Remote teaching in the tertiary education sector is a relatively common practice, and the implementation of digital solutions in chemistry teaching offers many new opportunities and tools. A survey was conducted after 3 months of emergency remote teaching linked to the COVID-19 pandemic and showed that half of the students estimated it was difficult to study remotely, and reported they had to invest more time compared to classroom teaching, which led to a drop in motivation. Professors also noted that the time necessary to invest in order to produce digital teaching content was enormous. Massive open online laboratories (MOOLs) and process simulators are interesting tools, but practical lab work and related know-how cannot fully be replaced by digital techniques. Finally, it appeared that the professor–student interaction is very important in the distance-learning process, and that a high level of pedagogical (inter)activity is mandatory to maintain motivation and better quality of teaching and learning.

In recent years, agricultural crops experience unusually early onset of vegetation due to global warming, which can cause major frost damage with devastating effects on crop yields. To mitigate the risk of frost damage, an integrated solution was developed, consisting of an aqueous-based biocompatible foam and a portable foam applicator enabling wine cultivators to treat up to 1000 m2 of vineyards with one filling containing 10 L of foam. The foam is biocompatible, stable for several days and easily removed by rain. Foam application yielded an insulation efficiency of up to 1.5°C during spring frost nights for the buds covered by the foam when combined with an electrically heated wire. Moreover, it was observed that the foam also created a 'mini greenhouse' effect at positive temperatures during the days, which might be a positive side effect helping the plants to grow at this early stage of the year.

An interdisciplinary project regarding the effect of ascorbic acid on bread dough's physico-chemical properties was proposed to bachelor students in chemistry and food sciences. Such an approach was proposed to develop both scientific and soft skills, in order to prepare students for their future working environment. Together, students deepened their knowledge regarding food science and chemistry. They were then able to plan and design experiments demonstrating the impact of gluten network formation and ascorbic acid influence onto bread dough and finished product characteristics. This way of teaching was very appreciated by students, nevertheless it highlighted the fact that the professors' investment was considerably high, and that good organization, alignment and preparation prior to the start of this project is key.