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The Intergovernmental Panel on Climate Change (IPCC) report that to limit warming to 1.5 °C, Bioenergy with Carbon Capture and Storage (BECCS) is required. Integrated assessment models (IAMS) predict that a land area between the size of Argentina and Australia is required for bioenergy crops, a 3–7 time increase in the current bioenergy planting area globally. The authors pose the question of whether vertical farming (VF) technology can enable BECCS deployment, either via land sparing or supply. VF involves indoor controlled environment cultivation, and can increase productivity per unit land area by 5–10 times. VF is predominantly being used to grow small, high value leafy greens with rapid growth cycles. Capital expenditure, operational expenditure, and sustainability are challenges in current VF industries, and will affect the ability to utilise this technology for other crops. The authors argue that, whilst challenging, VF could help reach wider climate goals. Application of VF for bioenergy crops could be a game changer in delivering BECCS technologies and may reduce the land footprint required as well as the subsequent associated negative environmental impacts. VF bioenergy could allow us to cultivate the future demand for bioenergy for BECCS on the same, or less, land area than is currently used globally.

Climate change, environmental degradation, and limited resources are motivations for sustainable forest management. Forests, the most abundant renewable resource on earth, used to make a wide variety of forest-based products for human consumption. To provide a scientific measure of a product’s sustainability and environmental performance, the life cycle assessment (LCA) method is used. This article provides a comprehensive review of environmental performances of forest-based products including traditional building products, emerging (mass-timber) building products and nanomaterials using attributional LCA. Across the supply chain, the product manufacturing life-cycle stage tends to have the largest environmental impacts. However, forest management activities and logistics tend to have the greatest economic impact. In addition, environmental trade-offs exist when regulating emissions as indicated by the latest traditional wood building product LCAs. Interpretation of these LCA results can guide new product development using biomaterials, future (mass) building systems and policy-making on mitigating climate change. Key challenges include handling of uncertainties in the supply chain and complex interactions of environment, material conversion, resource use for product production and quantifying the emissions released.

The benefits of aluminum lamination in improving the physical and mechanical properties of wood-based composites is now well documented. This paper shows the contribution of life cycle assessment (LCA) as a tool to assess and compare the environmental footprint in the development of laminated panels. SimaPro 9.0 software, using Ecoinvent database was used to analyze the environmental impacts associated with the manufacturing of wood aluminum-laminated (WAL) panels and aluminum honeycomb panel (AHP). The impact 2002+ method was used to estimate environmental impacts. The LCA results show that the WAL panels manufacturing had a lower environmental impact than AHP manufacturing. In term of product, wood-based composites were the best choice as a core in laminated panel manufacturing. Wood-based composite manufacturing showed environmental advantages in all damage categories except in ecosystem quality. Aluminum alloy sheets manufacturing played an important role in the generation of environmental impacts for laminated panel development.

Although the United Nations’ Sustainable Development Goals (SDGs) advocate, through SDG 4 and SDG 10, equitable quality education and the reduction of inequalities within and between countries, respectively, few studies have examined how inequalities in regional sustainability influence higher education. Therefore, this study aims to examine the relationship between regional sustainability and higher education in China using fixed-effects panel modelling. A systematic force framework showing how regional sustainability drives higher education was constructed from economic, social, and environmental perspectives, and the endogeneity in the process of how regional sustainability affects higher education was explored by introducing one-year lagged values as instrumental variables. Our results show that regional sustainability has a significant impact on higher educational attainment in China, with differing effects in the eastern, central, and western regions, respectively. In central China, economic sustainability plays a significant positive role in higher educational attainment; in the western region, economic and social sustainability have stronger positive effects, while environmental sustainability has significantly negative effects. In terms of policy implications, our findings can be used to support regional development policies to promote regional higher education.

The manufacturing industry has undergone numerous revolutions over the years, with a unanimous acceptance of the greater benefits of being sustainable. The present industrial wave—Industry 4.0—by using its enabling technologies and principles holds great potential to develop sustainable manufacturing paradigms which require balancing out the three fundamental elements —products, processes, and systems. Yet, numerous stakeholders, including industrial policy and decision makers, remain oblivious of such potential and requirements. Thus, this bibliometric study is aimed at presenting an overview of the broad field of research on the convergence of sustainable manufacturing and Industry 4.0 under the umbrella of “Sustainable Manufacturing 4.0”, which has yet to be developed. It includes the dissemination of original findings on pathways and practices of Industry 4.0 applied to the development of sustainable manufacturing, contributing a bibliometric structure of the literature on the aforementioned convergence to reveal how Industry 4.0 could be used to shift the manufacturing sector to a more sustainable-based state. An initial research agenda for this emerging area has accordingly been presented, which may pave the way for having a futuristic view on Sustainable Manufacturing 5.0 in the next industrial wave, i.e., Industry 5.0.

A key determinant and outcome of successful environmental education is ‘pro-environmental behavior’, i.e., behavior that involves conscious action to mitigate adverse environmental impacts at personal or community level, e.g., reducing resource consumption and waste generation, avoiding toxic substances, and organizing community awareness initiatives. However, some theorists have sought to move away from rationalist models of behavioral modification, towards holistic pedagogical initiatives that seek to develop action competence. In light of the global push towards achievement of the Sustainable Development Goals (SDGs), emerging evidence suggests that education initiatives should foster action competence so students may be equipped to contribute to sustainable development as part of their education. The UNESCO Education for Sustainable Development (ESD) Roadmap 2030 has also identified key priority areas to strengthen ESD in formal curricula. This article reports two informal environmental education initiatives for promoting action competence and pro-environmental behaviors in school-aged children. The authors recommend that formal education settings (e.g., schools) should incorporate self-directed, free-choice project-based learning to augment environmental education programs and promote students’ action competence for contribution to attainment of SDGs. To this end, we propose a Free-Choice Project-based Learning for Action Competence in Sustainable Development (ACiSD) Curriculum, comprising six implementation dimensions, namely: (1) project duration and teaming arrangements, (2) topic selection, (3) student support, (4) teacher support, (5) learning environments, and (6) digital access and equity. For each implementation dimension, we recommend action steps to help educators implement this curriculum in their own educational settings, with the aid of an illustrative worked example.

Environmental factors may operate differently when relations are measured across different geographical locations, a phenomenon known as spatial non-stationarity. This study investigates the spatial non-stationarity effect of unhealthy food environments and green spaces on the T2DM prevalence rate at the neighborhood level in Toronto. This study also compares how the results vary between age groups, classified as all adults (20 and above), young adults (from 20 to 44), middle adulthood (from 45 to 64), and seniors (65 and above). The geographically weighted regression model is utilized to explore the impacts of spatial non-stationarity effects on the research results, which may lead to biased conclusions, which have often been ignored in past studies. The results from this study reveal that environmental variables dissimilarly affect T2DM prevalence rates among different age groups and neighborhoods in Toronto after controlling for socioeconomic factors. For example, the green space density yields positive associations with diabetes prevalence rates for elder generations but negative relationships for younger age groups in twenty-two and four neighborhoods, respectively, around Toronto East. The observed associations will provide beneficial suggestions to support government and public health authorities in designing education, prevention, and intervention programs targeting different neighborhoods to control the burden of diabetes.

COVID-19, caused by a member of the coronavirus family of viruses, has spread to most countries around the world since it was first recorded in humans in China in late 2019. Closing universities and cancelling all face-to-face activities have become a COVID-19 inevitable reality in many parts of the world. Its impact on university programs, particularly to maintain academic standards and quality assurance procedures, has become significantly more challenging and complex. New ways of working digitally, to minimize disruption to daily operations, have also led to enormous anxiety and uncertainty within the student population, and meeting students’ expectations has also become significantly more difficult. This paper reviews actions taken by universities to safeguard high academic standards and quality assurance procedures during this time and appraise the challenges and impacts on students’ academic performance.