This is an extension of the original RAGE model (Dressler et al. 2018), where we add learning capabilities to agents, specifically learning-by-doing and social learning (two processes central to adaptive (co-)management).

The extension module is applied to smallholder farmers’ decision-making - here, a pasture (patch) is the private property of the household (agent) placed on it and there is no movement of the households. Households observe the state of the pasture and their neighrbours to make decisions on how many livestock to place on their pasture every year. Three new behavioural types are created (which cannot be combined with the original ones): E-RO (baseline behaviour), E-LBD (learning-by-doing) and E-RO-SL1 (social learning). Similarly to the original model, these three types can be compared regarding long-term social-ecological performance. In addition, a global strategy switching option (corresponding to double-loop learning) allows users to study how behavioural strategies diffuse in a heterogeneous population of learning and non-learning agents.

An important modification of the original model is that extension agents are heterogeneous in how they deal with uncertainty. This is represented by an agent property, called the r-parameter (household-risk-att in the code). The r-parameter is catch-all for various factors that form an agent’s disposition to act in a certain way, such as: uncertainty in the sensing (partial observability of the resource system), noise in the information received, or an inherent characteristic of the agent, for instance, their risk attitude.

The Nice Musical Chairs (NMC) model represent the competition for space between groups of stakeholders of farming and herding activities in the arid Afro-Eurasia.

We present here MEGADAPT_SESMO model. A hybrid, dynamic, spatially explicit, integrated model to simulate the vulnerability of urban coupled socio-ecological systems – in our case, the vulnerability of Mexico City to socio-hydrological risk.

This purpose of this model is to understand how the coupled demographic dynamics of herds and households constrain the growth of livestock populations in pastoral systems.

How do bots influence beliefs on social media? Why do beliefs propagated by social bots spread far and wide, yet does their direct influence appear to be limited?

This model extends Axelrod’s model for the dissemination of culture (1997), with a social bot agent–an agent who only sends information and cannot be influenced themselves. The basic network is a ring network with N agents connected to k nearest neighbors. The agents have a cultural profile with F features and Q traits per feature. When two agents interact, the sending agent sends the trait of a randomly chosen feature to the receiving agent, who adopts this trait with a probability equal to their similarity. To this network, we add a bot agents who is given a unique trait on the first feature and is connected to a proportion of the agents in the model equal to ‘bot-connectedness’. At each timestep, the bot is chosen to spread one of its traits to its neighbors with a probility equal to ‘bot-activity’.

The main finding in this model is that, generally, bot activity and bot connectedness are both negatively related to the success of the bot in spreading its unique message, in equilibrium. The mechanism is that very active and well connected bots quickly influence their direct contacts, who then grow too dissimilar from the bot’s indirect contacts to quickly, preventing indirect influence. A less active and less connected bot leaves more space for indirect influence to occur, and is therefore more successful in the long run.

a computer-based role-playing game simulating the interactions between farming activities, livestock herding and wildlife in a virtual landscape reproducing local socioecological dynamics at the periphery of Hwange National Park (Zimbabwe).

HUMLAND Fire-in-the-Hole is a conceptual agent-based model (ABM) designed to explore the ecological and behavioral consequences of fire-driven hunting strategies employed by hunter-gatherers, specifically Neanderthals, during the Last Interglacial period around the Neumark-Nord (Germany) archaeological site.

This model builds on and specializes the HUMLAND 1.0.0 model (Nikulina et al. 2024), integrating anthropogenic fires, elephant group behavior, and landscape response to simulate interactions between humans, megafauna, and vegetation over time.

This model aims to investigate how different type of learning (social system) and disturbance specific attributes (ecological system) influence adoption of treatment strategies to treat the effects of ecological disturbances.

This is a generic sub-model of animal territory formation. It is meant to be a reusable building block, but not in the plug-and-play sense, as amendments are likely to be needed depending on the species and region. The sub-model comprises a grid of cells, reprenting the landscape. Each cell has a “quality” value, which quantifies the amount of resources provided for a territory owner, for example a tiger. “Quality” could be prey density, shelter, or just space. Animals are located randomly in the landscape and add grid cells to their intial cell until the sum of the quality of all their cells meets their needs. If a potential new cell to be added is owned by another animal, competition takes place. The quality values are static, and the model does not include demography, i.e. mortality, mating, reproduction. Also, movement within a territory is not represented.

This agent-based model simulates the lifecycle, movement, and satisfaction of teachers within an urban educational system composed of multiple universities and schools. Each teacher agent transitions through several possible roles: newcomer, university student, unemployed graduate, and employed teacher. Teachers’ pathways are shaped by spatial configuration, institutional capacities, individual characteristics, and dynamic interactions with schools and universities. Universities are assigned spatial locations with a controllable level of centralization and are characterized by academic ratings, capacity, and alumni records. Schools are distributed throughout the city, each with a limited number of vacancies, hiring requirements, and offered salaries. Teachers apply to universities based on the alignment of their personal academic profiles with institutional ratings, pursue studies, and upon graduation become candidates for employment at schools.
The employment process is driven by a decentralized matching of teacher expectations and school offers, taking into account factors such as salary, proximity, and peer similarity. Teachers’ satisfaction evolves over time, reflecting both institutional characteristics and the composition of their colleagues; low satisfaction may prompt teachers to transfer between schools within their mobility radius. Mortality and teacher attrition further shape workforce dynamics, leading to continuous recruitment of newcomers to maintain a stable population. The model tracks university reputation through the academic performance and number of alumni, and visualizes key metrics including teacher status distribution, school staffing, university alumni counts, and overall satisfaction. This structure enables the exploration of policy interventions, hiring and training strategies, and the impact of spatial and institutional design on the allocation, retention, and happiness of urban educational staff.