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Historically, the growth of energy consumption has fuelled human development, but this approach is no longer socially and environmentally sustainable. Recent analyses suggest that some individual countries have responded to this issue successfully by decoupling Total Primary Energy Supply from human development increase. However, globalisation and international trade have allowed high-income countries to outsource industrial production to lower income countries, thereby increasingly relying on foreign energy use to satisfy their own consumption of goods and services. Accounting for the import of embodied energy in goods and services, this study proposes an alternative estimation of the Decoupling Index based on the Total Primary Energy Footprint rather than Total Primary Energy Supply. An analysis of 126 countries over the years 2000-2014 demonstrates that previous studies based on energy supply highly overestimated decoupling. Footprint-based results, on the other hand, show an overall decrease of the Decoupling Index for most countries (93 out of 126). There is a reduction of the number of both absolutely decoupled countries (from 40 to 27) and relatively decoupled countries (from 29 to 17), and an increase of coupled countries (from 55 to 80). Furthermore, the study shows that decoupling is not a phenomenon characterising only high-income countries due to improvements in energy efficiency, but is also occurring in countries with low Human Development Index and low energy consumption. Finally, six exemplary countries have been identified, which were able to maintain a continuous decoupling trend. From these exemplary countries, lessons have been identified in order to boost the necessary global decoupling of energy consumption and achieved welfare.

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.

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