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The local Cosmic Ray (CR) energy spectrum exhibits a spectral softening at energies around 3~PeV. Sources which are capable of accelerating hadrons to such energies are called hadronic PeVatrons. However, hadronic PeVatrons have not yet been firmly identified within the Galaxy. Several source classes, including Galactic Supernova Remnants (SNRs), have been proposed as PeVatron candidates. The potential to search for hadronic PeVatrons with the Cherenkov Telescope Array (CTA) is assessed. The focus is on the usage of very high energy $γ$-ray spectral signatures for the identification of PeVatrons. Assuming that SNRs can accelerate CRs up to knee energies, the number of Galactic SNRs which can be identified as PeVatrons with CTA is estimated within a model for the evolution of SNRs. Additionally, the potential of a follow-up observation strategy under moonlight conditions for PeVatron searches is investigated. Statistical methods for the identification of PeVatrons are introduced, and realistic Monte--Carlo simulations of the response of the CTA observatory to the emission spectra from hadronic PeVatrons are performed. Based on simulations of a simplified model for the evolution for SNRs, the detection of a $γ$-ray signal from in average 9 Galactic PeVatron SNRs is expected to result from the scan of the Galactic plane with CTA after 10 hours of exposure. CTA is also shown to have excellent potential to confirm these sources as PeVatrons in deep observations with $\mathcal{O}(100)$ hours of exposure per source. 34 pages, 16 figures, Accepted for publication in Astroparticle Physics

Higher education institutions (HEIs) have been steadily progressing towards the integration of sustainable practices in their structures and operations. Several studies have reported the variety of drivers of change and the barriers to change that universities have found in the integration process. The present investigation is aimed at further characterizing and ranking the drivers for, and barriers of, sustainability integration in HEIs within their structures and operating functions. Open-ended expert opinion interviews of key sustainability leaders appointed at 45 HEIs from 10 Latin-American countries were conducted in order to learn lessons from their diverse experiences of the process. Additionally, a thematic workshop on HEI sustainability was organized to facilitate further discussions between 23 sustainability scholars and/or national coordinators of university networks from 11 Latin American countries. As a result, 15 barriers were identified as hindering the institutionalization of sustainability in HEIs. This study also examined the relationship between these reported barriers with 13 main drivers that were identified to be facilitating the integration of sustainable practices within the organizational and academic structures at the universities. The strong correspondence between the several observed drivers for, and barriers to, change highlights the importance of strategic planning that offers integrated actions. The findings of this paper can serve as a reference to assist HEIs in identifying drivers of, and barriers to, sustainability, so that the former can be fostered and the latter addressed effectively. This can help identify and plan targeted actions to make the transition towards sustainability in HEIs more natural and effective.

Transversal competences such as sustainability or critical thinking have become more important in the last decades in University teaching. The objective of this article is to assess the effectiveness of debate as a teaching method capable of fostering such competences in engineering students. To do this, a debate activity has been held facing two reasonable positions: Sustainable Development versus Degrowth. The research methodology consisted of performing this activity in the classroom (with 13 students in this particular case study), and conducting some tests before and after the debate that served as feedback to assess the effectiveness of the debate on the learning process. This feedback is composed of different documents, including a pre-post test, a specific survey about the debate, a pre-post knowledge survey and the Student Evaluation of Educational Quality (SEEQ) survey. A methodology for the organization of the debate is proposed and the answers of the students to these feedback documents are analyzed. As it can be inferred from the different surveys, the debate has been an efficient learning tool to acquire knowledge and to develop sustainability and critical thinking competences.

This study analyses how Spanish universities are communicating their commitment to sustainability to society. That entailed analysing the content of their websites and their scientific papers in sustainability science and technologies and measuring the impact of such research in social media. Results obtained from bibliometric approaches and institutional document analysis attest to intensified interest in sustainability among Spanish universities in recent years. The findings revealed an increase in the number of universities using terms associated with sustainability to designate the governing bodies. The present study also uses an activity index to identify universities that devote high effort to research on sustainability and seven Spanish universities were identified with output greater than 3% of the total. Mentions in social media were observed to have grown significantly in the last 10 years, with 38% of the sustainability papers receiving such attention, compared to 21% in 2010. Publications in open access journals have had a greater impact on social media, especially on Twitter and Facebook. The analysis of university websites showed that only 30% had social media accounts and only 6% blogs specifically designed to disseminate their sustainability activities.