Magdalena Svanström

TL;DR: In this paper, the authors discuss the commonalities that can be found in learning outcomes (LOs) for education for sustainable development in the context of the Tbilisi and Barcelona declarations, including systemic or holistic thinking, the integration of different perspectives, skills such as critical thinking, change agent abilities and communication, and finally different attitudes and values.

TL;DR: In this article, the authors present and advance the work on describing desired sustainability competences for engineering Bachelor graduates in three technical universities (Chalmers in Sweden, DUT in The Netherlands and UPC-Barcelona in Spain) using the European Higher Education Area (EHEA) descriptors.

TL;DR: In this article, a life cycle assessment of hydrotreated vegetable oil (HVO) biofuel was performed and the results showed that HVO produced from palm oil combined with energy production from biogas produced from the palm oil mill effluent has the lowest environmental impact of the feedstocks investigated in this report.

TL;DR: Assessing the cradle-to-gate environmental impacts of three production routes for a particular type of nanocellulose called cellulose nanofibrils (CNF) made from wood pulp showed that CNF produced via the carboxymethylation route clearly has the highest environmental impacts due to large use of solvents made from crude oil.

TL;DR: In this paper, three universities compare their work on the integration of sustainable development into their educational programs and show examples of how this can be done and illustrate important generalised success factors.