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This study explores the implementation of Urban Living Labs (ULLs) in Higher Education Institutions (HEIs) to promote Education for Sustainable Development (ESD). It adopts a methodology that integrates a mixed approach, combining literature review, validation with experts in the field and analysis of case studies. A structured evaluation tool is proposed based on three constructs: Synergy, Strategy and Pedagogy, which cover the essential characteristics of the three thematic axes: ULLs, ESD and HEIs, through seven indicators. This tool is applied to examine the effective-ness of ULLs in promoting sustainable practices within the university context. The results, vali-dated through experts, exploratory factor analysis and Cronbach's alpha coefficient, demonstrate the reliability and consistency of the evaluative indicators, highlighting the crucial role of ULLs in the integration of sustainability in the curriculum, experiential learning, and the impact social and community. This approach allowed the identification of successful practices and common challenges in the implementation of ULL, as well as the development of a framework of indicators adapted to the specific needs of HEIs. The study concludes by emphasizing the transformative potential of ULLs in HEIs to advance towards sustainable urban transitions, underscoring the need for robust evaluative tools to optimize the contribution of higher education to global sustainable development., This research has been carried out with the support of the University of Guayaquil through its 2016 scholarship program and the Academic Vice Rectorate that approved the Delta Project, FCI project (Internal Competitive Funds)., Peer Reviewed, Objectius de Desenvolupament Sostenible::11 - Ciutats i Comunitats Sostenibles, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Postprint (published version)

En aquest treball s’analitza el marc normatiu envers la introducció de l’aprenentatge en sostenibilitat i els marcs de qualificacions per a l’Educació Superior, i els marcs competencials de sostenibilitat de referència. Es fa palès que la introducció de la sostenibilitat a l’educació superior és d’obligat compliment, i que cal una harmonització en la definició i ús dels conceptes i categories de classificació per les agències d’acreditació., Objectius de Desenvolupament Sostenible::1 - Fi de la Pobresa, Objectius de Desenvolupament Sostenible::3 - Salut i Benestar, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Objectius de Desenvolupament Sostenible::2 - Fam zero, Objectius de Desenvolupament Sostenible::6 - Aigua Neta i Sanejament, Objectius de Desenvolupament Sostenible::14 - Vida Submarina, Objectius de Desenvolupament Sostenible::13 - Acció per al Clima, Objectius de Desenvolupament Sostenible::10 - Reducció de les Desigualtats, Objectius de Desenvolupament Sostenible::12 - Producció i Consum Responsables, Objectius de Desenvolupament Sostenible::15 - Vida d'Ecosistemes Terrestres, Objectius de Desenvolupament Sostenible::7 - Energia Assequible i No Contaminant, Objectius de Desenvolupament Sostenible::8 - Treball Decent i Creixement Econòmic, Objectius de Desenvolupament Sostenible::11 - Ciutats i Comunitats Sostenibles, Objectius de Desenvolupament Sostenible::17 - Aliança per a Aconseguir els Objetius, Objectius de Desenvolupament Sostenible::16 - Pau, Justícia i Institucions Sòlides, Objectius de Desenvolupament Sostenible::5 - Igualtat de Gènere, Objectius de Desenvolupament Sostenible::9 - Indústria, Innovació i Infraestructura, Postprint (published version)

En este trabajo se presenta una herramienta desarrollada en el marco del proyecto EDINSOST2-SDG orientada a integrar la educación para el Desarrollo Sostenible (ESD) en los currículos de Ingeniería. Esta herramienta es el mapa de sostenibilidad de las ingenierías, la cual contiene los resultados de aprendizaje relacionados con la ESD que cualquier estudiante de ingeniería debe haber adquirido al finalizar sus estudios. Los resultados de aprendizaje se describen a partir de cuatro competencias en sostenibilidad: (1) Contextualización crítica del conocimiento, (2) Uso sostenible de los recursos, (3) Participación en procesos comunitarios y (4) Aplicación de principios éticos. Esta herramienta ha sido sometida a un proceso de validación y se está utilizando actualmente en un conjunto de titulaciones de ingeniería relacionadas con el proyecto EDINSOST2-SDG., This paper presents a tool developed in the framework of the EDINSOST2-SDG project aimed at integrating education for Sustainable Development (ESD) in engineering curricula. This tool is the engineering sustainability map, which contains the ESD-related learning outcomes that any engineering student should have acquired by the end of his or her studies. The learning outcomes are described on the basis of four sustainability competencies: (1) Critical contextualization of knowledge, (2) Sustainable use of resources, (3) Participation in community processes, and (4) Application of ethical principles. This tool has undergone a validation process and is currently being used in a set of engineering degrees related to the EDINSOST2-SDG project.

This study focuses on the use of urban living labs (ULLs) as a teaching and learning strategy toward education for sustainable development (ESD) in higher education institutions (HEIs). The article presents an exhaustive literature review on the ESD approach in HEIs, the conceptualization and understanding of ULLs, and the use of ULLs as learning environments. Several ULL case studies in HEIs that seek to foster ESD through innovation and experimentation in real-world settings are presented. Each case describes the type, approach, characteristics, results, limitations, and challenges in relation to sustainability. It highlights the need for HEIs to adapt to the ESD approach and become role models for sustainability. It is concluded that ULLs are closely related to ESD and the SDGs, provide a practical and applied learning environment for students, encourage the active participation of students in identifying and solving sustainability problems in their local community, and encourage interdisciplinary collaboration between students and academics from different disciplines. All in all, ULLs can be an effective teaching and learning strategy in HEIs toward ESD. In addition, the lack of specific empirical results on the evaluation of ULL as teaching and learning tools toward ESD in HEIs is highlighted, which justifies the need for further research in this field., This research was funded by the University of Guayaquil, through the UG 2016 scholarship program: Study scholarship agreement for teachers dated 22 April 2016, amending agreement to the main scholarship agreement dated 12 December 2016 and addendum to the study scholarship agreement for teachers dated 3 March 2022., Peer Reviewed, Postprint (published version)

L'objectiu d'aquesta tesi és investigar el potencial de reciclatge de les bosses intravenoses (bosses IV) i avaluar la viabilitat de produir connectors de bosses IV. Al Centre Mèdic de Leeuwarden (MCL), les bosses intravenoses constitueixen el segon flux de residus més gran, amb una quantitat de 30.000 unitats a l'any. MCL té com a objectiu reciclar el 5% dels residus. L'estudi va classificar i reciclar diversos tipus de bosses intravenoses de MCL, centrant-se en les d'ús comú: Baxter, Fresenius i una barreja de sis bosses IV. L'estudi caracteritza els materials multicapa i els connectors de les bosses intravenoses mitjançant microscòpia òptica, espectroscòpia infraroja i calorimetria diferencial d'escombrada. S'examinen l'eficiència i el rendiment del reciclatge que implica recol·lecció, classificació, trituració, separació, rentat, assecat, mòlta i emmotllament per injecció. Les propietats mecàniques i reològiques del material reciclat s'avaluen i es comparen amb polipropilè representatiu. La caracterització va revelar que les bosses Baxter IV tenen tres capes: PP, PA i PE, mentre que les de Fresenius consten de tres capes de SEBS i PP, PA i PET. L'eficiència de reciclatge de les bosses IV va resultar en una pèrdua de pes del 29% i 22% per a Baxter i Fresenius respectivament, podent produir dos connectors Baxter i sis per a les bosses IV Fresenius. Les proves mecàniques van mostrar que Baxter té més resistència, Mix bona ductilitat i resistència a l'impacte. Baxter i Mix van exhibir millors propietats reològiques. Els materials reciclats van mostrar una resistència i rigidesa reduïdes en comparació del PP representatiu. Després d'esterilitzar en autoclau es van observar canvis mínims a les propietats mecàniques. L'avaluació de les propietats mecàniques i la resistència a l'esterilització proporciona informació sobre la idoneïtat del material per als connectors de bosses intravenoses, però es recomanen proves directes en motlles de connectors., El objetivo de esta tesis es investigar el potencial de reciclaje de las bolsas intravenosas (bolsas IV) y evaluar la viabilidad de producir conectores de bolsas IV. En el Centro Médico de Leeuwarden (MCL), las bolsas intravenosas constituyen el segundo flujo de desechos más grande, con una cantidad de 30.000 unidades al año. MCL tiene como objetivo reciclar el 5% de los desechos. El estudio clasificó y recicló varios tipos de bolsas intravenosas de MCL, centrándose en las de uso común: Baxter, Fresenius y una mezcla de seis bolsas IV. El estudio caracteriza los materiales multicapa y los conectores de las bolsas intravenosas mediante microscopía óptica, espectroscopia infrarroja y calorimetría diferencial de barrido. Se examinan la eficiencia y rendimiento del reciclaje que implica recolección, clasificación, trituración, separación, lavado, secado, molienda y moldeo por inyección. Las propiedades mecánicas y reológicas del material reciclado se evalúan y comparan con polipropileno representativo. La caracterización reveló que las bolsas Baxter IV tienen tres capas: PP, PA y PE, mientras que las de Fresenius constan de tres capas de SEBS y PP, PA y PET. La eficiencia de reciclaje de las bolsas IV resultó en una pérdida de peso del 29% y 22% para Baxter y Fresenius respectivamente, pudiendo producir dos conectores Baxter y seis para las bolsas Fresenius IV. Las pruebas mecánicas mostraron que Baxter tiene mayor resistencia, Mix buena ductilidad y resistencia al impacto. Baxter y Mix exhibieron mejores propiedades reológicas. Los materiales reciclados mostraron una resistencia y rigidez reducidas en comparación con el PP representativo. Después de esterilizar en autoclave se observaron cambios mínimos en las propiedades mecánicas. La evaluación de las propiedades mecánicas y la resistencia a la esterilización proporciona información sobre la idoneidad del material para los conectores de bolsas intravenosas., The aim of this thesis is to investigate the recycling potential of used infusion bags (IV bags), and evaluate the feasibility of producing IV bag connectors. At the Medical Center in Leeuwarden (MCL), IV bags constitute the second-largest waste stream, amounting 30,000 units annually. MCL aims to recycle 5% of waste for Green Deal compliance. The study classified and recycled various types of IV bags from MCL, focusing on the commonly used ones: Baxter, Fresenius and a mixture of six different IV bags. The study characterizes the multilayer materials and connectors of IV bags using optical microscopy, infrared spectroscopy, and differential scanning calorimetry. The recycling process involves collection, sorting, shredding, separation, washing, drying, grinding, and injection molding. The efficiency of recycling and the yield of IV bag connectors per bag are examined. Mechanical and rheological properties of the recycled material are evaluated and compared to representative polypropylene. The characterization revealed that Baxter IV bags have three layers: PP, PA, and PE, while Fresenius IV bags consist of three layers of SEBS and PP, PA, and PET layers. The recycling efficiency of the IV bags resulted in 29% and 22% of weight loss for the Baxter and Fresenius respectively, being able to produce two Baxter connectors, and six for the Fresenius IV bags. Mechanical testing showed Baxter has higher strength, Mix good ductility and impact resistance, and Fresenius reduced properties. Baxter and Mix exhibited improved flowability. The recycled materials showed reduced strength and stiffness compared to representative PP. After autoclaving minimal changes in mechanical properties were observed. The evaluation of mechanical properties and sterilization resistance provides insights into material suitability for IV bag connectors, but direct tests on injection molds are recommended.

L’Agenda 2030 de les Nacions Unides ressalta el paper de l’educació per assolir els seus Objectius de Desenvolupament Sostenible (ODS). L’enginyeria té un rol crucial per assolir les fites de la majoria dels ODS i cal assegurar que les futures titulades d’enginyeria tinguin les competències necessàries per poder desenvolupar la seva professió per assolir aquest ODS. El projectes de recerca EDINSOST (Educació i Innovació social per a la Sostenibilitat) que tenen, entre altres, la finalitat de millorar l'aprenentatge de la sostenibilitat en l’educació de l’enginyeria a partir de la introducció dels resultats d'aprenentatge relacionats amb els ODS en els plans d'estudi. Aquest treball utilitza les eines dissenyades pels projectes EDINSOST per a realitzar una anàlisi de la presència de sostenibilitat en el grau d’enginyeria mecànica en els quatre campus que s’ofereix de la Universitat Politècnica de Catalunya. Especialment, el Mapa competencial de Sostenibilitat i el Mapa de Presència. Pel desenvolupament d'aquest estudi s’han dut a terme qüestionaris dirigits als docents i entrevistes. En aquest treball presentem els mapes de presència en format de taula i la presència de cada competència de sostenibilitat per a cada un dels campus. Aquestes representacions proporcionen una visió clara i ordenada del nivell d'abordament de les competències de sostenibilitat. Els resultats de l’estudi mostren que a cap dels campus s’ensenyen totes les competències i resultats d’aprenentatge indicats en el Mapa Competencial de Sostenibilitat. Fet que posa de manifest que cal analitzar les titulacions i identificar on es poden incloure el resultats d’aprenentatge que actualment no s’inclouen en el pla d’estudis. Així mateix, s’identifiquen diferències clares entre els campus, fet que demostra que els estudis no són uniformes, tot i que és una oportunitat per crear una comunitat d’aprenentatge on es comparteixin els casos d’èxit., La Agenda 2030 de Naciones Unidas resalta el papel de la educación para alcanzar sus Objetivos de Desarrollo Sostenible (ODS). La ingeniería tiene un rol crucial para alcanzar los logros de la mayoría de los ODS y hay que asegurar que las futuras tituladas de ingeniería tengan las competencias necesarias para poder desarrollar su profesión para alcanzar este ODS. Los proyectos de investigación EDINSOST (Educación e Innovación social para la Sostenibilidad) que tienen, entre otros, la finalidad de mejorar el aprendizaje de la sostenibilidad en la educación de la ingeniería a partir de la introducción de los resultados de aprendizaje relacionados con los ODS en los planes de estudio. Este trabajo utiliza las herramientas diseñadas por los proyectos EDINSOST para realizar un análisis de la presencia de sostenibilidad en el grado de ingeniería mecánica en los cuatro campus que se ofrece de la Universidad Politécnica de Catalunya. En especial, el Mapa de Competencias de Sostenibilidad y el Mapa de Presencia. Para el desarrollo de este estudio se han realizado cuestionarios dirigidos a los docentes, y entrevistas. En este trabajo presentamos los mapas de presencia en formato de tabla y la presencia de cada competencia de sostenibilidad para cada uno de los campus. Estas representaciones proporcionan una clara y ordenada visión del nivel de abordaje de las competencias de sostenibilidad. Los resultados del estudio muestran que en ninguno de los campus se enseñan todas las competencias y resultados de aprendizaje indicados en el Mapa Competencial de Sostenibilidad. Lo que pone de manifiesto que es necesario analizar las titulaciones e identificar dónde se pueden incluir los resultados de aprendizaje que actualmente no se incluyen en el plan de estudios. Asimismo, se identifican diferencias claras entre los campus, lo que demuestra que los estudios no son uniformes, aunque es una oportunidad para crear una comunidad de aprendizaje en la que se compartan los casos de éxito., The 2030 Agenda of the United Nations emphasizes the role of education in achieving its Sustainable Development Goals (SDGs). Similarly, engineering plays a crucial role in meeting the majority of the SDGs. Therefore, it is necessary to ensure that future engineering graduates have the necessary competencies to pursue their profession and contribute to these goals. The EDINSOST (Education and Social Innovation for Sustainability) research projects aim to improve sustainability learning in engineering education by incorporating the learning outcomes related to the SDGs into the curriculum. This study utilizes the tools designed by the EDINSOST projects to analyze the presence of sustainability in the Mechanical Engineering degree across the four campuses of the Polytechnic University of Catalonia. Specifically, the study uses the Sustainability Competence Map and the Presence Map. For the development of this study, questionnaires addressed to teachers and interviews have been carried out. In this paper we present the presence maps in table format and the presence of each sustainability competency for each of the campuses. These representations provide a clear and ordered vision of the level of approach to sustainability competencies. The study results reveal that none of the campuses teach all the competencies and learning outcomes indicated in the Competence Map for Sustainability. This highlights the need to analyze the programs and identify where the currently missing learning outcomes can be included in the curriculum. Furthermore, clear differences are identified among the campuses, demonstrating that the programs are not uniform. However, these differences also present an opportunity to create a learning community where successful cases can be shared.

Els infants i joves conformaran la societat del futur, per la qual cosa és fonamental que se'ls eduqui amb valors com el consum responsable, la sostenibilitat i la igualtat d'oportunitats perquè serveixin de guia en les seves futures accions. L'objectiu principal del projecte és el disseny d'un sistema de circularitat del calçat de muntanya infantil, en el context de les entitats de lleure. Amb la finalitat de conscienciar als infants, a les famílies i als centres fomentant l'ús compartit dels recursos. La metodologia del treball es basa en el Doble Diamant del Design Thinking, que permet desenvolupar un projecte centrat en l'usuari. En la primera fase s'examina l'estat de la qüestió, s'estudia a l'usuari i el context específic en el qual se situa el projecte. Una vegada finalitzada la fase de recerca, es duu a terme el disseny de la proposta de servitització i la seva estimació dins d'una entitat concreta. La proposta final es basa en la presentació de l'organigrama del sistema i una estimació del seu funcionament en l'entitat model, segons els resultats obtinguts es reduiria l'emissió de 138,6 kg de CO₂., La infancia y jóvenes conformarán la sociedad del futuro, por lo cual es fundamental que se los eduque con valores como el consumo responsable, la sostenibilidad y la igualdad de oportunidades para que sirvan de guía en sus futuras acciones. El objetivo principal del proyecto es el diseño de un sistema de circularidad del calzado de montaña infantil, en el contexto de las entidades de ocio. Con el fin de concienciar a los niños, a las familias y en los centros, fomentando el uso compartido de los recursos. La metodología del trabajo se basa en el Doble Diamante del Design Thinking, que permite desarrollar un proyecto centrado en el usuario. En la primera fase se examina el estado de la cuestión, se estudia al usuario y el contexto específico en el cual se sitúa el proyecto. Una vez finalizada la fase de investigación, se lleva a cabo el diseño de la propuesta de servitización y su estimación dentro de una entidad concreta. La propuesta final se basa en la presentación del organigrama del sistema y una estimación de su funcionamiento en la entidad modelo, según los resultados obtenidos se reduciría la emisión de 138,6 kg de CO₂., Children and young people will shape the society of the future, so it is essential that they are educated with values such as responsible consumption, sustainability, and equal opportunity to guide their future actions. The main objective of the project is the design of a circularity system for children's mountain footwear in the context of leisure entities. In order to raise awareness among children, families, and centres by promoting the shared use of resources. The working methodology is based on the Design Thinking Double Diamond, which allows a user-centered project to be developed. In the first phase, the status of the issue is examined, the user is studied, and the specific context in which the project is located is determined. Once the research phase is complete, the design of the servitization proposal and its estimation within a particular entity are carried out. The final proposal is based on the presentation of the organisation chart of the system and an estimation of its operation in the model entity. According to the results obtained, the emission of 138,6 kg CO₂ would be reduced., Objectius de Desenvolupament Sostenible::12 - Producció i Consum Responsables::12.5 - Per a 2030, disminuir de manera substancial la generació de residus mitjançant polítiques de prevenció, reducció, reciclatge i reutilització

The main objective of the EDINSOST2-SDG project is to introduce sustainability and the Sustainable Development Goals (SDGs) in Higher Education. The project focuses on Engineering degrees, Education Degrees, and the Business Administration and Management degrees of the Spanish university system. The project has four main objectives: (O1) Identify the SDGs in the EDINSOST sustainability competency maps (SCM); (O2) Improve the learning outcomes of sustainability and SDGs in the degrees related to the project; (O3) Faculty training in Education for Sustainability and SDGs; and (O4) Analyse the students’ learning in Sustainability and SDGs during their training at the university. The current project began in 2019 and is scheduled to end in December 2022. This paper presents the main results achieved so far in the O1. SDGs have been included in the SCMs previously designed by the EDINSOST project. Each SCM learning outcome is related to a set of UNESCO learning objectives and UN indicators of the SDGs. As EDINSOST2-SDG results, the SCM has been simplified to make it easier for teachers. A pilot project is currently being carried out at the UPC-BarcelonaTech to analyse ten engineering degrees using this simplified SCM. The results of the pilot project will be presented in June 2022, but the preliminary results show that the reduction in the number of learning outcomes has been a key aspect to motivate those responsible for the different degrees involved in the pilot project to use the SCM as a tool to introduce sustainability in their degrees., Peer Reviewed, Postprint (published version)

This paper features a methodology for embedding and assessing a competency in an academic curriculum using competency maps. This methodology enables embedding and assessment of any competency in any curriculum, regardless of the educational level, as long as the competency is correctly described by means of a competency map. As an example of the application of this methodology, a proposal for embedding and assessing sustainability in engineering degrees is presented. A competency map embodies the set of learning outcomes of the competency that students should have acquired upon completion of their studies. This information allows the designers of the curriculum to determine the learning outcomes that should be developed in the degree and to distribute them appropriately among the subjects. The presence map can be constructed from the competency map. It contains information regarding the extent to which each learning outcome of the competency map is being developed in the degree. This paper proposes the construction of a presence map in two steps: (1) perform a survey and (2) conduct a semi-structured interview with professors. The interview, which is conducted by one or several experts in the competency, allows the different criteria used by the professors when filling out the questionnaire to be unified, whereas the presence map shows whether a particular competency is correctly embedded in the curriculum and the aspects that could be improved. Finally, to validate that the students are achieving the learning outcomes of the competency map, we propose a survey to measure the students’ perception about their own learning in the competency. These results can be compared with the presence map to help determine whether, from the students’ point of view, the expected learning outcomes are being achieved in the corresponding subjects. The aim of this process is to provide the information necessary to indicate any changes in the curriculum that may improve the embedding o, This research was funded by the Spanish Ministerio de Ciencia, Innovación y Universidades, the Spanish Agencia Estatal de Investigación (AEI), and the Fondo Europeo de Desarrollo Regional (FEDER), from study design to submission, under grant number RTI2018-094982-B-I00., Peer Reviewed, Postprint (published version)

The main objective of the EDINSOST2-SDG project is to introduce sustainability and the Sustainable Development Goals (SDGs) in Higher Education. The project focuses on Engineering degrees, Education Degrees, and the Business Administration and Management degrees of the Spanish university system. The project has four main objectives: (O1) Identify the SDGs in the EDINSOST sustainability competency maps (SCM); (O2) Improve the learning outcomes of sustainability and SDGs in the degrees related to the project; (O3) Faculty training in Education for Sustainability and SDGs; and (O4) Analyse the students’ learning in Sustainability and SDGs during their training at the university. The current project began in 2019 and is scheduled to end in December 2022. This paper presents the main results achieved so far in the O1. SDGs have been included in the SCMs previously designed by the EDINSOST project. Each SCM learning outcome is related to a set of UNESCO learning objectives and UN indicators of the SDGs. As EDINSOST2-SDG results, the SCM has been simplified to make it easier for teachers. A pilot project is currently being carried out at the UPCBarcelonaTech to analyse ten engineering degrees using this simplified SCM. The results of the pilot project will be presented in June 2022, but the preliminary results show that the reduction in the number of learning outcomes has been a key aspect to motivate those responsible for the different degrees involved in the pilot project to use the SCM as a tool to introduce sustainability in their degrees.

This paper features a methodology for embedding and assessing a competency in an academic curriculum using competency maps. This methodology enables embedding and assessment of any competency in any curriculum, regardless of the educational level, as long as the competency is correctly described by means of a competency map. As an example of the application of this methodology, a proposal for embedding and assessing sustainability in engineering degrees is presented. A competency map embodies the set of learning outcomes of the competency that students should have acquired upon completion of their studies. This information allows the designers of the curriculum to determine the learning outcomes that should be developed in the degree and to distribute them appropriately among the subjects. The presence map can be constructed from the competency map. It contains information regarding the extent to which each learning outcome of the competency map is being developed in the degree. This paper proposes the construction of a presence map in two steps: (1) perform a survey and (2) conduct a semi-structured interview with professors. The interview, which is conducted by one or several experts in the competency, allows the different criteria used by the professors when filling out the questionnaire to be unified, whereas the presence map shows whether a particular competency is correctly embedded in the curriculum and the aspects that could be improved. Finally, to validate that the students are achieving the learning outcomes of the competency map, we propose a survey to measure the students’ perception about their own learning in the competency. These results can be compared with the presence map to help determine whether, from the students’ point of view, the expected learning outcomes are being achieved in the corresponding subjects. The aim of this process is to provide the information necessary to indicate any changes in the curriculum that may improve the embedding o

Education for sustainable development (ESD) is essential for humanity to overcome the immense challenges it faces as a result of human actions on nature. For many students, higher education is the last step before they pursue a professional career. In a special way, the university experience can help students to become agents of change for sustainability. However, the opportunity to learn and adapt towards sustainability can also arise as a professional or active member of the institutions in which one works or collaborates. Lifelong learning, and in particular university education, should assist in the acquisition of competencies for sustainability as tools for facing the complexity of today’s world. This is an overarching goal that many universities, professors, staff and research groups are aiming for., Peer Reviewed, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Postprint (published version)

This paper aims to present key characteristics of educational design briefs for the circular economy (CE) through the analysis of 11 design briefs focussing on real-life challenges related to sustainability and the CE, developed with collaborating industry partners for four consecutive circular design internships conducted in Ireland, Catalunya, The Netherlands and Sweden. These four internships were conducted between September 2017 and June 2019 and each internship lasted three to four months. The supervisors for each internship collaborated with local industry partners genuinely interested in adopting sustainable business practices to develop design briefs focussing on real-life challenges they face. The briefs for each internship were developed further according to the feedback of the interns, industry partners and supervisors of previous internships. Five steps of brief making for circular design were identified as reviewing the existing resources, emphasizing the importance of systems thinking, emphasizing the importance of collaboration for the CE, focussing on circularity and communicating expectations. The paper outlines how design briefs changed throughout the consecutive internships according to the different curricula and the characteristics of an educational circular design brief. For design educators and researchers, the value of this paper lies in presenting the steps for the brief making of educational circular design projects. Additionally, the characteristics of circular design briefs are outlined, discussing their focus and content to act as a guide for design educators., Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Objectius de Desenvolupament Sostenible::12 - Producció i Consum Responsables, Postprint (published version)

Two contemporary academic movements can be argued to be important for the integration of more fieldpractice- and cross disciplinary team-based learning experiences into the engineering education curriculum. Firstly, the growth of research in sustainability challenges in combination with the need for change in engineering education, which is seen to evolve from environmental focus to the inclusion of social and transdisciplinary approaches. Secondly, the evolution of engineering education in general: from traditional and instructive to student centered, constructive and practice oriented as well as from isolated and exclusive to an inter-twined part of society, where society’s need for “socially responsible future entrepreneurs, innovators and leaders”. This implies that all engineers need to be equipped with knowledge, skills, values and experiences in order to meet the needs of society. Challenge driven education (CDE) is an evolving concept that can bridge engineering and sustainability. In the challenge driven education, students are working on real-life and often real-time challenges in society and industry. The students work with open-ended, ill-defined problems that do not have a single right answer. With the challenge driven education approach, the aim is to position ideas, innovations and decision making in the forefront of the learning process. InnoEnergy is a transnational educational initiative supported by the European Institute of Innovation and Technology (EIT). From the investigation made on the integration of CDE in seven international and crossborder InnoEnergy Masters’ programs, the need appeared for a common understanding on CDE within the knowledge innovation community. The investigation aimed to explore: the perceived drivers and barriers for CDE; the different approaches for integrating CDE in the seven masters’ programs; and the perceived scope for CDE mapped to the achievement of competences for sustainability. Preliminary findings showed tha, Objectius de Desenvolupament Sostenible::7 - Energia Assequible i No Contaminant, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Postprint (published version)

Research paper, Education for the Sustainable Development Goals (ESDG) in higher education requires a methodology to diagnose its presence in the degrees as a starting phaseto design a desired scenario, where graduates are qualified with the needed SDG competences. The EDINSOST2-SDG project, involving 8 Spanish universities, pursues this transition and sets the framework for this study. This paper shows the methodology and results of diagnosing the presence of sustainability competences and the SDG at the undergraduate engineering degree in Industrial Design and Product Development at the School of Engineering of Vilanova i la Geltrú of the Universitat Politècnica de Catalunya. The methodology can be applied to any engineering degree and synthetases the results through Sustainability maps. The starting point is the Engineering Sustainability Map, from the project EDINSOST2-SDG that states the learning outcomes in relation to Sustainability and SDG that engineering students must master when graduating. From there we build assessment maps of the degree analysed. Map 1: shows the Sustainability learning outcomes. Map 2: shows the SDG based on their learning objectives. These maps allow curriculum designers to verify to what extent Sustainability and SDGs are embedded in the subjects, semesters and in the whole engineering degree., Peer Reviewed, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Objectius de Desenvolupament Sostenible::12 - Producció i Consum Responsables, Postprint (published version)

L'educació per als Objectius de Desenvolupament Sostenible (ODS) a les universitats encoratja als professors a convertir-se en agents de canvi, capaços de formar als graduats en els reptes que planteja l'Agenda 2030 i de capacitar als estudiants amb les competències necessàries per a complir amb els ODS. Per a fomentar la implementació dels ODS en el pla d'estudis d'una titulació, és necessari diagnosticar la seva presència com a fase inicial. EDINSOST2-ODS és un projecte finançat pel Ministeri de Ciència, Innovació i Universitats (MCIU), l'Agència Estatal de Recerca (AEI) i el Fons Europeu de Desenvolupament Regional (FEDER). Compta amb la participació de 8 universitats espanyoles i té com a objectiu integrar els ODS en les titulacions universitàries espanyoles. Aquest treball final de màster utilitza eines d'EDINSOST2-ODS com a marc per a desenvolupar una metodologia per a mesurar la presència de les competències de sostenibilitat i els objectius d’aprenentatge dels ODS en un grau. La metodologia es pilota al grau d'enginyeria en Disseny Industrial i Desenvolupament de Producte de l'Escola d'Enginyeria de Vilanova i la Geltrú de la Universitat Politècnica de Catalunya. Per al desenvolupament i aplicació de la metodologia s'han utilitzat quatre bases de dades: la documentació oficial de la titulació, els plans d'estudi de cada assignatura, les respostes de l’enquesta per a professors del projecte EDINSOST2-ODS i entrevistes en profunditat al professorat. Posteriorment, s'ha aplicat el Mapa de Competències de Sostenibilitat en Enginyeries en la titulació i s'ha utilitzat com a espurna per a començar a engranar un conjunt de matrius que acaben permetent obtenir gràfiques que il·lustren com la titulació està cobrint les 4 competències de sostenibilitat i els ODS. Els resultats poden mostrar la presència en el conjunt de la titulació, per semestres, per assignatures i contribueix a detectar les mancances i oportunitats de canvi del professorat., La educación para los Objetivos de Desarrollo Sostenible (ODS) en las universidades alienta a los profesores a convertirse en agentes de cambio, capaces de formar a los graduados en los retos que plantea la Agenda 2030 y de capacitar a los estudiantes con las competencias necesarias para cumplir con los ODS. Para fomentar la implementación de los ODS en el plan de estudios de una titulación, es necesario diagnosticar su presencia como fase inicial. EDINSOST2-ODS es un proyecto financiado por el Ministerio de Ciencia, Innovación y Universidades (MCIU), la Agencia Estatal de Investigación (AEI) y el Fondo Europeo de Desarrollo Regional (FEDER). Cuenta con la participación de 8 universidades españolas y tiene como objetivo integrar los ODS en las titulaciones universitarias españolas. Este trabajo final de máster utiliza herramientas de EDINSOST2-ODS como marco para desarrollar una metodología para medir la presencia de las competencias en sostenibilidad y los objetivos de aprendizaje de los ODS en un grado. La metodología se pilota en el grado de ingeniería en Diseño Industrial y Desarrollo de Producto de la Escuela de Ingeniería de Vilanova i la Geltrú de la Universitat Politècnica de Catalunya. Para el desarrollo y aplicación de la metodología se han utilizado cuatro bases de datos: la documentación oficial de la titulación, los planes de estudio de cada asignatura, las respuestas de la encuesta a los profesores y entrevistas en profundidad al profesorado. Posteriormente, se ha aplicado el Mapa de Competencias de Sostenibilidad en Ingenierías en la titulación y se ha utilizado como chispa para engranar un conjunto de matrices que acaban permitiendo obtener gráficos que ilustran cómo la titulación está cubriendo las 4 competencias de sostenibilidad y los ODS, por separado. Los resultados pueden mostrar la presencia en el conjunto de la titulación, por semestres, por asignaturas y contribuye a detectar las carencias y oportunidades de cambio del profesorado., Education for the Sustainable Development Goals (ESDG) in universities calls teachers to become agents of change, capable of training graduates on the challenges that the Agenda 2030 arises and to qualify students with the needed SDG competencies. To foster the implementation of the SDGs in a degree’s curriculum, it is necessary to diagnose its presence as a starting phase. EDINSOST2-SDG is a project financed by the Spanish Ministry of Science, Innovation and Universities (MCIU), the State Research Agency (AEI) and the European Regional Development Fund (ERDF). It involves 8 Spanish universities and it is aimed at integrating SDGs into sustainability training in the Spanish university degrees. This final masters’ thesis uses tools of EDINSOST2-SDG as a framework to develop a framework to measure the presence of the sustainability competencies and the SDGs learning objectives in a bachelor's degree. The framework is piloted at the undergraduate engineering degree in Industrial Design and Product Development at the School of Engineering of Vilanova i la Geltrú of the Universitat Politècnica de Catalunya. To develop and apply the framework, four data sources have been used: the official documentation of the degree, the study plans of each subject, the answers of the survey for teachers and in-depth interviews with the teachers. Subsequently, the Engineering Sustainability Competency Map has been applied at the degree and used as a spark to start gearing a set of matrixes that end up permitting to obtain graphics that illustrate how the degree is covering the 4 sustainability competencies and the SDGs learning objectives, separately. The results can show the presence in the whole degree, per semesters, per subject and contribute to detect gaps and opportunities of change of the teaching staff., Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat

Conference and fair events are fully integrated into the cities’ economic activity. They are highly valued as place marketers, promoting tourism and talent-attraction. Considering sustainability, they can make critical choices to have a positive influence not only on the local environment but also to avoid embodied impacts in the form of CO2 emissions, land, and water use. The increase of this kind of activity and not taking into consideration the COVID-19 crisis, motivates this article to describe the process to design the “Circular Conference Toolkit” which aims to provide tips for organizing more sustainable conferences. The Circular Conference Toolkit lowers carbon emissions contributing to achieve carbon neutrality, reduces and recirculates waste towards zero waste, and increases sustainability awareness amongst the attendees promoting sustainable consumption to conference and fair events. Following the Action-Research methodology, the toolkit was piloted in the 19th ERSCP Conference as a case study. Under the research paradigm of pragmatism, the design process was divided into three cycles; the first one implied analysing the state of the art; the second cycle consisted firstly in designing the tools through stakeholders and location analysis, brainstorming, co-creation and co-decision matrix. Secondly, piloting the toolkit in the case study and thirdly involving the post-conference evaluation that presented an assessment of the sustainable initiatives implemented during the ERSCP 19 Conference including a checklist, an environmental impact assessment, surveys and social media analysis. The environmental impact assessment was carried out through the comparison of two material flow analyses represented with Sankey diagrams of the estimation of the conference streams, with and without the implementation of the Circular Conference Toolkit. This analysis showed savings of 20th European Round Table on Sustainable Consumption and Production Graz, September 8 – 10, 2, Objectius de Desenvolupament Sostenible::12 - Producció i Consum Responsables, Objectius de Desenvolupament Sostenible::11 - Ciutats i Comunitats Sostenibles, Postprint (published version)

The aim of this multiple case-study analysis was to find out the influence that service-learning methodology has on the develop- ment of sustainability competences amongst university students (Preschool, Primary and Social Education) of three Spanish Universities (UIC, UAM and USAL). A sample of 129 university stu- dents of the academic year 2017–18 was used. A pre-experimental study was carried out, using a pre-test-post-test study with natural groups, without a control group. The findings of this study show that service-learning contributed to improve knowledge in sustain- ability in the 5 case studies analysed. The findings also demonstrate how the use of service-learning promotes the development of practical skills associated with sustainability action., Peer Reviewed, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Postprint (published version)

Peer Reviewed, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Postprint (published version)

This project responds to the research question of how to evaluate circular economy projects in the academic context. For this purpose, it takes two programs, Recircula Challenge and Circular Economic Awards, of the HUB Recircula of the Polytechnic University of Catalonia (UPC) as case studies. The development of the project follows the Action-Research methodology. For its process, the Recircula HUB organisation, the participants of the competition, and the jury of the Recircula Challenge program were involved. The project methodology is divided into three cycles; the first cycle defines the problem; for that end, it analyses different circular economy evaluation methodologies currently used in organisations and companies and defines the requirements to be met by the evaluation tool of the program. The second cycle codesigns the tools and develops the circular economy evaluation methodology using templates and rubrics created ad-hoc for each program. The third cycle evaluates and reflects on the tools and the implementation process by analysing consistency and validity. Finally, the project shows the two tools developed in this project consisted of templates for the participants and evaluation rubrics for the jury members. It concludes by pointing out the importance of learning and awareness-raising resources for university students and its potential to improve circular economy in higher education. Moreover, the results of the work show that environmental impacts are the most difficult to understand and the least adequate to evaluate. Therefore, it is necessary to deepen and reinforce this aspect among students and participants of the programs through workshops, working examples, and reviewing the criteria established for its evaluation. To this end, it is very important to achieve a common understanding of the designed tool and its concepts. To conclude, at present, Circular Economy projects are at the forefront of Sustainable Development; this work seeks to generat, Objectius de Desenvolupament Sostenible::12 - Producció i Consum Responsables, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Postprint (published version)

Actions for sustainability are promoted from the different areas of environment, society, technology and economy, with the common aspiration to face interconnected crises in a world that can no longer be conceived as “society without nature and nature without society”. From this imperative for the integration of epistemics, university is called to restructuring boundaries and processes to properly serve society. Given that engineering principles are aligned with that logic, it is argued that engineering education (EE) have to evolve to being engineering-problem oriented and further developed into socio-technically oriented. Transdisciplinarity emerged in this context pursuing integration of academic and practical or traditional knowledge outside the academia, to co-produce outcomes both socially robust and transferable, that is, useful for transitioning and scientifically innovative to formulate new guiding principles. In order to improve engineering education in sustainability (EESD) through transdisciplinary learning approaches, we performed a three phases research. Firstly, we analysed how sustainability was approached in EE, through a co-word analysis and characterization of the keywords’ networks of three relevant journals in the EESD field. The journal networks evolution analysis suggested that social concern in engineering is growing . The keywords characterisation showed relevant categories being related to transdisciplinar education strategies for applying sustainability and to cross-boundary schemes. Finally, a modularity analysis showed that keywords related to transdisciplinarity spread throughout all the areas of knowledge addressed by the journals, indicating a widening interest. The second phase studied how emergent EESD initiatives were approached from transdisciplinarity discourses. Most of them fitted in the problem-solving discourse, where co-production of knowledge and method-driven aspects are also relevant. Deepening this discourse, most initia, Objectius de Desenvolupament Sostenible::1 - Fi de la Pobresa, Objectius de Desenvolupament Sostenible::2 - Fam zero, Objectius de Desenvolupament Sostenible::3 - Salut i Benestar, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Objectius de Desenvolupament Sostenible::6 - Aigua Neta i Sanejament, Objectius de Desenvolupament Sostenible::5 - Igualtat de Gènere, Objectius de Desenvolupament Sostenible::10 - Reducció de les Desigualtats, Objectius de Desenvolupament Sostenible::7 - Energia Assequible i No Contaminant, Objectius de Desenvolupament Sostenible::8 - Treball Decent i Creixement Econòmic, Objectius de Desenvolupament Sostenible::13 - Acció per al Clima, Objectius de Desenvolupament Sostenible::12 - Producció i Consum Responsables, Objectius de Desenvolupament Sostenible::17 - Aliança per a Aconseguir els Objetius, Objectius de Desenvolupament Sostenible::15 - Vida d'Ecosistemes Terrestres, Objectius de Desenvolupament Sostenible::11 - Ciutats i Comunitats Sostenibles, Objectius de Desenvolupament Sostenible::9 - Indústria, Innovació i Infraestructura, Objectius de Desenvolupament Sostenible::16 - Pau, Justícia i Institucions Sòlides, Objectius de Desenvolupament Sostenible::14 - Vida Submarina, Postprint (published version)

Design has a key role to play in developing innovative solutions to current challenges – approaches that must consider the needs of end users and integrate sustainability criteria in processes and strategies for creating products and services. The Circular Design Project (http://circulardesigneurope.eu/) is a European project funded by Erasmus+ Knowledge Alliance within the social business and the educational innovation field. The goal of this Circular Design project is to promote sustainable production and consumption of products and services in Europe. The project have four objectives: to increase and improve the learning strategies of Design for Sustainability, identifying opportunities for sustainably designed products and services as well as business opportunities in both higher education institutions and industries in Europe; To gather and cluster open educational resources and training courses for industry staff and academics in Innovative Design for Sustainability; To train up innovative and entrepreneurial designers who are capable of dealing with a transition towards Design for Sustainability as a mainstream design approach, as well as to promote cooperation and mobility with the EU’s partner countries; and to establish a basis for a permanent and active European Network of Design for Sustainability. This was achieved through a knowledge co-creation process and the development and pilot training materials in order to teach and train students, faculty and enterprise staff of the design sector. The project formed by 12 partners is organised around four country hubs in Ireland, The Netherlands, Catalonia and Sweden. Each country Hub consists of one university with education and research in Sustainable Design, one Design company with expertise in sustainable Design and one national design association. The project main results are: • The Open Educational Resources database (http://circulardesigneurope.eu/oer/) where resources in Circular design are clustered in, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Objectius de Desenvolupament Sostenible::12 - Producció i Consum Responsables, Postprint (published version)

This paper presents three tools developed within the framework of the project EDINSOST2-SDG, aimed at embedding and assessing the Education for Sustainable Development (ESD) in Engineering curricula. ESD is promoted through the introduction into engineering curricula of learning outcomes related to sustainability and, specifically, to the Sustainable Development Goals (SDG). The first tool, the “Engineering Sustainability Map”, contains ESD-related learning outcomes that any engineering student should have acquired upon completion of their studies. These learning outcomes are described according to four sustainability competencies: (1) Critical contextualization of knowledge, (2) Sustainable use of resources, (3) Participation in community processes, and (4) Application of ethical principles. The second tool, the “Sustainability Presence Map” of a degree, shows the percentage of the presence in the curriculum of each sustainability competency. The calculation of the presence of each competency is based on the effective integration of the related learning outcomes into a specific curriculum. Respective data are provided by teachers responsible for the coordination of the different subjects of the degree, collected by means of a questionnaire. The third tool presented is a questionnaire aimed at measuring the level of ESD that students perceive they have acquired through each competency. The comparison of data resulting from the Sustainability Presence Map with the data from the student questionnaire is the first step that allows the effectiveness of embedding ESD in a degree to be determined, a proper learning assessment will confirm such effectiveness. The three tools presented in this work have undergone a validation process and are currently being used in a set of engineering degrees related to the EDINSOST2-SDG project. The results of the application of these tools are part of the future research work of the authors., This work was supported by the Spanish Ministerio de Ciencia, Innovación y Universidades, the Spanish Agencia Estatal de Investigación (AEI), and the Fondo Europeo de Desarrollo Regional (FEDER), from study design to submission, under grant number RTI2018-094982-B-I00., Peer Reviewed, Objectius de Desenvolupament Sostenible::13 - Acció per al Clima, Objectius de Desenvolupament Sostenible::14 - Vida Submarina, Objectius de Desenvolupament Sostenible::15 - Vida d'Ecosistemes Terrestres, Objectius de Desenvolupament Sostenible::16 - Pau, Justícia i Institucions Sòlides, Objectius de Desenvolupament Sostenible::17 - Aliança per a Aconseguir els Objetius, Objectius de Desenvolupament Sostenible::9 - Indústria, Innovació i Infraestructura, Objectius de Desenvolupament Sostenible::10 - Reducció de les Desigualtats, Objectius de Desenvolupament Sostenible::3 - Salut i Benestar, Objectius de Desenvolupament Sostenible::1 - Fi de la Pobresa, Objectius de Desenvolupament Sostenible::11 - Ciutats i Comunitats Sostenibles, Objectius de Desenvolupament Sostenible::5 - Igualtat de Gènere, Objectius de Desenvolupament Sostenible::6 - Aigua Neta i Sanejament, Objectius de Desenvolupament Sostenible::7 - Energia Assequible i No Contaminant, Objectius de Desenvolupament Sostenible::12 - Producció i Consum Responsables, Objectius de Desenvolupament Sostenible::8 - Treball Decent i Creixement Econòmic, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Objectius de Desenvolupament Sostenible::2 - Fam zero, Postprint (published version)

El projecte és la resposta a la pregunta de recerca de com avaluar els treballs d'economia circular d'una manera sistemàtica, objectiva i eficient en el context acadèmic. Aquest, es desenvolupa seguint la metodologia de Recerca-Acció i compte amb la participació de l'organització del HUB recircula, mitjançant dos programes, recircula Challenge i Premis d'Economia Circular, del HUB recircula de la Universitat Politècnica de Catalunya (UPC) que s'han usat com a casos d'estudi. Els resultats del projecte s'han pilotat amb els participants del concurs i el jurat del programa de Recircula Challenge. El treball s'ha desenvolupat en tres cicles; el primer cicle defineix el problema, analitzant diferents metodologies d'avaluació d'economia circular que s'utilitzen actualment en organitzacions i empreses, i defineix els requisits ha de complir l'eina d'avaluació dels programes. El segon cicle dissenya les eines i desenvolupa el mètode d'avaluació d'economia circular mitjançant plantilles i rúbriques ad hoc per a cada programa. El tercer cicle avalua i reflexiona sobre el procés de desenvolupament seguit en la creació i implementació de l'eina pilotada, mitjançant l'anàlisi de la consistència i validesa d'aquesta. Finalment, el projecte mostra les dues eines creades, compostes per plantilles per als participants i rúbriques d'avaluació per als membres del jurat. Es conclou assenyalant la importància de les eines com a recursos d'aprenentatge i de sensibilització per als estudiants de la universitat, i es valora el seu potencial, en l'educació en economia circular i en l'educació superior en el futur., El proyecto es la respuesta a la pregunta de investigación de cómo evaluar los trabajos de economía circular de una manera sistemática, objetiva y eficiente en el contexto académico. El proyecto se desarrolla siguiendo la metodología de Investigación-Acción y cuenta con la participación de la organización del HUB Recircula, mediante dos programas, Recircula Challenge y Premios de Economía Circular, del HUB Recircula de la Universidad Politécnica de Cataluña (UPC) que se han usado como casos de estudio. Los resultados del proyecto se han pilotado con los participantes del concurso y el jurado del programa de Recircula Challenge. El trabajo se ha desarrollado en tres ciclos; el primer ciclo define el problema, para ello analiza diferentes metodologías de evaluación de economía circular que se utilizan actualmente en organizaciones y empresas, y define los requisitos que debe de cumplir la herramienta de evaluación de los programas. El segundo ciclo diseña las herramientas y desarrolla el método de evaluación de economía circular mediante plantillas y rúbricas ad-hoc para cada programa. El tercer ciclo evalúa y reflexiona sobre el proceso de desarrollo seguido en la creación e implementación de la herramienta pilotada, mediante el análisis de la consistencia y validez de la misma. Por último, el proyecto muestra las dos herramientas creadas, compuestas por plantillas para los participantes y rúbricas de evaluación para los miembros del jurado. Se concluye señalando la importancia de las herramientas como recursos de aprendizaje y de sensibilización para los estudiantes de la universidad, y se valora su potencial, en la educación en economía circular, en la educación superior en el futuro., This project responses to the research question of how to evaluate circular economy projects in a systematic, objective and efficient way in the academic context, and for this purpose it takes two programs, Recircula Challenge and Circular Economy Awards, of the HUB Recircula of the Polytechnic University of Catalonia (UPC) as case studies. The development of the project follows the Action-Research methodology and for its process the Recircula HUB organization, the participants of the competition and the jury of the Recircula Challenge program, were involved. The project methodology is divided in three cycles; the first cycle defines the problem, for that end, it analyses different circular economy evaluation methodologies currently used in organizations and companies, and defines the requirements to be met by the evaluation tool of the program. The second cycle co-designs the tools and develops the circular economy evaluation methodology using templates and rubrics created ad-hoc for each program. The third cycle evaluates and reflects on the tools and its implementation process by analyzing its consistency and validity. Finally, the project shows the two tools developed in this project consisted of templates for the participants and evaluation rubrics for the jury members. It concludes by pointing out the importance of the tools as learning and awareness-raising resources for university students, and its potential to improve circular economy education in higher education.

Education for the Sustainable Development Goals (ESDG) in universities calls teachers to become agents of change, capable of training graduates on the challenges that the Agenda 2030 arises and to qualify students with the needed SDG competencies. Being able to conduct an analysis that maps the current situation in a degree is the starting point to tackle such a challenge, by helping to become aware of which gaps and opportunities exist and might be addressed. The EDINSOST2-SDG project, involving 8 Spanish universities, sets the framework for this study. This paper shows the results of diagnosing the presence of the sustainability competencies and the SDG at the undergraduate engineering degree in Industrial Design and Product Development at the School of Engineering of Vilanova i la Geltrú of the Universitat Politècnica de Catalunya. The methodology developed and applied to measure the presence of sustainability and the SDG in the degree has been piloted in a previous phase of the case study. Results showed how using official documentation and study guides as information sources implied depending on the validity of these documents, which are not always updated. In this phase, data is obtained through the questionnaires for teachers designed at EDINSOST2-SDG and compared to previous results to validate and further develop the methodology. First step is detecting which subjects should be prioritized for conducting the analysis and developing a strategy to gather information. Second step is developing a Sustainability Presence Map, that shows the percentage of presence per degree, semester and subject, of the 4 sustainability competencies proposed by the Conference of the Presidents of the Spanish Universities (CRUE). Third step is to obtain an SDG Presence Map, which provides information about the presence of the SDG according to the UNESCO SDGs learning objectives. Step 4 is comparing the results of both phases of the case study and discussing which sources are more, Objectius de Desenvolupament Sostenible::2 - Fam zero, Objectius de Desenvolupament Sostenible::1 - Fi de la Pobresa, Objectius de Desenvolupament Sostenible::3 - Salut i Benestar, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Objectius de Desenvolupament Sostenible::5 - Igualtat de Gènere, Objectius de Desenvolupament Sostenible::11 - Ciutats i Comunitats Sostenibles, Objectius de Desenvolupament Sostenible::12 - Producció i Consum Responsables, Objectius de Desenvolupament Sostenible::17 - Aliança per a Aconseguir els Objetius, Objectius de Desenvolupament Sostenible::16 - Pau, Justícia i Institucions Sòlides, Objectius de Desenvolupament Sostenible::15 - Vida d'Ecosistemes Terrestres, Objectius de Desenvolupament Sostenible::13 - Acció per al Clima, Objectius de Desenvolupament Sostenible::14 - Vida Submarina, Objectius de Desenvolupament Sostenible::6 - Aigua Neta i Sanejament, Objectius de Desenvolupament Sostenible::7 - Energia Assequible i No Contaminant, Objectius de Desenvolupament Sostenible::8 - Treball Decent i Creixement Econòmic, Objectius de Desenvolupament Sostenible::9 - Indústria, Innovació i Infraestructura, Objectius de Desenvolupament Sostenible::10 - Reducció de les Desigualtats, Postprint (published version)

Conference and events are fully integrated in the cities’ economic activity. They are highly valued as catalyst and place marketers, promoting tourism, talent-attraction, and prestige of the city. Considering sustainability, they can make critical choices regarding location, accessibility, mobility options, catering, materials selection, and power supply to have a positive influence not only on the local environment, but also to avoid embodied impacts in the form of CO2 emissions, land and water use. Due to the rapid rising of this activity, the general aim of this thesis is to design the “Circular Conference Toolkit” to be used as a guide to facilitate and provide tools for organizing more sustainable conferences and events. The Circular Conference Toolkit works to lower carbon emissions (carbon neutrality), to reduce and recirculate waste (towards zero waste), and to increase sustainability awareness amongst the participants (sustainable consumption). Following the Action-Research methodology, this thesis takes the 19th ERSCP Conference (15-18 October 2019, UPC, Barcelona) as case study to test the Circular Conference Toolkit. The conference participants take part in all the phases of the process. From asking them ideas and expectations to testing the Circular Conference Toolkit during the conference and finally making a post-event evaluation. The process is divided in three cycles; the first one is the research phase, it explores the state of the art of sustainable and "circular" events. The second cycle develops the case study -ERSCP 19-. Different sections compose it with a variety of methodologies depending on each approach: Stakeholders Analysis, UPC location Analysis, Participants brainstorming, Co-creation with students´ group and a Co-Decision Matrix Workshop. The third Cycle is the post-conference evaluation. It presents an assessment of the sustainable initiatives applied during the ERSCP 19 Conference. The result is the Circular Conference Toolkit, a se

This paper presents the results of the Circular Design Project, European project funded by Erasmus+ Knowledge Alliance within the social business and the educational innovation field. The project have three major learning objectives: to increase and improve the learning strategies of Design for Sustainability; To gather and cluster open educational resources in Innovative Design for Sustainability; To train up innovative and entrepreneurial designers in Design for Sustainability. This was achieved through a knowledge co-creation process and the development and pilot training materials in order to teach and train students, faculty and enterprise staff of the design sector. The project formed by 12 partners is organised around four country hubs in Ireland, The Netherlands, Catalonia and Sweden. Each country Hub consists of one university, one company and one national design association. The project main results are: • The Open Educational Resources database (http://circulardesigneurope.eu/oer/) where resources in Circular design are clustered in three taxonomies: Categories (First-timers; Practitioners), Level (Beginner; Intermediate; Advanced) and Tags (calculator; report; …). • The Best Practice Publication, shows the whole design process, materials, challenges, problems and other key issues of Circular Design case studies • Four international one-semester internships for undergraduate design students in the four universities with the participation of 11 companies and 45 students. • The Circular Design Digital Fabrication Lab Handbook to introduce students, companies and academics to the open-source, participatory, experimental and design & build approach within digital fabrication labs. • The Professional Development Course in circular design. • The Policy Paper in Circular Design Education, Peer Reviewed, Postprint (published version)

Objectius de Desenvolupament Sostenible::12 - Producció i Consum Responsables, Postprint (published version)

Postprint (published version)

EDINSOST and EDINSOST2 are two Spanish R&D+I funded projects. Their objective is to facilitate the training of graduates to be capable of leading the resolution of challenges in our society through the integration of sustainability training in the Spanish University System. Both projects focus, among other degrees, in engineering degrees. EDINSOST is organized around four specific objectives: 1) To define the Sustainability Competency Map of each engineering degree and establish a framework for incorporating the map into the degree curricula; 2) To validate didactic strategies for addressing sustainability from a constructivist and community pedagogical approach; 3) To diagnose the status of the sustainability training needs of faculty and develop and test training proposals 4) To diagnose the sustainability competency level of students and validate training proposals. EDINSOST2 advances from developing sustainability competencies to develop SDGs learning objectives. It is currently in its early stages, so the results are preliminary. Although the data collection stage is over, the analysis of the collected data is still underway. This paper presents the main results of the EDINSOST project in the field of engineering education, and some preliminary results of EDINSOST2. In relation to the first EDINSOST objective, a sustainability competency map has been defined. Based on this map, the most appropriate didactic strategies for sustainability training have been analyzed and tested, and the state of the sustainability training requirements in teachers and students have been diagnosed. Proposals for training both groups will be developed in EDINSOST2., Peer Reviewed, Postprint (published version)