• Energy Research
• social sciences close
• 11. Sustainability close
• AU close

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.

This article undertakes a ‘backcasting’ analysis exploring strategic approaches for overall systems sustainability in personal transport. Starting from a robust definition of sustainability for the...

ABSTRACTIn 2012, a total of 13.1 million tonnes of carbon dioxide were emitted by 14 airlines while transporting 72 per cent of international passengers into and out of Australia in 2012. With passenger and cargo traffic growing at between five to six per cent annually from 2013 to 2033, acquiring more fuel efficient aircraft to both renew the existing fleet and to service growth has the greatest potential in reducing emissions over the next 20 years. Our analysis shows that implementing carbon dioxide emissions abatement options such as installing light weight seats, iPad electronic flight bags, winglets, washing aircraft engines and reducing the number of engines used during taxiing, all offer net financial savings when considered over 20 years. Acquiring new fuel efficient aircraft has the biggest impact on emissions reduction. Low interest loans and longer loan repayment periods may incentivise airlines to acquire more fuel efficient aircraft to service traffic growth but other complimentary incentive...

While different in emphasis, spirituality and sustainable development are intertwined concepts that cannot be meaningfully discussed in isolation from each other. This is especially pertinent in Pacific Island countries that are characterised by both high degrees of vulnerability to climate change and high degrees of religious engagement. There is a paucity of research that examines the relationship between spirituality and sustainable development in contemporary human development discourse. To address this gap in the literature, this research employs an inductive and exploratory methodological approach to the study of major development organisations in Australia. It investigates what significance contemporary NGOs ascribe to matters of spirituality in the design and implementation of their community aid and development programming in the Pacific and beyond. To achieve its goal, the study conducts a systematic term frequency analysis in the annual reports of government-funded and independently funded NGOs, both faith-based and secular. It extends previous research by focusing expressly on the intersectionality of sustainable development and spirituality as a fertile space for interdisciplinary inquiry. The findings link development policy and practice more closely to the needs and worldviews of Pacific peoples. A better understanding of the spirituality–sustainability nexus will enable more effective, sustainable, equitable, ethical, and culturally acceptable development programming. Crucially, integrated approaches promise to make ongoing community development programmes and adaptation responses to climate-driven environmental change more effective and sustainable. Finally, it is an important aim of this study to conceptualise various opportunities for future research, thus laying the foundation for an important emergent research agenda.

In conventional building design projects architects make pre-design and conceptual design decisions on buildings and hand these down to structural and building services engineers to follow up with design development. It is well known that the conceptual design stage of a project is the point where decisions make the most impact, and changes can be made at least cost. The sustainability and innovation aspects of projects often suffer in this respect. One way of addressing this is through Integrated Design Methods that set out mobilise the full potential of all design disciplines on a project by getting them to work effectively together. This method involves architect, engineers, contractors, and owners/clients in all design phases. The current literature reported fundamental principles and processes of Integrated Design however current industry practices do not fully embrace them. Introducing integrated design studios into university pedagogies is a key step in addressing this. Reports on methods of setting up integrated design studios in a university context are however rare. The aim of this article is to develop and document the underlying settings for such design studios. The principles and best practices for applying integrated design are identified. A specific framework of settings in university context is developed and the justifications presented. This article may be of value for the industry and universities to setup integrated design studios to better foster integrated design education.