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Green roofs are building rooftops that are fully or partially covered with vegetation. They are multifunctional and provide several ecosystem services. Their potential application is undervalued being necessary more literacy on their use and implementation. Green roofs can contribute to water quantity regulation in cities by reducing stormwater runoff, improve air quality, reduce noise pollution, provide carbon sequestration and energy savings. Also, they have an aesthetic value and support local biodiversity. Concerning climate change they are particularly interesting to address temperature and extreme precipitation issues (UNEP, 2014). At the level of ungraduated students is of crucial importance to address the inclusion of green roofs in buildings and cities, that relates pivotal subjects for comprehension of the Earth System, human settlements and support the build-up of the adaptive and mitigation capacity of cities. Having this in consideration, we intent to present three proposals for educational activities addressing green roofs to be used by teachers or course instructors: i) green roof field trip, ii) green roof design exercise and iii) city model. These resources can be used separately or in combination aligned with the defined approach. The intention of the "green roof field trip" is to have a clear view how green roof looks like and integrates the building and the landscape, as its interaction with the surroundings. The observation of the green roof at different levels (social, environmental and economic), which potential benefits it provides and the materials used are some of the questions to be addressed. In the "green roof design exercise", the intention is to students design during the class, a green roof solution for their school/class building in order to address the benefits and advantages that it could provide. They would have to have background information on the classification of green roofs, their multifunction and components. Concerning the "city model" the intention is to build a model of a city and incorporate green infrastructures, including green roofs and other nature-based solutions, that are of great relevance concerning the mitigation and adaptation to climate change. This approach will provide the view to the students of an interconnected and resourceful city, towards achieving an urban circular economy. Keywords: green infrastructures, education for sustainability, educational resources, educational activities

Questions arise concerning the way ecosystems inspire the design of the environment that undergoes human intervention. Planting vegetation on rooftops, as green roofs, brings numerous environmental, economic and social benefits. In order to better understand and to manage green roofs as sustainable urban ecosystems it is important to consider an interdisciplinary approach at a higher education level. This manuscript presents an exercise designed to support the understanding of green roofs as urban ecosystems through a conceptual model, acting as a facilitator tool to communicate across different disciplines and enabling to communicate and convey information in a graphic language. The exercise was implemented during an Erasmus Plus Project workshop and 16 participants with different backgrounds were engaged. Diverse outcomes were achieved in accordance with the participants' background, allowing the connection of diverse areas of expertise. As a result, the study shows how conceptual modelling can contribute to an interdisciplinary approach and therefore promoting a better integrated solution for socio-ecological problems. As such the study gives step forward in the practice of an Education for Sustainable Development. Keywords: green roofs, ecosystem services, conceptual modelling, education for sustainability, higher education

In this work we describe and characterize the student’s allocation satisfaction in the Portuguese public higher education system through the students’ point of view, namely, in the academic engineering programs, extending previous studies of the author’s team. We compare the ratio provided by the Portuguese Education Ministry through the Institutions’ point of view, demand satisfaction index with the ratio proposed, applicant’s satisfaction index, for the so called post-Bologna period. The data used in this paper covers the years from 2007 to 2013, provided by the Portuguese Education Institute. Mann-Whitney and Kruskal-Wallis tests were performed in order to assess whether there are significant differences between the ratios.