The dictionary contains 19,759 entries covering terms from 25 specialist fields. It determines the preferred use of terms based on their technical and linguistic appropriateness, frequency of use, authors' expertise, and source material. Preferred terms or their meanings are defined, while non-preferred terms are cross-referenced to the preferred term or meaning. Terms or meanings used in one or two fields are marked with the relevant field markers. If they are used in several professional fields, field markers are not indicated. The dictionary is intended for experts, journalists, students, and non-experts interested in a particular professional field.

Sustainable development, with its three pillars (environmental, social, and governance, ESG), is crucial for human well-being. Climate change is occurring faster than expected. In 2015, 193 countries signed the United Nations’ Agenda 2030, which must be achieved by 2030 along with the 17 Sustainable Development Goals. In the PDCA (Plan, Do, Check, Act) cycle, the Check phase is crucial—sustainability reporting (SR) is essential. This article provides an overview of existing SR standards (SRSs) and their future development but does not conduct a systematic review of the relevant scientific literature on the application of SRSs. The information review methodology shows that SRSs are already well-developed in large companies. The different standards are described, including voluntary ISO (International Organization for Standardization) standards, the Global Reporting Initiative (GRI) standards, the mandatory European Sustainability Reporting Standards (ESRS), and the International Financial Reporting Standards (IFRS). National SRSs are often aligned with the IFRS Sustainability Disclosure Standards. Besides the corporate SRSs, public SRSs covering governmental and non-governmental institutions, universities, and associations are described. Public SRSs should be adapted to the needs of public institutions. Finally, the SRSs for individuals and communities is discussed to cover these important parts of humanity. The social and governance sustainability reports could be extended with annual personal or community Carbon or Ecological Footprint reports.

The European Union’s Corporate Sustainability Reporting Directive expanded its Non-Financial Reporting Directive requirements to companies with over 250 employees, mandating their sustainability reporting from 2025. This expansion will quadruple the number of companies subject to mandatory reporting, presenting new challenges for their managers and responsible employees. Companies will have to report according to the European Sustainability Reporting Standards. This article addresses gaps in vocational education and training (VET) programs related to sustainability knowledge and reporting. It aims to establish a unified approach for VET teachers and learners across the EU, preparing them for the evolving job market demands. The methodology ADDIE (Analysis/Design/Development/Implementation/Evaluation) was used to develop the curriculum and training. The research began by creating a knowledge repository and a questionnaire, focusing on current reporting practices and job requirements, and continued with preparing materials for the training course. The course encompassed six learning units: (1) European legislation and sustainability standards, (2) sustainability management, (3–5) environmental, social, and corporate dimensions, and (6) sustainability reporting. The initiative included multiplier (dissemination) events, pilot applications, and online course tests. To deliver the course effectively, an interactive e-learning platform was developed; gamification elements and other engaging activities were included to enhance learning outcomes.

Contextual Approach (CTCA) in innovative Science, Technology, Engineering, Arts (Humanities, and Cultural Sensitivity are mentioned, too), and Mathematics (STEAM) education.CTCA can significantly contribute to the achievement of Sustainable Development Goal 4 (SDG-4, Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all).STEAM focuses on sparking imagination and creativity through the arts in ways that naturally align with STEM learning.[1]The authors' approach emphasizes the importance of CTC considerations in designing educational policies and practices.Some CTC items in STEAM education are mentioned, such as integrating indigenous strategies, maker spaces (maker-spaces are designed to challenge students to create and learn through hands-on, personalized experiences throughout elementary, middle, and high school[2]), immersive technology, project-based learning, and collaborative platforms.The authors do not state whether they are dealing with K-12, secondary, or tertiary education.Some references are presented in groups without being specified in further discussion.The results are not based on research activity; they originate from literature review, critical thinking, and logic, leading to general conclusions.There are no concrete suggestions for what and how to include in STEAM education -educational ministries should develop assessment methods that align with the principles of the CTC approach.The abbreviation MDGs means Millennium Development Goals.Vygotsky's and Ausubel's theories are mentioned several times in the text and in Fig. 2, but no reference to them is given neither in the text nor in References.There are some unnecessary repetitions in the text.Page and chapter numbering are missing in the article.Figures are mentioned in the text after they are presented (the Qeios journal webpage does not contain any guide for authors).[1] The STEM vs. STEAM Debate, 2024, National Inventors Hall of Fame.https://www.invent.org/blog/trends-stem/stemsteam-defined.

Thirty years ago, at the United Nations’ (UN) Earth Summit in Rio de Janeiro, Brazil, 178 countries adopted Agenda 21, a global partnership for sustainable development to improve human lives and protect the environment [...]

EDITORIAL article Front. Sustain., 20 June 2023Sec. Sustainable Organizations Volume 4 - 2023 | https://doi.org/10.3389/frsus.2023.1237154

Given the urgency to combat climate change and ensure environmental sustainability, this review examines the transition to net-zero emissions in chemical and process industries. It addresses the core areas of carbon emissions reduction, efficient energy use, and sustainable practices. What is new, however, is that it focuses on cutting-edge technologies such as biomass utilization, biotechnology applications, and waste management strategies that are key drivers of this transition. In particular, the study addresses the unique challenges faced by industries such as cement manufacturing and highlights the need for innovative solutions to effectively reduce their carbon footprint. In particular, the role of hydrogen as a clean fuel is at the heart of revolutionizing the chemical and process sectors, pointing the way to cleaner and greener operations. In addition, the manuscript explores the immense importance of the European Green Deal and the Sustainable Development Goals (SDGs) for the chemical industry. These initiatives provide a clear roadmap and framework for advancing sustainability, driving innovation, and reducing the industry’s environmental impact, and are a notable contribution to the existing body of knowledge. Ultimately, alignment with the European Green Deal and the SDGs can bring numerous benefits to the chemical industry, increasing its competitiveness, promoting societal well-being, and supporting cross-sector collaboration to achieve shared sustainability goals. By highlighting the novelty of integrating cutting-edge technologies, addressing unique industrial challenges, and positioning global initiatives, this report offers valuable insights to guide the chemical and process industries on their transformative path to a sustainable future.

Transitioning towards net zero emissions is critical in the chemical and process industries to combat climate change and ensure environmental sustainability. Key focus areas of this review include the reduction of carbon emissions, the efficient utilization of energy resources, and the adoption of sustainable practices. Cutting-edge technologies such as biomass utilization, biotechnology applications, and waste management strategies are crucial in achieving this transition. Industries, including cement production, encounter unique challenges in their quest for sustainability and must actively seek innovative solutions to mitigate their carbon footprint effectively. The role of hydrogen as a clean fuel and its potential to revolutionize the chemical and process sectors is also discussed. The European Green Deal and Sustainable Development Goals (SDGs) are significant for the chemical industry. They provide a clear roadmap and framework for promoting sustainability, driving innovation, and reducing the industry's environmental impact. By aligning with these initiatives, the chemical industry can enhance its competitiveness, contribute to societal well-being, and foster collaboration across sectors to achieve shared sustainability objectives.

“The European Green Deal” (EGD) is an integral part of the EU’s strategy to implement the United Nations Agenda 2030. Companies with more than 500 employees are required to include non-financial reporting (NFR) on their operational, social, and environmental data. In 2023, the Corporate Sustainability Reporting Directive (CSRD) extends reporting to all companies over 250 employees and certain SMEs, which will be required to report on nonfinancial aspects of their business since 2024–2028. The number of companies, subject to reporting will quadruple. Managers and responsible employees will have to cope with new challenges. Erasmus+ project Smart Education for Corporate Sustainability Reporting (SECuRe) is filling a gap in VET programmes dealing with knowledge in sustainability reporting, building up a common approach for VET teachers and learners across the EU to respond to the requirements of the future job market. The project started with a knowledge repository, a questionnaire about stakeholder’ needs and wishes, and state-of-the-art in reporting. Job profiles and training course with 6 learning units were prepared. An interactive e-learning platform, a gamification approach, and experimental online training will bring the final contents of the course.

Standards are a set of guidelines or criteria used to ensure consistency, quality, safety, and compatibility in products, services, and processes [...]

A change in human development patterns is needed, including mankind's environmental, economic, and social behavior. Engineering methods and practices have a substantial impact on the way to sustainable development. An overview of the guiding principles of sustainability, sustainable design, green engineering, and sustainable engineering is presented first. Sustainable engineering principles need to be updated to include the present state of the art in human knowledge. Therefore, the updated principles of sustainable development are presented, including traditional and more recent items: a holistic approach, sustainability hierarchies, sustainable consumption, resource scarcity, equalities within and between generations, all stakeholders' engagement, and internalizing externalities. Environmental, social, and economic impacts that respect humans' true needs and well-being are of importance to the future. The updated 12 principles include the tridimensional system's approach, precautionary and preventive approaches, and corporate reporting liability. The environmental principles comprise a circular economy with waste minimization, efficient use of resources, increased share of renewables, and sustainable production. The social pillar includes different views of equality, the engagement of stakeholders, social responsibilities, and decent work. Economic principles embrace human capital, creativity, and innovation in the development of products, processes and services, cost-benefit analysis using the Life Cycle Assessment, and the polluters must pay principle. The principles will require further development by engaging individual engineers, educators, and their associations.

The International System of Quantities (ISQ) shall be used in education and textbooks, in scientific and engineering journals, in conference papers and proceedings, in industry, among others. The names of quantities together with their symbols and units are being published by the International Organization for Standardization, the standard ISO 80000 Quantities and units, composed of 13 parts. Mathematics and natural sciences (physics, light and radiation, acoustics, physical chemistry, atomic and nuclear physics, condensed matter physics) compose most of the parts. In addition, some engineering disciplines (mechanics, thermodynamics, electromagnetism) and characteristic numbers are covered. The units are based on the International System of Units (SI). Unfortunately, chemical and process engineering, as well as environmental engineering and engineering economics, are not dealt with in the standard. In this paper, they are proposed as an additional part of the ISO standard with a tentative name Chemical and environmental engineering. The additional part of the standard is suggested to include (a) reaction and separation engineering together with mass transfer and reaction kinetics, (b) process design, control, and optimization, (c) process economics, mathematical modeling, operational research, and (d) environmental engineering with climate change, pollution abatement, an increase in resource efficiency, zero waste and circular economy. The number of quantities is planned but not limited to about 70, the average of ISO 80000 parts. Each quantity item contains a quantity name and definition (including an equation if suitable), SI unit, and remarks (running number will be added later). The rules are defined in ISO 80000-1 General rules, and the practice of the other ISO 80000 parts is respected; the quantities already included in the other parts are not repeated. In addition, the IUPAC (International Union of Pure and Applied Chemistry) Green Book rules are respected. The literature used included traditional textbooks, encyclopedias, handbooks from the chemical engineering and environmental fields. Some common mistakes in printing symbols of quantities and units are mentioned.

We are glad to present the inaugural issue of the Standards journal [...]

This review paper examines the past, present, and future of sustainable consumption and production (SCP). The history of the Sustainable Development Goal No. 12 (i.e., to ensure sustainable consumption and production patterns) is presented and analyzed. A definition of the sustainable consumption is given and the role of education is explained. The present status and existing trends of SCP are introduced by analyzing unsustainable behavior and the existing dilemma, namely sustainable growth or degrowth. A very broad range of methods is used for measuring and evaluating SCP within sustainable development. To forecast the future of SCP, important trends are presented. The future development of SCP will follow several megatrends and it will require reduced personal and collective consumption (degrowth). Energy usage in buildings, renewable energy sources, and energy storage will be important in that respect. Transportation emissions will continue to be lowered. Waste, especially food waste, shall be reduced, and consumer products shall become more durable. All waste must be collected and separated to be reused. SPC is elaborated in view of the two approaches-Industry 4.0 (smart factory), and the "Sixth Wave" evolution. Net-zero greenhouse gas emissions, resource efficiency, and zero waste will be at the forefront of future activities. A circular economy requires extension of product lifetimes, and the reuse and recycling of products. Reducing emissions, pollution and specific energy, water, and raw material usage (especially critical raw materials), as well as the role of digitalization, will be important.

The International System of Quantities has to be used by scientific and engineering journals as well as by authors of their articles, conference papers, and corresponding books, especially textbooks. This paper describes the historical development and the state of the art of international communications in science, engineering, technology, production, and sustainable development. The International System of Quantities (ISQ) which systematically elaborated on the standards of the International Organization for Standardization and International Electrotechnical Commission on quantities and units (ISO/IEC 80000) still needs to be generally accepted and used. The list of standardized base and derived quantities with their symbols, and rules for terminology of other quantities are presented. In addition, names and symbols of base, derived, and “compound” units for these quantities are given. The most frequent mistakes and some recommendations about the use of quantities, units, prefixes, quantity value expressions, numbers, and symbols of chemical elements are shown, too. The standards shall be available in open access. The lack of standardized quantities regarding science, engineering, and economics is drawn to attention. Further development of the international systems of quantities and units could bring substantial synergies worldwide.

This paper describes the state of the art and future opportunities for process design and sustainable development. In the Introduction, the main global megatrends and the European Union's response to two of them, the European Green Deal, are presented. The organization of professionals in the field, their conferences, and their publications support the two topics. A brief analysis of the published documents in the two most popular databases shows that the environmental dimension predominates, followed by the economic one, while the social pillar of sustainable development is undervalued. The main design tools for sustainability are described. As an important practical case, the European chemical and process industries are analyzed, and their achievements in sustainable development are highlighted; in particular, their strategies are presented in more detail. The conclusions cover the most urgent future development areas of (i) process industries and carbon capture with utilization or storage; (ii) process analysis, simulation, synthesis, and optimization tools, and (iii) zero waste, circular economy, and resource efficiency. While these developments are essential, more profound changes will be needed in the coming decades, such as shifting away from growth with changes in habits, lifestyles, and business models. Lifelong education for sustainable development will play a very important role in the growth of democracy and happiness instead of consumerism and neoliberalism.

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.

This review paper describes some historical facts, the state of the art of process design and sustainable development. In the Introduction the most important global megatrends are presented and the European Union response to them, the European Green Deal. Process design and sustainable development are dealt with separately and holistically. Organization of professionals from the area, their conferences and publication are supporting the two topics. A short analysis of the published documents in two most popular databases shows that environmental dimension is prevailing, followed by economic one while social pillar of sustainable development is undervalued. The most important design tools for sustainability are described. An important practical case, the European chemical and process industries are analyzed and their achievements in sustainable development are shown; in particular their strategies are presented in more detail. The conclusions are embracing the most urgent future development areas of process industries, carbon capture with utilization or storage, the process analysis, simulation, synthesis and optimization tools; zero waste, circular economy and resource efficiency are already playing an important role. But deeper changes are needed in the future decades including de-growth with changes of habits, lifestyles, and business models. Lifelong education for sustainable development will play a very important role in the growth of democracy and happiness instead of the consumerism and neoliberalism.

2. mednarodna konferenca Tehnologije in poslovni modeli za krožno gospodarstvo (Zbornik referatov). Fakulteta za kemijo in kemijsko tehnologijo Univerze v Mariboru je organizirala 2. mednarodno strokovno/znanstveno konferenco Tehnologije in poslovni modeli za krožno gospodarstvo (Technologies & Business Models for Circular Economy; TBMCE), ki je potekala od 24. do 25. oktobra 2019 v Grand Hotelu Bernardin v Portorožu. TBMCE 2019 je bila namenjena predstavitvi konceptov krožnega gospodarstva in tehnologij ter metodologij, ki prispevajo k preusmeritvi gospodarskih subjektov in družbe kot celote k bolj odgovornemu, tj. krožnemu ravnanju z viri. V zborniku so predstavljeni prispevki s tem konference, ki so bile: trajnostna energija, biomasa in alternativne surovine, krožni poslovni modeli, sekundarne surovine in funkcionalni materiali, IKT v krožnem gospodarstvu, procesi in tehnologije. Konferenca je potekala pod pokroviteljstvom Ministrstva za gospodarski razvoj in tehnologijo.

This paper elaborates and presents key issues established for a course on Education for Sustainable Development (ESD). ESD is supported by the United Nations (UN) organization and its agency, the United Nations Educational, Scientific and Cultural Organization (UNESCO). Quality education is also one of the seventeen UN Sustainable Development Goals (SDGs). The evolution of sustainable development and ESD is overviewed first in order to define the most important content of ESD in future teaching. Because of the fast development of humankind in all the SD pillars (economic, social and environmental), the climate crises as well as the new technologies and knowledge emerging, education leaders and teachers are lacking modern and effective content for ESD. Therefore, twelve key issues of ESD are identified and elaborated in the present article. The issues are organized into four groups (approach, contents, teaching, and organization) with three items each. The approach is including ESD scope, policy, and cooperation, the contents part deals with the three ESD pillars — environmental, social and economic; the third group, teaching, regards ESD methodologies, transformative teaching and learning, and capacity building; the organization group presents ESD metrics, documents, and institutions. The twelve issues have been synthesized after reviewing the available literature, enhanced by the participation in several international projects on education. In addition, they were further elaborated from feedback obtained from three international conferences focused on education for sustainable development, social responsibility, and sustainable consumption and production. The key goals suggested by the audience of the international conference in Vienna were holistic education, stakeholders’ awareness, participation and cooperation, and building capacity of stakeholders, while the challenge was found to be the timely evolution of human society towards the deep transformation. This paper is an informed perspective proposing content for an Education for Sustainable Development course.