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Abstract A stakeholder needs assessment, carried out under the EU-EURAC and EU-ENEN-II projects, clearly showed that, at the European level, there are a significant and constant need for post-graduates with skills in radiochemistry, radioecology, radiation dosimetry and environmental modelling and a smaller, but still important, demand for radiobiologists and bio-modellers. Most of these needs are from government organizations. If only the nuclear industry is considered, then the largest demand is for radio chemists and radiation protection dosimetry experts. Given this spectrum of need and existing capacity in the areas of radiobiology it was concluded that the needs identified would be most efficiently met by three new degree programs: • European MSc Radiation Protection, • European MSc Analytical Radiochemistry, • European MSc Radioecology. All three master programs would be developed using the framework provided by the Bologna Convention and the lecturing could be shared among specialist Scientists within a network of collaborating universities. Therefore, educational plans have been developed for the above MSc degrees. These plans envisage each degree comprising three modules that are common to all the degrees (3 × 10 ECTS credits), three specialist modules (3 × 10 ECTS credits) and a research project (1 × 60 ECTS credits). The courses should be aimed, not only to fill the identified European post-graduate education gap in radiological sciences, but also to provide a modular structure that is easily accessed by stakeholders for CPD training. It is anticipated that the European Masters will meet the academic training requirements of qualified experts”, as defined by the European Commission and the IAEA. At the Norwegian University of Life Sciences (UMB) a pilot MSc in Radioecology has successfully been initiated in collaboration with UK and France.

The sustainability of universities is based, among other aspects, on their ability to adapt to changes and the needs of students, an increasingly diverse population. In this sense, Academic literacy provision at universities tends to be centralized and to offer language support for general academic literacy purposes rather than language development that responds in a more nuanced way to the particular literacy needs of students’ disciplines. Yet, in recent years, several studies have supported the integration of academic literacy into subject teaching outlining the principles of an inclusive model of academic literacy instruction. This paper draws on a theoretical framework developed by Wingate to evaluate a curriculum-integrated inclusive practice intervention in the United Kingdom with students from a first-year credit-bearing module at Middlesex University Business School. The study used a mixed methods approach that includes a literature review, secondary data, feedback questionnaire and a focus group to evaluate our teaching method and reflect on the collaboration of the team members to develop this inclusive pedagogical approach. The findings suggest that, on the whole, this intervention was perceived by both the module teaching team and students as positive, welcoming and often crucial for supporting undergraduate students into the disciplinary discourse of their subject of study. Yet, recommendations were made with respect to developing better guidelines for subject lecturers on how to deliver the integrated academic literacy as well as the importance of the participation of students, student learning assistants and graduate teaching assistants in the design of the intervention. This study contributes to the literature on inclusive practice intervention and pedagogical approaches to integrating academic literacy into subject teaching for a diverse student population, contributing to the social sustainability of the universities.

In the past year, an unprecedented climate movement has risen among European youth, so-called "Fridays4Future" (F4F). Thousands of pupils skip school every Friday to protest for better climate politics. The public debate on the protests contains highly mixed reactions, including praise as well as condemnation. Recent theoretical accounts propose that people’s engagement in community service and actions towards a greater good could be related to their moral identity. Moral identity (MI) is defined as the extent to which being moral is important to the personal identity. The current preregistered study investigates the link between moral identity and participants’ support for F4F in an online survey (N = 537). Results confirm the association between participants’ moral identity and their support for F4F, with the internalization scale predicting passive forms of support and the symbolization scale predicting active forms of support. Additionally, risk perception was found to play an important role. Thus, this study confirms the role of moral identity in people’s pro-environmental engagement and offers new insights in the context of an important and timely issue.

A stakeholder needs assessment, carried out under the EU-EURAC and EU-ENEN-II projects, clearly showed that, at the European level, there are a significant and constant need for post-graduates with skills in radiochemistry, radioecology, radiation dosimetry and environmental modelling and a smaller, but still important, demand for radiobiologists and bio-modellers. Most of these needs are from government organizations. If only the nuclear industry is considered, then the largest demand is for radio chemists and radiation protection dosimetry experts. Given this spectrum of need and existing capacity in the areas of radiobiology it was concluded that the needs identified would be most efficiently met by three new degree programs:European MSc Radiation Protection,European MSc Analytical Radiochemistry,European MSc Radioecology. All three master programs would be developed using the framework provided by the Bologna Convention and the lecturing could be shared among specialist Scientists within a network of collaborating universities. Therefore, educational plans have been developed for the above MSc degrees. These plans envisage each degree comprising three modules that are common to all the degrees (3 × 10 ECTS credits), three specialist modules (3 × 10 ECTS credits) and a research project (1 × 60 ECTS credits). The courses should be aimed, not only to fill the identified European post-graduate education gap in radiological sciences, but also to provide a modular structure that is easily accessed by stakeholders for CPD training. It is anticipated that the European Masters will meet the academic training requirements of qualified experts", as defined by the European Commission and the IAEA. At the Norwegian University of Life Sciences (UMB) a pilot MSc in Radioecology has successfully been initiated in collaboration with UK and France. © 2010 Elsevier B.V.

The solutions to the grand challenges of sustainability, poverty, and health affecting the world will require education and capacity building for all individuals implementing change on a global scale. The challenge ahead is to reach those missed by traditional education and support networks. Online Learning and Massive Open Online Courses (MOOCs) have the potential to build knowledge and share best practice experiences among individuals worldwide. This paper examines the case of the FutureLearn Social Enterprise Program, a series of MOOCs with over 50,000 registered learners, of which 15% become active learners, engaging in online exercises, debates, and conversations. This paper draws on quantitative and qualitative data collected over four years. The findings show that the course has not only had an impact on the creation of new startup social enterprises, but it has also supported a large proportion of learners in developing sustainability and social entrepreneurial ideas within a range of organisations in the public, private, and civil society sectors. The findings also show a positive cascading impact effect from the learners registered on the course to those in their network, as ideas are shared, and learners become mentors to others. Our conclusions demonstrate how digital education and online courses contribute to global education for sustainable development and social enterprise development.