Improving the awareness of the responsibility of our actions is the basis of achieving the ambitious aim of waste management and prevention established by the European Waste Framework Directive 2008/98/CE and the most recent Circular Economy Package. Circular Economy is connected both to improve manufacturing technologies and also educate people towards responsible consumption and waste reduction. Due to its educational and institutional role, universities provide a context to rethink not only at our technological system through the adoption of eco-innovation, but also to reconsider the entire system of our values through the education of the society in many aspects of sustainability. Most sustainability education courses cogenerate knowledge in an explorative way through inter-and trans-disciplinary methodologies. A Living-lab of sustainability called Terracini in Transizione is ongoing at the School of Engineering and Architecture of University of Bologna. This Livinglab offers new opportunities and useful feedback to research and teaching, as well as contributing to the engagement of engineering students. As a result of the Living-lab, various experimental green technologies for Urban Resilience have been codesigned by students, researchers and professors. In order to strengthen the sustainability of the proposed solutions, some of them are being constructed using recycled materials. The aim is to close the cycle of utilized materials, and the hereby presented experiment focuses on testing the water and rooting capacity of innovative recycled materials as substrates for edible plants cultivation in innovative green technologies (e.g. soilless cultivation). Tested substrates include a control (mix of perlitevermiculite) and recycled substrates, either made of crushed plasterboard panels, synthetic wadding or panels of rockwool. The present study addresses the definition of the hydraulic properties of the substrates and their effect on the yield of hydroponically grown lettuce (Lactuca sativa).

To make sustainability transitions happen, it is crucial not only to have strategic planning processes committed by the top management, but also to encourage community engagement, approaching and promoting a bottom-up process. In the specific case of a University Campus, that means the involvement of the students not only as consumers, but with a leading role in the sustainability process. DICAM department of University of Bologna has recently started the implementation of some practical actions to create a sustainability campus Terracini. These activities are parts of the Sustainability Plan of Unibo. A multifunction group, called Terracini Transition Team is managing some of these actions located in Terracini Campus. Moreover, a new model of pedagogy, called flipped classroom, has been experimented. Therefore, Terracini Transition Team has been proposing an innovative and engaging idea that could support sustainability measures: the realization of a space for students designed by themselves with an inclusive and participative approach. To meet environmental performances, the space will be planned with the use of appropriate building technologies, employing low impact and local materials. In addition, the space will be realized in auto-construction, in order to strengthen the involvement of final users, the students. This paper will show an evaluation of appropriate building technologies with an LCA approach. Finally, the reported LCA case-studies has provided the robustness to drive the choices of low impact solutions for the sustainability of Unibo. Finally, the paper demonstrates the efficacy of the adoption of whole-system approach integrating experiential learning with sustainability assessment.

With the International Classification of Functioning, Disability and Health (ICF), the term disability is consolidated in its dynamic meaning as a condition that is defined by the interaction between personal factors and the environment in which one lives (WHO, 2001). The characteristics of the reference context that can be an obstacle or facilitation are evaluated with greater emphasis, including the perception of disability by teachers as a factor that will mediate the implementation of different behaviors and methodologies stemming from it. The purpose of the present survey, which includes 422 teachers attending a specialization course for support activities and was conducted through the administration of a questionnaire, was precisely to evaluate this perception. In particular, it evaluated the following: the differences in starting and finishing the specialization course for the achievement of the teaching qualification in support, the impact of previous experience with the disability, and the motivation to teach. Outcomes display a progressive normalization in the characteristics of a person with disabilities. The teaching strategies undergo a change between the beginning and the end of the course, with a focus from the general to the particular, becoming more targeted and detailed. In terms of opinions, emotions, and concerns, familiarity with disability seems to produce a less prejudicial and stereotyped representation, as does the teaching experience with a disabled pupil. The importance of active previous experience is confirmed in order to develop a better representation with a consequent reduction in prejudice. Further data emerge in terms of increased ability, at the end of the course, to verbally discriminate the concepts of inclusion and integration, with probable differences in approaches. The motivation for teaching is confirmed to be connected to job placement and therefore should be further investigated with scales that control the social desirability of the response. The present study shows the importance of both the perception of familiarity with disability and specialized education in supporting disabled students. We hope that future research might further investigate this area in order to improve the quality of life of disabled people through better relations with teachers and better academic outcomes.

RESUMENEl texto presenta una experiencia didáctica interdisciplinar que se está llevando a cabo en el Campus Terracini de la Università di Bologna (por miembros académicos de la Universidad de Bolonia investigadores del centro ENEA y de la Universitat Politècnica de València). La actividad se centra en la realización de un pequeño pabellón, sede del Trasition Team, un grupo experimental, involucrados en temáticas ambientales y sostenibles, internas y externas a la dinámica académica del Campus. Para ello, se ha estructurado una experiencia didáctica constructiva, centrada en este caso, en el empleo de materiales locales, que cumplen con requisitos determinados, prestaciones energéticas e impacto sostenible. Gracias a esta experiencia participativa de autoconstrucción, basada en la aplicación, análisis y definición del LCA de algunos materiales constructivos se está experimentando una propuesta didáctica alternativa, basada en el concepto de clase inversa o flipped classroom, crucial para futuros profesionales vinculados directa e indirectamente al mundo de la construcción. Palabras clave: aprendizaje experimental, LCA, materiales, transition ABSTRACT The paper outlines a didactic project undertaken at Campus Terracini (University of Bolonia Italy) thanks to local staff members and with the support of researchers from ENEA agency, Italy and professors of Polytechnic University of Valencia, Spain. The activity tries to To make sustainability transitions happen, considering that it is crucial not only to have a strategic planning processes committed by the top management, but also to encourage community engagement, approaching and promoting a bottom-up process. For this reason the project is concerning the layout of a small pavilion, head quarter of Transition Team (a multifunction group involved in sustainability plan of Unibo). To meet environmental performances, the space is planned with the use of appropriate building technologies, employing low impact and local materials. In addition, the space is realized in auto-construction, in order to strengthen the involvement of final users, the students. This paper will show an evaluation of appropriate building technologies with an LCA approach, combined with flipped classroom didactic methodology.

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