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Avoiding irreversible climate change as effectively as possible is one of the most pressing challenges of society. Carbon pricing that is uniformly valid on a global and cross-sectoral basis represents a cost-efficient policy tool to meet this challenge. Carbon pricing allows external costs to be allocated or internalized on a polluter-pays principle. It is shown that a global emissions cap-and-trade system is the most suitable market-based instrument for reducing global emissions levels, in line with the temperature goal set by the Paris Agreement. A proposal for its design is presented in this paper. This instrument encourages worldwide measures, with the lowest marginal abatement cost, according to a pre-defined reduction path. Thereby, it ensures compliance with a specified remaining carbon budget to meet a certain temperature limit in a cost-efficient manner. Possible reduction paths are presented in this paper. Weaknesses in the design of existing emissions trading systems (ETS), such as the EU ETS, are identified and avoided in the proposed instrument. The framework solves several problems of today’s climate change policies, like the free rider problem, carbon leakage, rebound effects or the green paradox. The introduction of a global uniform carbon pricing instrument and its concrete design should be the subject of policy, especially at the United Nations climate change conferences, as soon as possible in order to allow for rapid implementation. If a global ETS with a uniform carbon price could be introduced, additional governmental regulations with regard to carbon emissions would become obsolete.

Multistakeholder Meta-Organisations (MS-MOs) are often perceived as a ‘magic bullet’ that can tackle societal grand challenges in global supply chains. In this paper, we consider the case of the Roundtable on Sustainable Palm Oil (RSPO), and we investigate the extent to which an MS-MO reshapes the attribution of responsibility for sustainability in supply chains, especially in relation to underlying power dynamics. We conduct a multimodal critical discourse analysis of a broad range of sources, including videos and interviews. We show that through its discursive strategies, the RSPO allocates the responsibility for social and environmental issues to the two extremes of the supply chain: objectifying consumers at one end and smallholders at the other, hence reproducing and even exacerbating the traditional imbalanced power dynamics in supply chains. Our work contributes to the emerging, more critical strand of research investigating meta-organisations (MOs) and sustainable supply chain management.

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.

Twenty-minute neighbourhoods highlight the importance of well-connected and mixed-used neighbourhoods and communities with proximate access to employment, essential services, public transport, and open spaces. Shorter distances together with re-prioritised public spaces encourage more active transport choices, resulting in public health benefits and reduced environmental pollution. Higher liveability brought about by mixed-use developments enables people to have equitable access to local facilities, amenities, and employment opportunities, promoting vibrancy, social cohesion, and intergenerational connections. The attributes of 20-minute neighbourhoods also combine to create places, that are acknowledged as friendly for all ages, address changing needs across the life course, and provide better support for the ageing population. Furthermore, there are indications that 20-minute neighbourhoods may be more resilient against many of the negative impacts of stringent public health protocols such as those implemented in periods of lockdown during the Covid-19 pandemic. In this article, we evaluate and compare planning policies and practices aimed at establishing 20-minute neighbourhoods in Melbourne (Australia) and Scotland (the UK). Using case studies, we discuss similarities and differences involved in using place-based approaches of 20-minute neighbourhoods to address 21st-century challenges in key areas of health and wellbeing, equity, environmental sustainability, and community resilience.

How can urban policies and planning approaches help in achieving a safer mobility and carbon reduction in the transport sector? The attention of planners and policy makers towards the promotion of sustainability and reduction of environmental impacts has grown in recent years. This paper investigates the role that Urban Planning plays in the long term towards a safer and climate friendlier mobility, highlighting the need for integrated approaches gathering spatial planning and mobility management. After a review of several urban policies and planning strategies, initiatives, and approaches, mainly based on the urban scale, the paper presents an urban regeneration case study leading to an increase of pedestrian accessibility at the neighborhood level. This can be seen as a support tool to foster sustainable, safe, and climate friendly mobility in cities. The results of the performed analysis show a dependency of accessibility from two different factors: the distribution of services and the capillarity of the soft mobility network, which can contribute to creating a more walkable space.

The prevailing need for a more sustainable management of natural resources depends not only on the decisions made by governments and the will of the population, but also on the knowledge of the role of energy in our society and the relevance of preserving natural resources. In this sense, critical work is being done to instill key concepts—such as the circular economy and sustainable energy—in higher education institutions. In this way, it is expected that future professionals and managers will be aware of the importance of energy optimization, and will learn a series of computational methods that can support the decision-making process. In the context of higher education, this paper reviews the main trends and challenges related to the concepts of circular economy and sustainable energy. Besides, we analyze the role of simulation and serious games as a learning tool for the aforementioned concepts. Finally, the paper provides insights and discusses open research opportunities regarding the use of these computational tools to incorporate circular economy concepts in higher education degrees. Our findings show that, while efforts are being made to include these concepts in current programs, there is still much work to be done, especially from the point of view of university management. In addition, the analysis of the teaching methodologies analyzed shows that, although their implementation has been successful in favoring the active learning of students, their use (especially that of serious games) is not yet widespread.

One of the repeating themes around the provision of the knowledge and skills needed for delivering sustainable communities is the idea of a “common language” for all built environment professionals. This suggestion has been repeated regularly with each new political and professional review within and between different sectors responsible for the delivery of sustainable communities. There have been multiple efforts to address academic limitations, industry fragmentation and promote more interdisciplinary working and sector collaboration. This research explored the role of skills for sustainable communities, particularly within the higher education (HE) sector, and the responses to support the development of a “common language of sustainability” that can be shared between different sectors, professional disciplines and stakeholders. As an interdisciplinary group of academics and practitioners working with the HE sector in the North East of England, we evaluate the progression of sector collaboration to develop a quintuple helix model for HE. We use this as a suitable framework for systematically “mapping” out the mixed sector (academic, public, business, community and environmental organisations) inputs and influences into a representative sample of HE degree modules that are delivered from foundation and undergraduate to postgraduate levels, including examples of part-time and distance-learning modules. We developed a cascade of models which demonstrate increasing levels of collaboration and their potential positive impact on the effectiveness of education on sustainable communities. The methodological assessments of modules were followed by semi-structured group reflective analysis undertaken through a series of online workshops (recorded during the Covid19 lockdown) to set out a collective understanding of the generic skills needed for the delivery of sustainable communities. These generic skills for sustainable communities are presented as a pedagogical progression model of teaching activities and learning outcomes applied to the levels within HE. We propose sustainability education principles and progressions with the hope that they can have an impact on the design or review of current degree modules and programmes. The paper informs future sustainability research to be grounded in holism and systems thinking; better understanding of values, ethics, influencing and political impact; and procedural authenticity.