E-mobility sustainability assessment is becoming more comprehensive with research integrating social aspects without focusing only on technical, economic, and/or environmental perspectives. The transportation sector is indeed one of the leading and most challenging greenhouse gas polluters, and e-mobility is seen as one of the potential solutions; however, a social perspective must be further investigated to improve the perception of and acceptance of electric vehicles. This could consequently lead to the European Green Deal’s holy grail: faster decarbonization of the transportation sector. Another way to achieve it is by promoting more comprehensive sustainable development goals. Therefore, this paper combines a systematic review of recent research with research emphasis focused on social aspects of electric vehicles and their interconnection with specific UN Sustainable Development Goals. By knowing the current research focus mainly related with “perception” of electric vehicles and assessing their social “impact” as well as an emerging area of “user experience” and their relations with UN Sustainable Development Goals enables better insight on the current and future directions of electric vehicle social sustainability research. The current priority is identified as “climate actions”. Increasingly important “sustainable cities and communities” shows potential for becoming one of the future research, policy, and community priorities.

When considering the sustainability of production processes, research studies usually emphasise environmental impacts and do not adequately address economic and social impacts. Toy production is no exception when it comes to assessing sustainability. Previous research on toys has focused solely on assessing environmental aspects and neglected social and economic aspects. This paper presents a sustainability assessment of a toy using environmental life cycle assessment, life cycle costing, and social life cycle assessment. We conducted an inventory analysis and sustainability impact assessment of the toy to identify the hotspots of the system. The main environmental impacts are eutrophication, followed by terrestrial eco-toxicity, acidification, and global warming. The life cycle costing approach examined the economic aspect of the proposed design options for toys, while the social assessment of the alternative designs revealed social impacts along the product life cycle. In addition, different options based on the principles of the circular economy were analysed and proposed in terms of substitution of materials and shortening of transport distances for the toy studied.

In the last decades, logistics has become an important industry sector, with significant impacts on the environment generated through several internal and external logistic processes. We analysed and elaborated on integrating sustainability topics within logistics-oriented programmes at universities across Europe, based on a framework of systemising and classifying sustainability terms. We also analysed pedagogical approaches within the identified courses. In our study, we perceived a moderate diversity of courses from the system and horizontal sustainability perspectives. Courses mostly focus on “principle” and “approach” levels, denoting specialised courses, with less environmental and social topics. Such coverage and distribution might imply a limitation to develop complex, multi-dimensional, and inter-disciplinary understanding, thinking, and problem-solving required for real-world challenges, comprehending all the dimensions. We also perceived a scarcity by using pedagogical approaches, where the majority of the courses emphasise traditional ones. This paper’s novelty lies in providing the first empirical evaluation and elaboration of logistics-oriented programmes at European universities from a sustainability perspective. Thus, our study enriches current knowledge and research on sustainability integration into curricula at the university level, enabling new insights and better correlations between various study fields and pedagogical approaches used.

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