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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.

A new environmental ban has forced the restructure of open dumps in China since 1 July 2011. A technical process was established in this study that is feasible for the upgrade of open dumps through restructuring. The feasibility of restructuring and the benefit of greenhouse gas emission reductions were assessed according to field surveys of five landfills and four dumps in Nanjing. The results showed that the daily processing capacities of the existing landfills have been unable to meet the growth of municipal solid waste (MSW), making restructuring of the landfills imperative. According to an assessment of the technical process, only four sites in Nanjing were suitable for upgrading. Restructuring the Jiaozishan landfill effectively reduced the leachate generation rate by 5.84% under its scale when expanded by 60.7% in 2015. CO2 emissions were reduced by approximately 55,000–86,000 tons per year, in which biogas power generation replaced fossil fuels Fossil fuels accounted for the largest proportion, up to 45,000–60,000 tons. Photovoltaic power generation on the overlying land has not only reduced CO2 emissions to 26,000–30,000 tons per year but has also brought in continuing income from the sale of electricity. The funds are essential for developing countries such as China, which lack long-term financial support for landfill management after closure.

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.

Sustainability has emerged, arguably, as the premiere mission of contemporary architecture. Green assessment tools abound, consultancy services flourish, buildings are marketed on the basis of sustainability performance, and government, media, and corporations seem preoccupied with assessing the quality of the built environment through a green lens. Yet for all the effort, and indeed for all the progress made, fundamental issues resistant to the structural change that is essential for genuine sustainability remain. This paper reviews the state of play of sustainability across the urban landscape. It considers the road travelled so far, and points out some of the major challenges that lie ahead.

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.

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.

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.