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With the implementation of the EU's key climate and energy policy objectives, there is a transition to a new energy system where renewable energy sources are pushed and where new technologies need to be developed and adopted. The energy transition may result in deeper participation of individual consumers or citizens in community-based initiatives. Those communities operate collectively in the energy market producing RE or in local networks, based on local collaborations. The development of energy communities is not the same in all member state. Moreover, it is noted that their development is different depending on the European country. The aim of this paper is to collect data, using a survey, to study and to better understand what the citizen energy initiatives are, their main features and the motivations of individuals to participate on it. The citizens participation is a crucial point for the development of this type of communities. The main motivation for participation in these communities seems to be concerns about environmental and climate impacts. We also note that in these communities the trust is very important for the development of any RE project.

This paper aims to ascertain the efficacy and acceptability of five incentive schemes for the take-back of waste electrical and electronic equipment in Portugal, focusing in consumers' perspectives. It assesses users' perception of these items, evaluating the motivations and interests they have concerning the market of waste electrical and electronic equipment. Results indicate, on one hand, a lack of awareness by consumers about the process of take-back of their equipment. On the other hand, results show that information conditions and socio-demographic factors affect consumers' motivations for returning the electrical and electronic equipment at the end of life. In this context, it can be concluded that, in Portugal, the market for the recovery of waste electrical and electronic equipment is still in its infancy.

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Digital competence is among the basic key competences for digital learning and employability. For this reason, its acquisition and development should be on the agenda of higher education institutions (HEIs) who wish to prepare their students to thrive in an ever faster evolving digital labour market. However, the existence of a valid instrument that can help HEIs measuring and further integrating digital competence into pedagogical and organisational practices with sufficient precision is yet to be accomplished. This article provides a valid and reliable instrument to measure higher education students' digital competence on the basis of the European Digital Competence Framework for Citizens, also known as DigComp. The instrument was applied to a sample of 411 students from a mid‐large public HEI and the results attest its validity and reliability. In addition, the study explores proficiency differences among students from different fields of education and training, and gender. Results demystify the idea that ICT students are more digitally competent than those in other fields of study, but suggest males score higher than females, which feeds into the ongoing debate of gender differences in relation to digital technologies and the readiness of females for the digital labour market. The results lead to clear implications for research and practice. What is already known about this topic Digital competence is critical for higher education (HE) students to benefit from digital learning, strive in a digital society and increase employability prospects. There is a lack of valid instruments to measure higher education (HE) students' digital competence and facilitate the identification of digital competence gaps. Few studies focus on the relationship between HE students' digital competence, gender and fields of education and training (FET). What this paper adds A valid and reliable instrument based on a common European framework for digital competence. HE students lack the necessary digital competences to effectively cope with digital environments. Digital proficiency is particularly low regarding “Safety”, “Problem solving” and “Digital content creation” competence areas. ICT students show less proficiency than those from other FET. Male students score higher than females. Implications for practice and/or policy The instrument can be adopted by different stakeholders to assess students/future job seekers' digital competence. HE institutions could benefit from such an instrument as a diagnosis to design specific teaching and learning strategies and target students' proficiency and particular needs. Tackling specific FET and competence areas can better support the development of students' digital competence and facilitate their employability prospects.