Towards global sustainability: Education on environmentally clean energy technologies

Nowotny, Janusz; Dodson, John; Fiechter, S.; Gür, Turgut M.; Kennedy, Brendan J.; Macyk, Wojciech; Бак, Т.; Sigmund, Wolfgang M.; Yamawaki, Michio; Rahman, Kazi A.

doi:10.1016/j.rser.2017.06.060

Cited by 159 publications

(68 citation statements)

References 14 publications

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“…On a global scale, the United Nations defined within its set of Sustainable Development Goals sub goal 4-quality education-which asks for education including issues like sustainable development and sustainable lifestyles [19]. The UN misses to directly discuss the development of environmentally clean energy technologies as one important aspect to reach this goal [20]. There is an obvious lack of integration of all 17 Sustainable Development Goals into an educational context.…”

Section: Strategic Energy Technology (Set-plan) and Roadmap Educationmentioning

confidence: 99%

Theory and practice of European co-operative education and training for the support of energy transition

et al. 2019

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Background: European visions such as the European Commission's Strategic Energy Technology (SET) Plan and the SET Plan Roadmap Education and Training encourages higher education institutions (HEI) and business to establish adequate cooperative education and training approaches in the face of the challenges posed by the energy transition necessary to achieve European Union's climate goals. The development of integrated cooperative education, training and learning systems is a fundamental strategy to foster cooperation between academic institutions and business. Methods: Available sources about the theoretical and practical knowledge of cooperative education and training are limited. To identify available information and create new information where there is no this research was carried out by means of a literature study and a database search on existing cooperative education formats. This was supplemented by an analysis of seven actual case study reports regarding examples drawn from the BioEnergyTrain (BET) project commissioned under the European Union's Horizon 2020 programme. Results: Cooperation for educational purposes between higher education institutions (HEI) and business exists on the curricular, course and internship level.Considering the total number of studies on a curricular level in Europe, only very few cooperative education programmes exist. On the curricular level, most of the appropriate formats are dual studies with Bachelors' programmes, fewer are dual studies with Master's programmes. Cooperation formats on the course level do not follow institutionalised rules and are case-specifically applied. The studies presented in this journal dealing with practical examples emphasise the high potential for improving student's skills and insight into business that such cooperative formats offer to universities and business partners.Co-operation on an internship level has a long tradition of exposing students to the business environment they will later work in. Internships however do not provide high-intensity cooperation between business and HEIs. Therefore, it is outside the focus of this paper's attention. Results of statistical analysis reveal a total number of 19,822 related dual study programmes in the year 2018 alone in Germany whereas, for cooperative curricula on a master's level, just 73 can be tracked in whole Europe. Results of the case study reports are further discussed in Additional files 1,

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Section: Strategic Energy Technology (Set-plan) and Roadmap Educationmentioning

confidence: 99%

Theory and practice of European co-operative education and training for the support of energy transition

et al. 2019

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“…Clean technologies can be interpreted as procedures, processes and products that mitigate or eliminate the detrimental or hazardous environmental impacts by the use of technological developments, introduction of environmentally-friendly processes, savings in the use of natural resources like water, energy carriers and raw materials and by reducing discharge into the environment [3,4]. Clean technology covers a wide palette of technologies related to recycling, reuse, reproduction and use of renewable energy (ocean energy, wind power, solar power, biomass utilization, hydropower, etc.)…”

Section: Introductionmentioning

confidence: 99%

Case Studies for Clean Technology Development in the Chemical Industry Using Zeolite Based Catalysts

et al. 2018

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This paper deals with the practical implementation of cleaner technologies in the chemical industry, using two case studies as an illustration. The first case study deals with the removal of NOx and N2O gases over an iron-doped ZSM-5 catalyst developed for tail gas treatment in nitric acid manufacturing. The aim for this case study was to investigate the efficiency of the zeolitic catalyst in the DeNOx process and to compare its catalytic activity with the conventional vanadia-titania. By the experiments carried out, it can be concluded that the new technological developments could significantly contribute to a decrease in environmental pollution. The second case study focuses on zeolite-based catalysts prepared from zeolitic tuff by the impregnation method, for biodiesel production from waste sunflower vegetable oil. The effects of operating and processing variables such as reaction temperature and time were investigated. The results showed that the highest biodiesel yield was 96.7% at an 11.5 MeOH/oil molar ratio, in the presence of 6.4 wt % catalyst at a 50 °C reaction temperature and reaction time of 2 h. The properties of the biodiesel that was produced, such as the viscosity, meet the required specifications of standard JUS EN14214. The common feature of the two different case studies is that both technologies use zeolite catalysts, namely naturally-occurring zeolitic tuff and synthetic ZSM type zeolite catalyst. The examples shown emphasize the importance of the zeolites in clean chemical technologies, which contribute to the protection of the environment.

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“…Las actividades de investigación son cada vez más globales, por lo que la integración en redes internacionales de conocimiento resulta decisiva para el desempeño innovador (Kalthaus & Graf, 2016). Por ejemplo, Nowotnya et al (2018) postulan la apertura de nuevos programas donde se debería enseñar el desarrollo de nuevos materiales para sistemas y dispositivos de conversión de energía más eficientes; Carrera y Ramírez-Hernández (2018) y García-Peñalvo, Fidalgo-Blanco y Sein-Echaluce (2017) presentan experiencias en este sentido a través de cursos masivos abiertos; mientras que Axon et al (2018) analizan los factores que hacen exitosa a una iniciativa de cambio de comportamiento, con un enfoque especial en los movimientos en pro a la sostenibilidad. La combinación de saberes disciplinares y la globalidad pueden contribuir con aportes para un desarrollo sostenible.…”

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Innovación abierta, interdisciplinaria y colaborativa para formar en sustentablidad energética a través de MOOCs e investigación educativa

Ramírez-Montoya

2019

Education in the Knowledge Society

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Towards global sustainability: Education on environmentally clean energy technologies

Cited by 159 publications

References 14 publications

Theory and practice of European co-operative education and training for the support of energy transition

Theory and practice of European co-operative education and training for the support of energy transition

Case Studies for Clean Technology Development in the Chemical Industry Using Zeolite Based Catalysts

Innovación abierta, interdisciplinaria y colaborativa para formar en sustentablidad energética a través de MOOCs e investigación educativa

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