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This article describes how energy issues and education for sustainable development (ESD) are part of the agenda for two current European projects, CoDeS and SUSTAIN. The latter is mainly concerned with the development of inquiry-based primary and lower secondary science education while the former is a network that aims to learn more about collaborations within schools and communities that foster sustainable development. Even though the words "sustainability" and "global warming" are not mentioned in the 2014 key stage 3 (ages 11-14) science and geography National Curriculum in England, it is suggested that teaching the difficult concept of energy within the framework of sustainability will increase the engagement and curiosity of pupils and their motivation to study science using different contexts.

The UK Government's Building Schools for the Future programme has provided schools with a unique opportunity to improve education for sustainable development substantially by giving pupils the chance to study within a real-life context. This article documents an engagement project in which experts in low-energy building design are facilitating numerous engagement events with schools across Leicester city. Engagement mechanisms and techniques used to communicate the science and engineering associated with the design and operation of low-energy schools are discussed. The results demonstrate an increase in pupils' knowledge and understanding of low-energy school design, which enables them to have detailed discussions with the designers and architects of their new schools. (Contains 4 figures.)

Implementing practices for a circular economy transforms the way companies do business, notably in the manufacturing industry. However, a circular economy requires a transformation of both production and consumption systems; the standard approach for creation, fabrication, and commerce of products is challenged. Authors repeatedly call for the development of new proficiencies to attend to system transformations, but these so far have not been described for design and engineering. Given that the design of a product directly influences the way a value chain will be managed, building circular, globally sustainable value chains inevitably signifies a fundamental change in the practice of design. Comprehensive analyses were conducted on case studies from a variety of multinational enterprises that are transforming their product strategies for climate change. Changes in design processes were identified, revealing a growing necessity for industry to employ new proficiencies that support closure of material loops. This paper contributes to existing literature by depicting successful practices being implemented in industry. A variety of new capabilities are key to design for a sustainable future; these range from deeper knowledge of material composition to rich understanding of social behaviour. Resulting from this research, learning goals are proposed to serve as guidance for manufacturing companies seeking to tackle climate change. Conclusions aim to encourage researchers and academics to respond to emerging needs by re-thinking education in design and engineering. [ABSTRACT FROM AUTHOR]

This article explores the relationship between the previous UK government’s initiative to rebuild and renew secondary schools, and the requirement for improved education for sustainable development in the UK. The documented research utilized a number of mechanisms to engage with pupils in Leicester city schools to increase their awareness, knowledge and understanding of the science and engineering associated with the design and operation of low-energy school buildings. Workshops, discussions with energy and sustainable development experts and inspirational visits to existing low-energy buildings were employed to develop an appreciation for the importance of energy efficiency and best design practice. The results demonstrate an increase in pupils’ knowledge and understanding of low-energy school design and additionally a rise in those pupils who are interested in science and would consider it as a career option. [ABSTRACT FROM AUTHOR]

This paper explores the adoption of a whole system approach to a more sustainable and innovative design. A case study methodology was utilised to gain improved understanding of whole system design and those factors that substantially influence its success. The paper presents a framework of those factors including the requirement for trans-disciplinary skills, the dynamics of a flattened hierarchy and the need to identify relationships between parts of the system to ultimately optimise the whole. Knowing the factors that influence the process of whole system design provides designers with the knowledge necessary to more effectively work within, manage and facilitate that process. This paper uses anecdotes taken from operational cases, across design contexts, to demonstrate those factors. [ABSTRACT FROM AUTHOR]