• Energy Research
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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.

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.

Cloud computing and sustainability have become part of a core strategy in organizations globally and locally, since their characteristics assist both businesses and individuals to become unique and exclusive in their work and study. Businesses and individuals should integrate sustainability in their strategy and to include cloud computing technology as a tool for sustainable work, especially in the Information Technology (IT) departments to cut costs and increase efficiencies and productivity. This paper examines European organizations' awareness of cloud computing and sustainability opportunities and risks, via an online survey targeting 56 Information Technology managers in Europe. A Cloud Computing Conceptual model was developed using structural equation modeling (SEM) to evaluate the survey results. The study results confirmed that cloud computing technology opportunities, including sustainability in the organization's strategy, will enhance their job performance and job satisfaction, use and awareness; however, security, privacy and risks are still a major concern.

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.

A variety of pipelines are distributed under urban roads. The upgrading of pipelines is bound to occupy certain road resources, compress the driving space of motor vehicles for a long time, aggravate the traffic congestion in the construction section, and then affect the traffic operation of the whole region. A reasonable layout of traffic signs for inducement to guide the traffic flow in the area where the construction section is located is conducive to promoting a balanced distribution of traffic flow in the regional road network, so as to achieve the reduction of automobile exhaust emissions and the sustainable development of traffic. In this paper, the layout optimization method of regional traffic signs for inducement is proposed. Taking the maximum amount of guidance information that the regional traffic signs can provide as the objective function, and taking the traffic volume, the characteristics of intersection nodes and the standard deviation of road saturation as the independent variables, the layout optimization model of guidance facilities is constructed, which can optimize the layout of traffic guidance signs in the area affected by the construction section, and achieve the goal that the minimum number of facilities can provide the maximum amount of guidance information. The results of the case study show that among the 64 alternative locations where traffic guidance signs can be set in the study area, eight optimal locations are finally determined as the setting points of guidance facilities through this model, and the effective increment of guidance information is the largest at this time. The model proposed in this paper can be used for reference to promote the sustainable development of traffic in the area where the construction section is located.

This paper provides an initial analysis of the EU ETS based on the installation-level data for verified emissions and allowance allocations in the first trading year. Those data, released on May 15, 2006, and subsequent updates revealed that CO2 emissions were about 4% lower than the allocated allowances. The main objective of the paper is to shed light on the extent to which over-allocation and abatement have taken place in 2005. We propose a measure by which over-allocation can be judged and provide estimates of abatement based on emissions data and indicators of economic activity as well as trends in energy and carbon intensity. Finally, we discuss the insights and implications that emerge from this tentative assessment.

Sustainability is a managerial trend that plays an important role in the contemporary organizational strategy. A company’s capability to make sustainability more dynamic and integrated with strategies, transforming it into a business asset, has yet to be studied. This process of adaptation is reflected through innovative practices. However, there is still a gap between these practices and the organization’s strategies and capabilities. The aim of this work was to conduct a systematic literature review of the dynamic capabilities for sustainability. Afterward, it was possible to systematize the available knowledge, assessing the current lack of research integrating both themes. The mainstream literature was classified and coded, resulting in a framework for what has been done to date, with recommendations to guide future research. Results show that more research is needed on dynamic capabilities for sustainability, especially in emerging economies in general. Future studies should also consider mixed methodologies and comparative perspectives in multiples sectors or in the services sector. There’s also space to discuss managerial innovations toward sustainability through research alliances between different institutions around the world. In short, there are few studies that connect both themes— corporate sustainability and dynamic capabilities—and for this reason there is an opportunity for future studies seeking to identify what kind of dynamic capabilities can be developed to more effectively overcome the emerging sustainability challenges.