Lignocellulosic biomass is a complex biopolymer that is primary composed of cellulose, hemicellulose, and lignin. The presence of cellulose in biomass is able to depolymerise into nanodimension biomaterial, with exceptional mechanical properties for biocomposites, pharmaceutical carriers, and electronic substrate's application. However, the entangled biomass ultrastructure consists of inherent properties, such as strong lignin layers, low cellulose accessibility to chemicals, and high cellulose crystallinity, which inhibit the digestibility of the biomass for cellulose extraction. This situation offers both challenges and promises for the biomass biorefinery development to utilize the cellulose from lignocellulosic biomass. Thus, multistep biorefinery processes are necessary to ensure the deconstruction of noncellulosic content in lignocellulosic biomass, while maintaining cellulose product for further hydrolysis into nanocellulose material. In this review, we discuss the molecular structure basis for biomass recalcitrance, reengineering process of lignocellulosic biomass into nanocellulose via chemical, and novel catalytic approaches. Furthermore, review on catalyst design to overcome key barriers regarding the natural resistance of biomass will be presented herein.

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Purpose The explosion of social media use such as Facebook among higher education students is deemed to have great potential in widely disseminating environmental sustainability awareness. The paper aims to capture, summarise, synthesise and comment on the role of social media to garner interest of students and staff on environmental sustainability issues. Design/methodology/approach Systematic literature review technique is adopted, and three selected online databases were searched for relevant papers for review. Specific data were extracted from each paper, and the discussion section was based on the developed research questions. Findings Higher education needs to fully leverage the ubiquity of social media to extend how environmental sustainability is viewed by the students and staff. Sustainability practices conducted at the university level such as recycling, reduction of electricity and water consumptions and paper reduction in classroom and used to engage students on environmental matters. For staff, social media can be leveraged as to convey the university policy and assist in their quest to become full-fledged green universities. Research limitations/implications Some of the limitations of this research include the lack of keyword search using synonyms or related terms equivalent to the term “awareness”, lack of forward and backward searches, and the papers were searched until end of 2013 only. Future research needs to take advantage of the current limitations to investigate this topic and be empirically supported by theories using quantitative, qualitative or mixed-method-based research. Future studies could also develop relevant frameworks to propose an effective use of social media for creating environmental sustainability awareness in higher education. Practical implications Propagations of environmental sustainability awareness in higher education would be more effective with the use of social media. Social implications In principle, the increase of environmental awareness level would increase the students’ good behavioural conduct on environmental sustainability. Originality/value While the broad topic of environmental sustainability in higher education is widely discussed, the role of social media in shaping environmental sustainability awareness is still under researched. This situation provides a significant potential for exploration by sustainability researchers to craft their investigation on the effective role of social media in creating environmental awareness in higher education.

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