This paper explores the political economy of the ‘just transition’ to a low carbon economy. The idea of a ‘just transition’ increasingly features in policy and political discourse and appeals to the need to ensure that efforts to steer society towards a lower carbon future are underpinned by attention to issues of equity and justice: to those currently without access to reliable energy supplies and living in energy poverty and to those whose livelihoods are affected by and dependent on a fossil fuel economy. To complicate things further this transition has to be made compatible with the pursuit of ‘climate justice’ to current and future generations exposed to the social and ecological disruptions produced by increasing concentrations of greenhouse gas emissions in the atmosphere. Here we seek to identify and analyse the immensely difficult political trade‐offs that will characterise collective attempts to enact and realise a just transition. We explore procedural and distributional aspects of energy politics and practice in particular as they relate to the just transition: energy access for those who do not have it; justice for those who work within and are affected by the fossil fuel economy; and attempts to manage the potential contradictions that might flow from pursuing energy and climate justice simultaneously.

Policy coordination is needed for global supply chains

Techno-ecological synergies of solar energy produce outcomes that mitigate global change Abstract | The strategic engineering of solar energy technologies-from individual rooftop modules to large solar energy power plants-can confer significant synergistic outcomes across industrial and ecological boundaries. Here, we propose technoecological synergy (TES), a framework for engineering mutually beneficial relationships between technological and ecological systems, as an approach to augment the sustainability of solar energy across a diverse suite of recipient environments, including land, food, water, and built-up systems. We provide a conceptual model and framework to describe 16 TESs of solar energy and characterize 20 potential techno-ecological synergistic outcomes of their use. For each solar energy TES, we also introduce metrics and illustrative assessments to demonstrate techno-ecological potential across multiple dimensions. The numerous applications of TES to solar energy technologies are unique among energy systems and represent a powerful frontier in sustainable engineering to minimize unintended consequences on nature associated with a rapid energy transition.

Purpose-The purpose of this paper is to share the content and early results from an interdisciplinary sustainability curriculum that integrates theory and practice (praxis). The curriculum links new topical courses concerning renewable energy, food, water, engineering and social change with specialized labs that enhance technological and social-institutional sustainability literacy and build team-based project collaboration skills. Design/methodology/approach-In responses to dynamic interest emerging from university students and society, scholars from Environmental Studies, Engineering, Sociology, Education and Politics Departments united to create this curriculum. New courses and labs were designed and pre-existing courses were "radically retrofitted" and more tightly integrated through co-instruction and content. The co-authors discuss the background and collaborative processes that led to the emergence of this curriculum and describe the pedagogy and results associated with the student projects. Findings-Interdisciplinary student teams developed innovative projects with both campus and community-based partners. However, the incentives for an integrated sustainability curriculum faced persistent obstacles including the balkanization of academic knowledge, university organizational structure, and the need for additional human and financial investments. The team is currently designing the second phase of this integration and expanding a social learning network through collaborations with five universities in the Americas and Europe. Originality/value-This paper shows the development process, design and content of an interdisciplinary sustainability curriculum that integrates engineering with the social and ecological sciences while enlivening campus-community relationships through student projects. Several replicable practices include the contents and integration of topical classes, the strategies to overcome the obstacles for developing interdisciplinary student teams engaged in problem-based learning and approaches to negotiate institutional hurdles.

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