Children are largely absent from circular economy and bioeconomy research, limiting opportunities for early development of systems thinking, sustainability competencies, and inclusive knowledge production. This paper presents a qualitative case study of the Horizon 2020 AgroCycle project (2016–2019), examining how primary school children were engaged as co-researchers through a transdisciplinary, participatory model. Analysis draws on project deliverables, educational resources, workshop records, internal reports, and dissemination materials. The study shows how children and adult co-researchers explored waste valorisation, bioresource transformation, and biobased material innovation in Irish schools. Valorisation in the context of the bioeconomy is the process of converting residues from farming, food, forestry and marine sources into high-value products such as biofertilisers, biofuels and biochemicals. It situates AgroCycle within European sustainability policy, highlighting its influence on subsequent initiatives, including Horizon Europe BioBeo and BiOrbic, Research Ireland’s Centre for Bioeconomy. By combining qualitative case study methodology with reflective practitioner analysis, the paper demonstrates how child-centred, transdisciplinary research can enhance sustainability education, support SDG-aligned competencies, and promote inclusive approaches to circular economy and bioeconomy transitions.
Bhaird et al. (Tue,) studied this question.