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Purpose – The purpose of this paper is to report on methods developed, within a three-year Education for Sustainable Development (ESD) project at Chalmers University of Technology in Gothenburg, Sweden, to achieve a higher degree of embedding of ESD in engineering programmes. The major emphasis is on methods used, results achieved and lessons learned from the work. Design/methodology/approach – The basic idea that methods and activities were built on was that the only way to achieve long-term changes is to increase the motivation and capacity of lecturers and program directors to perform the required changes. Findings – Activities that were developed and tested focused on coaching discussions and on workshops for teachers, gathering teachers from one programme at a time. These activities aimed at starting learning processes in individuals. Special care was taken into keeping the feeling of responsibility and initiative in the faculty members within the programmes. A special "resource group" of experienced ESD teachers was available as support for programme directors and lecturers. Originality/value – The methods reported on are further developments of a method that has been used in Delft University of Technology (the Individual Interaction Method) in the Netherlands. The experiences from Chalmers are discussed in such a way that they provide useful insights for others aiming at similar changes at university. [ABSTRACT FROM AUTHOR]

Abstract Many outdoor garments are impregnated to make them water and, in some cases oil repellent, but the impregnation agents can be hazardous to human health and the environment. Some examples of such hazardous impregnation agents include per- and polyfluoroalkyl substances. To reduce the risks related to these fluorinated substances, a phase-out is necessary, and voluntary avoidance by consumers may be one way to make this happen. This experimental survey investigates the extent to which information about the hazardous properties of fluorinated substances affects consumer willingness-to-pay for alternative outdoor garments without hazardous chemicals. The experiment was conducted by means of a questionnaire distributed to more than 4000 Swedish respondents via the Laboratory of Opinion Research's Citizen Panel. The results show a generally high willingness-to-pay, and that the effects of providing information are higher when the price increase is high. This suggests that there is room for a price increase if the non-hazardous options are more expensive. This survey experiment indicates that the Swedish general public is ready for substitution to garments without hazardous fluorinated chemicals if the alternative provides an identical function. Information campaigns, however, will have limited ability to increase the willingness-to-pay for an alternative as it is already high. Despite the general willingness of the Swedish public to choose less hazardous options, legislative measures may potentially be the most effective action when supply chains are opaque and information to consumers is limited. Highlights • High public readiness for substitution of hazardous PFAS in outdoor garments. • Information about chemical hazards had effect on willingness-to-pay (WTP). • Room for a price increase if the non-hazardous options are more expensive. • Limited ability to increase the WTP for an alternative when WTP is already high. [ABSTRACT FROM AUTHOR]

The environmental challenges associated with consumption of textiles have generally been investigated on product level in Life Cycle Assessment (LCA) studies. For social sustainability aspects, social hotspot analysis has instead been applied on the textile sector level. The aim with the industry sector approach developed by the authors was to enable assessment of different interventions in terms of how they contribute to reaching targets for environmental and social sustainability, on the sector level. The approach was tested in a case study on the Swedish apparel sector. The industry sector approach consists of three steps that address three different questions: 1) What is the current sustainability performance of the sector? 2) What is an acceptable sustainability performance for the sector? 3) Are proposed interventions enough to reach an acceptable sustainability performance? By answering these questions, it is possible to measure performance in relation to sector level targets and learn which types of interventions (technical improvements, behavioral changes, new business models, etc.), and which actors (manufacturers, retailers, consumers, authorities, etc.) that can potentially provide the greatest improvements. By applying the approach in the case study, conclusions could be drawn on whether specific interventions appear to be sufficient or not in relation to the set environmental targets. The influence of the interventions in relation to reaching targets for social sustainability was found to be the most difficult to measure due to lack of data. To spur the industry sector's stakeholders to actualize the full potential of the most effective environmental interventions, a scheme for structured evaluation of LCA results directed towards these prospective actors was developed. Based on the results from the study, actor-oriented advice could be provided. [ABSTRACT FROM AUTHOR]

Purpose – The aim of this study is to contribute to the quality improvement and long-term strategic development of education for sustainable development (ESD) in engineering education curricula. Design/methodology/approach – The content in 70 courses in environment and SD were characterized and quantified using course document text analysis. Additionally, two questionnaires were sent to students and alumni at Chalmers, and interviews and focus group discussions were conducted with representatives from 16 Swedish companies and five organizations. Findings – It was found that industry demands a broader range of competences in SD amongst engineers in general than what is currently provided. In total, 35 per cent of alumni claim they encounter sustainability issues from sometimes to daily in their work. However, only half of them believe they possess enough competences to make decisions from a sustainability perspective. Quantity, coverage and the level of integration in the educational programme all appear to be important for the students' perceived competences on SD and for the importance that they put on achieving SD. Originality/value – Earlier research has reported on how to further develop the idea and design of ESD and on competence needs in general. Few attempts have been made to assess industry's needs of competences in SD. This paper sheds light on how engineering universities educate for SD and benchmarks this to industry's needs in an exploratory case study, using Chalmers as an example. [ABSTRACT FROM AUTHOR]