues and ecosocial approaches as a comprehensive through-flowing perspective within SW education is required, since the impact of single courses is rather low relative to the huge gap of knowledge on sustainability theories and practice across SW (Boetto & Bell, 2015; Boetto et al., 2020; Kemp, 2011). In current disciplinary discussions of TSTR, Köhler et al. (2019; also, Bulten et al., 2021) have pointed to a tension in the role of a researcher between engagement and distance, between committed activism and impartial academic study. The dilemma can be seen in the extensive collaborative involvement of transdisciplinary researchers with stakeholders and communities, which could be seen as a risk for the general requirement for objectivity and impartial assessment in scientific research. Rigolot (2020), however, suggests that such classical dichotomies based on distinctions between the theoretical and the practical, between science and society, appear increasingly limited in the context of current research practice. Referring to French philosopher Edgar Morin, the developer of complexity theory, Rigolot argues that, as a complement to the concept of transdisciplinarity as a discipline, a concept of transdisciplinarity as a way of being could be applied. In her definition, transdisciplinarity as a way of being allows for research to be inseparable from personal life far beyond the researcher’s professional activities. In this theoretical frame, the personal dispositions and expressions of researcher can be included. Transdisciplinarity as a way of being also includes the status of consciousness of the researcher (Rigolot, 2020), which is equally relevant in SW research in the field of TSTR. 3. Context: the ASTRA doctoral training programme in social work This study was theoretically and empirically located in the context of a new international doctoral training and research project funded by the European Commission under the title ‘Applying Sustainability Transition Research in Social Work Tackling Major Societal Challenge of Social Inclusion’, ASTRA for short (ASTRA Project, 2022). From a disciplinary point of view, the project comprises SW doctoral training and aims to strengthen the emerging research area that combines TSTR and SW. As our title suggests, we argue that SW’s main target is to promote social inclusion and justice for all, especially the most vulnerable people and communities. ASTRA research focuses on young people facing precariousness, people with a migration background, and vulnerable local communities, which all face the highest risk of social exclusion in Europe (Eurostat, 2018; Madinipour & Weck, 2015). We argue that the persistent and complex challenge of an inclusive society demonstrates how a sustainable and fair social foundation of human life can only develop from an inherent interdependence within the overall ecological boundaries and a regenerative and distributive economy (Raworth, 2012, 2017). The global and local environmental and economic crises and injustices have significant impact on the life perspectives of the people concerned, for example, through forced migration, the dominance of a for-profit economy and unlimited economic growth, the unbalance of food surplus and food poverty, unjust use of natural resources 4A-L. MATTHIES ET AL. and the impoverishment of urban and rural communities (Dominelli, 2012; Matthies et al., 2001). Given these environmental and ecological root causes for social disasters, the leading thesis of ASTRA suggests that it is worth researching whether SW’s core task, social inclusion, and social justice, can be better promoted by applying approaches from TSTR. Global SW communities have also highlighted the interconnectivity between ecological, economic, and social factors in their 2015 Global Agenda for Social Work (International Association of Schools of Social Work (IASSW), International Council on Social Welfare (ICSW) and the International Federation of Social Workers (IFSW), 2012). The Global Agenda confirms that in order to fight poverty globally and locally, SW has to support people to create other sources of income than those built on an unjust economy and over-exploitation of natural resources. ASTRA was established by a European network of SW scholars from seven countries collaborating on ecosocial issues and sustainability. However, following our transdisciplinary approach in ASTRA, we emphasised the importance of cross-sectoral collaboration between universities, environmental organisations, and non-profit organisations. A national environmental research organisation and an international scientific nonuniversity organisation working on public, social, and cooperative economy are therefore also part of the ASTRA consortium. Further, nine non-profit organisations are included as partners, providing practice training, supporting ASTRA’s empirical research, and bringing new practical insights into the knowledge development process. The funding provided through the European Commission’s Marie Skłodowska-Curie Actions (MCSA) programme enables three years fully paid doctoral training and research for 15 Early Stage Researchers (ESRs). Globally recruited, these ESRs have backgrounds from a variety of countries in Asia, Africa, Europe, and North America. Many already have some international experience, for instance, through a master’s SW degree or comparable degree from abroad. In ASTRA, each ESR develops their own doctoral research on the joint topic starting from the pre-established themes, which comprise three thematic research groups of environmental, economic, and social sustainability transitions. The pre-established themes of the 15 ASTRA research projects—to be slightly modified by the recruited researchers themselves—are given in Table 1. Vulnerable communities refer to urban and rural spatial contexts with major socioeconomic discrimination regarding rates of poverty, unemployment, and stigmatisation, including unhealthy living environments and poor infrastructure (Meade, Shaw & Banks 2016; Rinkel & Powers, 2019). The concept of precariousness which is connected to young people and migrants, refers especially to the unequal circumstances of their livelihood in regard to their experienced challenges in the labour market (Cairns et al., 2016; Castles, 2015). Topics in the research group on Environmental Sustainability Transition address the ways the natural and built environment, including food policy and housing, interconnect with human well-being, social inclusion, and justice (Shanahan et al., 2019). Research in the Economic Sustainability group focuses on gathering knowledge about the realistic opportunities for new economic models beyond conventional businesses, such as circular, social, and solidarity economy (Borzaga et al., 2019; Chaves-Avila, 2021), which take planetary boundaries into account and improve social inclusion and justice (Raworth, 2017). The research group on Social Sustainability Transition studies the transcending SOCIAL WORK EDUCATION 5 Table 1. The pre-established research themes of the ASTRA ESRs. Target groups/ Thematic Research groups People with a migration background Young people in precariousness Vulnerable communities Environmental Sustainability Transition The use of the public natural environment as a means of inclusion Natural environment as a resource for sustainable well-being Food poverty and food waste; sustainable housing Economic Sustainability Transition Impact of transnational female caring economy Capability of circular economy to enable social inclusion; Sustainable impact of social inclusion programmes Ecosocial innovations and solidarity economy; Democratic participation in economic structures Social Sustainability Transition SW in communities facing forced migration due to environmental crises Participation of young migrants in rural environments; Sustainable impact of labour integration centres; Contributive justice in ecosocial inclusion projects Role of participatory SW practices for sustainable urban communities; SW programmes cultivating sustainable local communities 6A-L. MATTHIES ET AL. role of SW and diverse community-based and innovative ecosocial grassroots projects (Matthies et al., 2019; Stamm et al., 2020) from a perspective of contributive justice, allowing due recognition and respect for social contribution (Gomberg, 2016). This can create employment and participation that will improve inclusion for the most vulnerable groups in sustainable ways from both an ecological and an economic perspective. Although the ASTRA research groups are organised around the three pillars of sustainability and led by scientific experts in the respective disciplinary fields of environmental sciences, economics, and social sciences, each research theme is embedded in a holistic approach to sustainability transitions. Also, the ESRs receive training across all themes to assure the growth of transdisciplinarity thinking. 4. The first training event: a ten-day summer school on-screen The ASTRA project started in October 2020 with the call and selection process for the 15 ESRs. However, Covid-19 created delays and challenges for recruitment and enrolment. Most ESRs were able to move to their destination countries and host research units in June 2021. This provided a stimulus for arranging the first of three annual 10-day summer schools, planned for that month, online rather than in person. The intensive 10day training event opening the project thus had a strong functional networking role as well as introducing ASTRA’s basic conceptual and theoretical framework. Besides intensive study of the concept of TSTR, it was important to achieve joint knowledge of the target problem before studying possible solutions promoting sustainability and SW’s role in them. Based on input from other disciplines, such as environmental sciences and the economy, ESRs were introduced to current knowledge of global megatrends behind unsustainability. Four global major drivers of unsustainability were analysed in lectures. These included conceptual frames and recent research, the loss of biodiversity, challenges of global food systems, global economic dynamics, and alternative economies, which are major drivers of forced migration and human rights violations. As expected, these megatrends cross the research fields of several disciplines, including SW, and enable us to discover how environmental, economic, social, and even cultural factors combine. Along with academic lectures, the course included online presentations by thematically related non-profit partner organisations (hereafter NPOs). They were explicitly asked to discuss how they combined ecological, social, and economic sustainability in their work, to help the ESRs translate the theoretical content of the lectures into practice. Finally, group work in the thematic research groups—although conducted online— enabled us to discuss preliminary draft plans for the individual doctoral research of the ESRs. All activities in this online summer school were planned to be interactive and to provide space for reflective and in-depth discussion. Besides a presentation of the first draft of their doctoral research, ESRs were asked to read three scientific articles, to participate actively and write a reflective learning diary as course assignments. Learning diaries are typically used in the academic education of various professions for supporting reflective learning and for achieving metacognitive competences (Clipa et al., 2012). Learning diaries can be used both for short-term and long-term (self-) documentation of the learning process (Tolland et al., 2019). At ASTRA it is equally effective in both modes: although intended to record learning at the 10-day summer school, it also SOCIAL WORK EDUCATION 7 the global background of the ESRs, this is vital. Active participation, critical discussion, and opportunities to share knowledge are essential for sharpening the argumentation that leads to innovative research questions and enable excellent research. 9. Conclusions We have here aimed to strengthen knowledge about the place of SW as a discipline in the field of TSTR, providing an example from the new doctoral programme ASTRA, itself intended as a contribution to this area. The empirical data was collected during the first course of this first international SW doctoral programme in TSTR. Our core objective in this paper was to illustrate how SW students in this programme identify the interconnectivity between environmental, economic and social sustainability transitions and, through this, reflect on transdisciplinarity. From a qualitative analysis of the learning diaries, five themes emerge as main findings: the indispensable role of nature for all life; the economybased causes of unsustainability; the role of human rights; the researchers’ own ways of life; and the practice-relevance for SW. While interpreting these themes as results, we found that Themes A, B, and C unintentionally reflect not only transdisciplinarity but also the core relevance of the three disciplinary pillars of sustainability for SW: nature as the base of life, an economy that has to be changed and human rights. In contrast, Theme D refers rather to the personal positioning and subjectivisation of the researchers, while Theme E finally brings the strong professional SW perspective on the stage. The results support the discussion that there exist concrete and practice-related transdisciplinary issues of sustainability, which are directly relevant for SW, but which are, at the same time, global drivers to a great extent. Several ESRs mentioned how the course debate on themes, such as food systems, forced migration and alternative models of economy made the interconnections more convincing. It is worth mentioning that the diverse geographical backgrounds of the ESRs also empowered different perspectives for reflecting interconnectivity. People from the Global South argued that issues of social and economic injustice appear more urgent as opposed to the Western perspective where environmentalism is more dominating while defining sustainability. 10. Discussion Although analysing only the beginning of a new programme, we can confirm the argument of Nurius and Kemp (2014) that SW doctoral education must and can be developed towards responsible tasks in TSTR. Further, our results also support the understanding of the transcendence of transdisciplinary thinking and that SW undergoes transition itself through such disciplinary collaboration (Moore et al., 2018; Nurius & Kemp, 2014). The ESRs reported several insights, which enable them to see SW in a larger role, identify it as being based on nature, reflect critically its connection with a growth-oriented economy, and demand a higher commitment to human rights as a sustainability issue. These themes are also addressed as transformative systemic research approaches in the rapidly expanding sustainability transitions research across various areas (Köhler et al., 2019; Schot & Steinmueller, 2019). 14 A-L. MATTHIES ET AL. Compared with previous investigations in the literature that find interconnectivity between the environmental, economic, and social systems as being the ‘wicked problem’ of sustainability (Lehtonen et al., 2018; Loorbach et al., 2017), we offer slightly different arguments. Certainly, some ESRs mentioned that sustainability issues had not been discussed as interlinked with SW in their previous study, so interlinking environmental, economic, and social sustainability remains challenging. However, based on our findings, we consider rather that the ESRs’ capacity to think in transdisciplinary ways and interconnect various issues of sustainability transition with their own discipline (SW) appears to be intellectually and conceptually at a very promising level already, even after their first doctoral course. The identified interconnections are systemic, both practically and conceptually. In conclusion, we can state that the debates in the first summer school supported a slight shift toward a new systemic and transdisciplinary thinking of sustainability transitions in a way that promises a deeper new orientation, both as a framework for the doctoral research but also as a reflection of the ESRs’ own life and thought, as presented in Themes D (way of being) and E (SW practice). For us, this appears to support Rigolot (2020) arguments that transdisciplinarity comprises not only a new disciplinary thinking but a way of being, where the holistic lives of humans as researchers merges with the content of their professional life. Regarding the focus of this Special Issue on the specific role of SW education regarding SDGs, the international ASTRA programme as doctoral training turned the question viceversa and asks, how TSTR—also embedded in the SDGs—can contribute to SW’s inherent task of advancing the social inclusion of its most vulnerable target groups. This transformed approach means that the SW ESRs in ASTRA are truly urged to cross disciplinary borders and engage in new types of scientific collaboration (Matthies & Närhi, 2017). From the results of the initial training event in this unique doctoral programme, these first steps are encouraging. On this basis, we think that it is well worth introducing the ASTRA programme and the first investigated reflections of its core concerns to the broader community of SW scholars. Not only the pedagogical lectures on supporting transdisciplinary learning but also the wider relevance of the transdisciplinary research themes can hopefully inspire further course developments and exchange among scholars interested in ecosocial work. 11. Limitations We must, however, consider the limitations of this qualitative study. Firstly, the small size of the data set does not allow for generalisations. In that regard, we would emphasise that this paper has a value beyond simply providing measurements of exact course impacts, as discussed above. We have not only introduced a new unique international doctoral programme but hopefully also highlighted and encouraged the possibilities for adding on the value of transdisciplinarity for SW as a science. Secondly, we are not yet able to differentiate how far the results drawn from the data, i.e. the reflections in the learning diaries, can be identified directly as results of the ASTRA summer school or how far this demonstrated capacity for transdisciplinary thinking can be traced back to any previously established knowledge base in education, work, and life experience from different parts of the world. This paper, therefore, has rather a descriptive character regarding course presentation and the empirical analysis of the data with categorised themes emerging as results. However, we hope SOCIAL WORK EDUCATION 15 that it will deepen an understanding of what the actual content of transdisciplinary thinking in SW doctoral education may be. Further research comparing and following-up the impacts and contents of diverse educational and research-oriented efforts of SW in the TSTR field is for sure needed, and could strengthen SW as a discipline and practice as well. Acknowledgments We highly acknowledge the collaboration with the Early Stage Researchers Miroslav Budimir, Rebecca Conway, Svenja Fischbach, Eileen Lauster, Kang Liu, Athina Moroglou, Areen Nassar, James Obeng, Ioannis Perifanos, Shailendra Rai, Atefeh Safarabadi Farahani, Amy Shackelford, Michael Emru Tadesse, and Jeany Rose Teguihanon. Disclosure statement There are no conflicts of interest. Funding This work was supported by the European Union’s Horizon 2020 Research and Innovation Programme under the Marie Skłodowska-Curie Grant Agreement (Identity number). 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