In 2020, vehicle sales decreased dramatically due to the COVID-19 pandemic. Therefore, several voices have demanded a vehicle subsidy similar to the “environmental subsidy” in Germany in 2009. The ecological efficiency of vehicle subsidies is controversially discussed. This paper establishes a prognosis of the long-term environmental impacts of various car subsidy concepts. The CO2 emissions of the German car fleet impacted by the purchase subsidies are determined. A balance model of the CO2 emissions of the whole car life cycle is developed. The implementation of different subsidy scenarios directly affects the forecasted composition of the vehicle population and, therefore, the resulting life-cycle assessment. All scenarios compensate the additional emissions required by the production pull-in within the considered period and, hence, reduce the accumulated CO2 emissions until 2030. In the time period 2019–2030 and for a total number of 0.72 million subsidized vehicles—compensating the decrease due to the COVID-19 pandemic—savings of between 1.31 and 7.56 million t CO2 eq. are generated compared to the scenario without a subsidy. The exclusive funding of battery electric vehicles (BEVs) is most effective, with an ecological break-even in 2025.

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Sustainable products are becoming increasingly important for companies in order to succeed. However, the development of sustainable products poses a complex challenge, because alongside the classical product development requirements, additional social, economic and ecologic requirements arise. Despite the increasing relevance of this topic, sustainability is not yet fully integrated into the product development processes and mindsets within companies. Simultaneously, the integration of sustainability into engineering education is still insufficient and traditional teaching formats seem to be inadequate to teach such complex and multifaceted topics. Within this publication, the development, the contents and the implementation of two different university engineering courses for sustainability and environmentally compatible product development are described and compared. The different approaches to develop and incorporate sustainability into the engineering education and the usage of innovative teaching concepts are demonstrated to encourage and inspire other universities.

This paper establishes a prognosis of the long term environmental impact of various car subsidy concepts. The CO2 emissions of the German car fleet impacted by the purchase subsidies are determined. A balance model of the CO2 emissions of the whole car life cycle is developed. Consideration of production-, use- and End-of-Life processes are taken into account. The implementation of different subsidy scenarios directly affects the forecasted composition of the vehicle population and therefore the resulting life cycle assessment. All scenarios compensate the additional emissions required by the production pull-in within the considered period and hence reduce the accumulated CO2 emissions until 2030. The exclusive funding of BEVs is most effective with a break-even in 2025.

Sustainability in engineering sciences is of rapidly growing importance. However, its integration into engineering education is still in its infancy. This paper is based on the finding that, in addition to conventional cognitive learning outcomes, affective outcomes like mindset and attitude play a major role in teaching sustainability effectively. We present the didactical theory behind this and the evaluation of two university courses which serve as practical examples and research objects. These course puts high importance on affective learning outcomes, teaching not only design and assessment methods but also encourages students to reflect sustainability goals in broader contexts. We describe the theoretical course design following the principle of constructive alignment and conducted a quantitative and qualitative evaluation of the learning outcomes. The evaluation results confirm the importance of affective learning goals but also point out the need for further improvements to the course, which were implemented and re-evaluated.