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Life cycle engineering (LCE) targets product development and manufacturing activities in a life cycle perspective, with the aim to create more sustainable solutions. Coined approximately 30 years ago, it was adopted by the International Academy for Production Engineering (CIRP, from the French title), which established annual conferences on life cycle engineering to further develop the concept and its operationalisation. With the recent advent of the United Nations' Sustainable Development Goals (SDGs), engineering is now provided with specific targets to steer societies towards sustainable production and consumption. But how can LCE contribute to meeting the UN SDGs? Here, we report on a consultation process conducted as part of the 25th CIRP LCE conference, organised in Copenhagen, DK, in 2018. Approximately 175 participants reflected on a list of ten pre-identified challenges for implementing the SDG agenda that LCE could help tackle, and were solicited to propose solutions. A total of 118 solutions were proposed, and the main messages and recommendations are summarised and reported in the paper. Overall, they voice the need for stronger action from academia (e.g. research needs related to addressing trade-offs across SDGs), business and governments (e.g. transparent and harmonised reporting on sustainability performances, internalisation of external costs) and society at large (e.g. consumer behaviour, role of education). • Experts were consulted on how life cycle engineering can contribute meeting the UN SDGs. • An interactive session was organised in an international LCE conference. • Solutions to pre-defined challenges to achieve SDGs were proposed by 175 participants. • Specific key messages from the proposed solutions are reported here. [ABSTRACT FROM AUTHOR]

Abstract Road pavement community members are increasingly becoming aware of the need to incorporating the principles of sustainable development into the sector. Policies are also going in this direction and as a consequence in the recent years researchers and practitioners are coming up with new materials, technologies and practices designed to reduce the negative impacts of their activities in the surroundings. Within this framework the road pavements sector is witnessing a paradigm shift towards the development of pavement technologies incorporating high-content of recycled materials, as well as best practices to decrease the overall carbon footprint. These are all promising solutions that to the most can sound as sustainable practices. However the whole road pavement community is still investigating methodologies and tools to define what actually sustainable means and thereby performing a sustainable decision-making. It is within this context that the need of a sustainability-based decision support system (DSS) that could help road pavement engineers at the design stage was identified and is here presented. The Sustainable Pavements & Railways DSS (SUP&R DSS) relies on a multi-criteria decision analysis (MCDA) method to rank the sustainability of alternatives. It applies life cycle-based approaches to quantify the values of a set of indicators purposely and methodologically selected to capture the cause-effect link between the general concepts of the three wellbeing dimensions of sustainability, i.e., environmental, economic and social, and the infrastructure construction and maintenance practice. Furthermore, the system allows selecting different weighting for the indicators but offers also a default set of values derived from a survey conducted with over 50 stakeholders in Europe and beyond. Together with the development, structure and features of the SUP&R DSS, this paper present its applicability by means of a case study aiming at identifying the most sustainable asphalt mixture for wearing courses. Several promising options for flexible road pavements were selected, ranging from low to hot temperature asphalt. The results show that a foamed warm mix asphalt mixture with a reclaimed asphalt pavement content of 50% is the most sustainable among the competing alternatives. Furthermore, a sensitivity analysis conducted to investigate the influence of the indicators weights, the parameters of the MCDA method and the long-term performance of the alternative asphalt mixtures on the stability of the ranking showed that its first position in the ranking remained unaffected. Graphical abstract Image Highlights • A sustainability-based decision support system for road pavements is proposed. • The SUP&R DSS relies on a multi-criteria decision analysis method. • Several types of asphalt mixture for wearing courses were ranked. • A foamed WMA mixture with a RAP content of 50% is the most sustainable. • The ranking remained unaffected after changes in the indicators weights values. [ABSTRACT FROM AUTHOR]

The aim of mine tailings management strategy is to protect the environment and humans from risks associated with mine tailings. It seems inevitable that future production from lower grade ores in mines will increase, generating a higher tonnage of tailings. Approximately 14 billion tonnes of tailings were produced globally by the mining industry in 2010. The need for a comprehensive framework for mine tailings management (including dewatering) that promotes sustainable development is therefore becoming increasingly recognised by the mining industry. In this paper, we review existing frameworks for tailings management and propose an improved framework that considers key sustainable development pillars: technological, economic, environmental, policy, and social aspects. This framework will be able to guide the mining sector to choose its mine tailings management strategy based on sustainable development concepts. It incorporates a range of tools for determining trade-offs inherent in different tailings management methods during operation and throughout the Life of Mine (LOM); these include Life Cycle Assessment (LCA), Net Present Value (NPV), Hierarchy System Model (HSM), and Decision Analysis. In particular, this proposed recognises the highly case-specific of tailings management by explicitly integrating physicochemical characterisation of tailings properties as a first step. In future, the framework could be expanded through integration of reuse/recycle principles of industrial symbiosis. [ABSTRACT FROM AUTHOR]

Although UNESCO and the UN's Sustainable Development Goals have articulated the critical role of engineering in achieving sustainable forms of development, there remains the need to analyze the design, features, and nature of sustainability-focused initiatives in engineering education. To date, few studies have identified the main knowledge gaps in this sector of higher education. At the same time, there is no known research exploring student and graduate learning outcomes in particular contextual settings. To address these gaps, this article uses a realist scoping review to map and analyze how engineering education has approached sustainability in higher education institutions since the 1990s. Our study explores the approaches of curricula, teaching, and learning renewals promoted in higher education engineering programs identifying critical differences between the expected and actual learning outcomes. Key findings drawn from a range of international contexts include broad evidence that engineering education providers desire to approach sustainability from an integrative perspective. However, this approach typically demands more administrative resources to develop formal and hidden curriculum mechanisms. As a result, engineering education struggles to foster the associated intra- and inter-cultural learning characteristics expected within integrated sustainability education. Findings also suggest re-evaluating the connotation and senses of 'being and becoming an engineer', including social responsibilities in engineering education, to empower students as active agents of change. Implications for practice, policy, and curriculum development of nine approaches to engineering education for sustainability are also offered, alongside possibilities and priorities for future research. [Display omitted] • Shows how scoping reviews can enrich research on higher education for sustainability. • Identifies nine approaches to how engineering education has approached sustainability. • Discusses key mechanisms and contextual factors for each of the nine approaches. • Finds the 'triple bottom line' is prevalent and directed towards economic progress. • Illustrates why cultural perspectives need engaging to support sustainability goals. [ABSTRACT FROM AUTHOR]

Abstract: With the world’s largest population and consistently rapid rates of economic growth, China faces a choice of whether it will move towards a more sustainable development trajectory. This paper identifies the different factors driving innovation in the fields of green chemistry and green engineering in China, which we find to be largely driven by energy efficiency policy, increasingly strict enforcement of pollution regulations, and national attention to cleaner production concepts, such as “circular economy.” We also identify seven key barriers to the development and implementation of green chemistry and engineering in China. They are (1) competition between economic growth and environmental agendas, (2) regulatory and bureaucratic barriers, (3) availability of research funding, (4) technical barriers, (5) workforce training, (6) industrial engineering capacity, and (7) economic and financial barriers. Our analysis reveals that the most crucial barriers to green chemistry and engineering innovations in China appear to be those that arise from competing priorities of economic growth and environmental protection as well as the technical challenges that arise from possessing a smaller base of experienced human capital. We find that there is a great deal of potential for both the development of the underlying science, as well as its implementation throughout the chemical enterprise, especially if investment occurs before problems of technological lock-in and sunk costs emerge. [Copyright &y& Elsevier]

This paper focuses on the need for sustainable energy engineering degrees and the problems found in establishing appropriate curricula contents. Proposals are made for developing adapted energy engineering degrees. Relevant contents are provided for these curricula, which should train engineers to deal with current and future problems. This need for updated curricula is established in view of the paradigm shift taking place in the energy sector, which includes a considerable increase in renewable energies and the need to radically address sustainability issues. A detailed description of potential contents is presented, which is supported by a critical review of the existing literature. Three parallel issues may lead to the identification of new contents. First, new contents may arise from the identification of changes in conventional energy engineering education. Such changes result from the increasing relevance of unconventional energy systems and of energy management issues. Second, new contents may arise from the need to include sustainability topics in engineering degrees. Third, new contents may become relevant when focusing on underserved regions and energy poverty niches, in view of the need for specific alternative technologies for those conditions. Once a detailed description of curricula contents is made, an analysis of a sample of current curricula in higher education institutions, based on the relative content weight of the main modules, is presented. The analysis shows a clear lack of consensus on the appropriate contents for energy engineering, an insufficiency of sustainability topics, and an absence, when dealing with underserved regions, of addressing the need for appropriate, affordable, and sustainable technologies. Certain proposals are made to address these problems. • Alternatives are discussed for coherent degrees on sustainable energy engineering. • Contents on fundamentals, renewables, management, and sustainability are discussed. • Content weights of a sample of current degrees are analyzed, showing poor coherence. • Current degrees lack contents on sustainability, management and even on renewables. • Affordable and sustainable solutions for energy poverty are seldom addressed. [ABSTRACT FROM AUTHOR]