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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]

Purpose: Sustainability involves a strong interrelationship of ecological, cultural, technological, scientific, economic and social aspects and deserves to undertake a holistic treatment. Abundant evidence has being collected related to the several risks and conflicts derived from unsustainable oil exploitation and fossil fuel energy sources. In the past few years, several environmentally friendly technologies are being developed for oil exploitation in the Argentine Patagonia. The purpose of this paper is to examine them under a holistic prospect to provide an overall outlook for a wide audience and making it attractive for teaching sustainability in higher education. Design/methodology/approach: The environmentally friendly technologies chosen to be examined are Green Chemistry, cleaner production processes and alternative energy sources. Vaca Muerta, located at Neuquén Basin in Argentine Patagonia, is one of the world's major deposits of tight oil and shale gas. Fracking technology, required for this exploitation, is controversial; it poses critical issues concerning ecological risks such as oil leakage and serious soil damage. Findings: Research results on the germination of a native gramineae in polluted soils are described in this paper under several conditions and show its potential for the phytoremediation of damages aroused from unsustainable oil exploitation. In addition, student's feedback regarding fracking was examined by a questionnaire presenting different and contradictory perspectives with open and Likert-type items. This study complements previous observation on the open acceptance of the Green Chemistry fundamentals as the contribution of the scientific-technological knowledge to the sustainable development and higher education approaches from Argentina. Research limitations/implications: A clear result of these experiences is that the immediate impact is stronger that that noted when just scientific and technological aspects are taught; teachers expressed they would try to repeat these exercises in their classes in middle and high schools. This feeling of fear is important for people to understand the severity of climate change, though it is also essential to help people move past fear, to use the urgency of the problem to motivate action. Results of this research suggest that the best way to understand climate risks is interactive learning. Originality/value: This study describes related scientific, technological and societal research in the fields of soil remediation and sustainable production that are key values in higher education, as scientific and societal communities play an essential role. From a holistic approach to a complex problem, this paper describes research on different aspects that converge into the viewing of the radical change in the society's behavior that is urgently required for a sustainable development in harmony with the planet. In spite of their importance, there are few publications with an interdisciplinary overview about sustainable development in Latin America. The value and originality of this work is that it focuses on the need of teaching sustainability in different areas of higher education with a holistic prospect. [ABSTRACT FROM AUTHOR]