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- Handling climate change education at universities: an overviewPublication . Filho, Walter Leal; Sima, Mihaela; Sharifi, Ayyoob; Luetz, Johannes M.; Lange Salvia, Amanda; Mifsud, Mark; Olooto, Felicia; Djekic, Ilija; Anholon, Rosley; Rampasso, Izabela Simon; Donkor, Felix Kwabena; Dinis, Maria Alzira Pimenta; Klavins, Maris; Finnveden, Göran; Chari, Martin Munashe; Molthan-Hill, Petra; Mifsud, Alexandra; Sen, Salil K; Lokupitiya, ErandathieBackground Climate change is a problem which is global in nature, and whose effects go across a wide range of disciplines. It is therefore important that this theme is taken into account as part of universities´ teaching and research programs. Methods A three-tiered approach was used, consisting of a bibliometric analysis, an online survey and a set of case studies, which allow a profile to be built, as to how a sample of universities from 45 countries handle climate change as part of their teaching programs. Results This paper reports on a study which aimed at identifying the extent to which matters related to climate change are addressed within the teaching and research practices at universities, with a focus on the training needs of teaching staff. It consists of a bibliometric analysis, combined with an online worldwide survey aimed at ascertaining the degree of involvement from universities in reducing their own carbon footprint, and the ways they offer training provisions on the topic. This is complemented by a set of 12 case studies from universities round the world, illustrating current trends on how universities handle climate change. Apart from reporting on the outcomes of the study, the paper highlights what some universities are doing to handle climate issues, and discusses the implications of the research.. Conclusions The paper lists some items via which universities may better educate and train their students on how to handle the many challenges posed by climate change.
- Policy gaps and opportunities in bio-based plastics: implications for sustainable food packagingPublication . Leal Filho, Walter; Barbir, Jelena; Venkatesan, Madhavi; Lange Salvia, Amanda; Dobri, Andrea; Bošković, Neda; Henrique, João Paulino Pires Eustachio; Ingram, Ian; Dinis, Maria Alzira PimentaThe increasing use of bio-based and/or biodegradable plastics reflects a global push towards more sustainable materials. In the context of food packaging, where plastic waste and contamination risks are acute, these materials offer promising alternatives. However, the transition is complex, requiring coordinated regulatory interventions and lifecycle assessments (LCA) to avoid unintended environmental and health consequences. This paper outlines the pressing need for policies that guide the development and deployment of bio-based plastics in food-related applications. It provides a policy-oriented synthesis focused on Europe and discusses recent concerns such as toxicity, end-of-life impacts, and food safety. The study draws from the literature review and regulatory analysis to suggest policy mechanisms that can accelerate safe, circular solutions in food packaging. Methodologically, this communication uses qualitative synthesis of scientific and regulatory data to assess gaps and align innovations with sustainability targets.
- Building a resilient world: the contribution of architecture curricula to sustainable developmentPublication . Leal Filho, Walter; Albrecht, Clarissa Ferreira; Lange Salvia, Amanda; Frandoloso, Marcos Antonio Leite; Henrique, João Paulino Pires Eustachio; Haddrell, Carl; Iyer-Raniga, Usha; Dinis, Maria Alzira Pimenta; Borsari, Bruno; Diaz-Sarachaga, Jose Manuel; Emadeldin, YasminPurpose: The design of buildings and urban areas holds immense potential to shape sustainability, encompassing considerations of material usage, energy efficiency and environmental impacts throughout construction and life cycle. Architects play a pivotal role in this endeavour. In the evolving landscape of architectural education, there remains a significant gap in understanding the full scope of its potential and challenges. This study aims to explore the role of higher education institutions and explores the extent to which architecture curricula contribute to sustainable development. Design/methodology/approach: The study used an online survey, designed around sustainability frameworks to assess how architecture curricula incorporate sustainability. It gathered 110 responses from 30 countries, with data analysed using non-parametric tests (Kruskal–Wallis and Mann–Whitney U test) to examine country-level differences and barriers to integrating sustainability. Findings: The findings reveal a prevalent consideration of sustainability in curricula, with a notable emphasis on environmental dimensions, closely followed by social and economic aspects. However, challenges persist, notably the lack of sustainability training for educators and limited time allocation for integrating sustainability components into educational programmes. Originality/value: This study’s novelty lies in its comprehensive investigation into the emphasis placed on sustainability within architecture education. It offers original insights collected from diverse universities worldwide through the documentation of trends observed across 30 countries, providing valuable insights on the training landscape for architects and paving the way for informed strategies to enhance sustainability integration in architectural curricula and practice.