Purpose This study aims to share experiences of an easy to adapt service-learning approach in a graduate course on life cycle assessment (LCA). Specifically, it reports on how students helped the university’s cafeteria to assess meals by conducting an LCA for 25 meals and identifying environmental hotspots. Design/methodology/approach A descriptive case study of a graduate course at Ulm University is presented. The course included lectures and problem-based exercises, both theoretical and software assisted. A course evaluation was conducted during the course and one year after completion to poll improvement potentials, as well as its impacts on students’ everyday life. Findings It was found that although it was the first LCA for all students, the resulting LCA information of 25 different meals were homogeneous, comparable to the scientific literature and beneficial to the cafeteria’s sustainable development strategy. The concept of service-learning had a higher impact on students’ motivation than a good grade and active-learning is explicitly requested by students. The course design sensitized students to the real-life problems of LCA and made their consumption patterns more elaborate and ecological. Furthermore, this digitization of higher education could be carried out with only minor changes in the present COVID-19 pandemic situation. Originality/value As the subject of service-learning in natural sciences is still expandable, this study presents an easy to adapt case study on how to integrate such an approach into university curricula dominated by traditional learning. To the best of the authors’ knowledge, this case study presents the first published LCA university course explicitly describing and evaluating a service-learning approach. The topic touches the everyday lives of students, allows comparisons between different student groups, is easily scalable to different group sizes and credits, and supports learning both how to study in small groups and cooperation between groups to ensure comparability of LCA results.

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Methane is the second most important greenhouse gas. Natural methane emissions represent 35–50% of the global emissions budget. They are identified, measured and categorized, but, in stark contrast to anthropogenic emissions, research on their mitigation is largely absent. To explain this, 18 problems are identified and presented. This includes problems related to the emission characteristics, technological and economic challenges, as well as problems resulting from a missing framework. Consequently, strategies, methods and solutions to solve or circumvent the identified problems are proposed. The framework covers definitions for methane source categorization and for categories of emission types and mitigation approaches. Business cases for methane mitigation are discussed and promising mitigation technologies briefly assessed. The importance to get started with methane mitigation in the different areas is highlighted and avenues for doing so are presented.