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Cities play increasingly recognised roles in global climate change responses: as change laboratories, spaces of opportunity, and as administrative and economic hubs that concentrate human and financial resources and needs. They host high climate mitigation potential and acute climate adaptation vulnerabilities. Scholarship flags conventional urban planning approaches to limit global warming to 1.5°C as inadequate. Yet urban sustainability transitions literature features few examples of functioning alternative governance and planning paradigms. This paper assesses one such approach, new municipalism: social movements centred on a democratic transformation of the local economy and state. We combine attention to urban sustainability transitions and new municipalism research to interrogate whether and how the latter can facilitate the provision of leadership and institutional arrangements that enable urban transformation to sustainability. Our desk study considers two prominent examples of new municipalism in Spain, where Barcelona en Comú and Ahora Madrid arose as anti-austerity movements to combat neoliberal urban agendas during the 2010s. We find that the praxis of collective decision-making associated with new municipalism does offer inclusive, innovative policy pathways and the potential to implement experimental knowledge and learning in complex real-world settings at the urban scale. We argue, however, that powerful neoliberal mechanisms impose structural constraints on the very push for deep political change that new municipalist movements embody. By linking transformative climate governance needs with new municipalism movements and wider political economic structuring forces, we explicate the tensions and contested dynamics of institutionalising progressive social movements in the multi-scalar governance of urban sustainability transformation. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to report on a case study concerning the development of sustainable energy partnerships involving engineering faculty and undergraduate students at the University of Girona, Catalonia, Spain. Design/methodology/approach: Faculty were motivated to seek partnerships with public and private entities in the local area for the purposes of realising mutually beneficial outcomes. The educational programmes of future engineers, when sustainability is considered, are analysed. Education for sustainable development has to include multidisciplinary active learning as a desirable competence. Active learning can be obtained when problems are based on real life because they are most motivating for students. Constructive alignment component is obtained because learning objectives are linked with learning activities related to the needs of public and private entities. Findings: Through the provision of technical expertise, the adoption and success of renewable energy projects was facilitated on the one hand, while final year undergraduate students benefited in terms of hands-on experience in helping to bring these projects to life, drawing on the knowledge and skills they had acquired throughout their degree programmes. These works are addressed to students by faculty members with the aim of developing and promoting renewable energies. Outcomes from partnerships surpassed expectations; not only were different benefits realised as were initially hoped for, but this success led to partnerships being sustained over time. Originality/value: Fossil fuel-based energy systems are associated with a myriad of negative environmental and social externalities. It is difficult to overstate the importance of transitioning towards alternative low carbon energy sources for climate change mitigation which are less centralised compared to the status-quo for energy security and energy independence. By actively facilitating the development of decentralised renewable energy sources in Catalonia, the projects reported herein are of significant value in social environmental and educational terms. [ABSTRACT FROM AUTHOR]