黑料福利网

Course: Erasmus Biofiber 鈥� Building Materials

The Erasmus Biofiber course brings together students and teachers from seven European universities to explore sustainable development in the building sector. Through alternative and regenerative materials, prototyping and hands-on work, students rethink conventional approaches to building materials and responsible resource use.

鈥�Here in 黑料福利网, we educate and mentor the next generation of engineers, architects, researchers, policymakers etc. By integrating sustainability into our education, we can equip them with the knowledge to make better decisions during their careers (and life) and create an enormous impact for many years to come!鈥�

Course: Wireless Energy Transfer CBL 鈥� Electromechanics and Power Electronics

In his CBL course, Gabriel Tibola encourages students to critically reflect on the sustainability implications of their innovations. By considering unintended outcomes, rebound effects and the wider impact of their solutions, students learn to look beyond whether a technology works and ask how and why it should be used.

鈥淪tart small and keep it real. Do not greenwash your course with a few empty slides about sustainability. First, understand what sustainability means in your own field. Then, find where it can be meaningfully incorporated into your course.鈥�

Courses: Climate-Responsive Building Design; Regenerative Building Design; Multidisciplinary Project BE

In her courses, Corinna Geiger integrates sustainability throughout her building design courses by having students design climate-responsive, regenerative, and off-grid buildings that balance environmental, social, and economic considerations, including renewable energy, biodiversity, resource regeneration, local materials, and community resilience. She connects technical design to real-world sustainability challenges such as climate change, material scarcity, health, and the energy transition, while encouraging systems thinking and multidisciplinary perspectives.

鈥淐hallenging my students with sustainability in the built environment is planting the seed of change, empowering a generation to create a world where people and nature thrive together.鈥�

Mayke van Dinter, Valeria Caiati, Diana Carrillo-Silva, Marieke Leussink & Robert van Dongen

Course: Environment, Urban Planning and Transportation 鈥� Built Environment, Real Estate and Urban Development

The BE Teaching Group explores sustainability through the complex systems of urban planning and real estate, addressing environmental, social and economic dimensions. Students learn to critically evaluate trade-offs and explore how research, analysis, vision and design can come together to address real-world urban challenges, with input from societal and industry partners.

鈥淲e believe including sustainability in education is so self-evident that it is actually weird that this university still needs this award. Moreover, here at 黑料福利网 we have everything we need to make it happen: we are the hotspot for diverse talents, disciplines and backgrounds to build a world that is not just less unsustainable, but truly sustainable.鈥�

Course: Autonomous System Twinning

In Autonomous System Twinning, students are challenged to look beyond the technical performance of their solutions. By connecting their projects to the Sustainable Development Goals and using systems mapping to explore stakeholders, impacts and different perspectives, students learn to consider the environmental, social and long-term consequences of their innovations.

鈥淎t 黑料福利网, sustainability should be part of how we educate future engineers and researchers, not an addition to it. The decisions our students make in their professional lives will shape technologies, organizations, and society for decades to come. By integrating sustainability into education at 黑料福利网, we encourage them to look beyond technical performance and consider environmental, social, and long-term consequences as part of good engineering and responsible innovation.鈥�

Courses: Constructive Design Research; Design Perspectives on Sustainability

Lenneke Kuijer integrates sustainability into her teaching by encouraging students to question established approaches to design and rethink the assumptions behind continuous economic growth. Through different design perspectives, workshops with industry and user studies beyond the university, she challenges students to consider sustainability from multiple viewpoints and in relation to wider society.

鈥淪ustainability is important to me as a topic for research and teaching, because I view academia as uniquely positioned to advance our understanding of the life threatening, highly complex sustainability challenges we face and finding new ways of addressing them, while prioritizing societal interests over political and commercial ones.鈥�

Course: Sustainable Design of Structures

In Sustainable Design of Structures, Marta Gil Perez and Agnese Scalbi explore how low-carbon and circular strategies can be integrated into structural design from the earliest stages. Students consider technical, environmental, practical and societal dimensions together, while exploring the full life cycle of structures and the long-term implications of their design choices. Through contributions from experts in engineering practice, applied research and circular construction, students connect sustainable design principles to real-world practice.

鈥淭he transition to a Sustainable Built Environment requires engineers who can think beyond single structures and consider the entire life cycle. By integrating sustainability into structural design education at 黑料福利网, we guide students in connecting material choices, structural performance, adaptability, and circularity into solutions that create long-term value for society.鈥�

Course: Green and Digital Transformation

In Green and Digital Transformation, Banu Aysolmaz explores how environmental, social and economic sustainability intersect with digital transformation. Students critically examine the wider impacts of technologies such as AI and learn to navigate trade-offs between sustainability goals. Through hands-on projects and systems thinking, they explore how green and digital transformations can work together to create sustainable and economically viable futures.

鈥淭he future depends on the next generation of engineers creating business value through sustainability. Our responsibility as educators is to help students discover, through hands-on experience, how green and digital transformations can reinforce one another to create sustainable and economically viable futures.

Course: Retail Operations

In Retail Operations, Rob Broekmeulen addresses the challenges of food waste and food inequality by helping students understand and improve the complex systems behind food distribution. Through quantitative analysis and different perspectives from across the supply chain, students explore how better logistics and new concepts can help reduce waste while improving cost efficiency.

鈥淩etailers offer an ever increasing variety of products. It will remain a challenge to do this in a cost-effective and sustainable way. By developing new concepts and algorithms, I hope that they can sell more and waste less at the same time.鈥�

Full Professor Chemical Engineering and Chemistry and a member of the Institute for Complex Molecular Systems (ICMS)

Course: Sustainable Polymer Chemistry and Materials

In Sustainable Polymer Chemistry and Materials, 沤eljko Tomovi膰 explores the urgent transition from a linear, fossil-based polymer economy towards a circular and sustainable one. Students learn to assess the environmental, social and economic dimensions of this transition through life-cycle assessments, industry perspectives and real-world examples. Guest lectures, company visits and an excursion to Renewi help students understand the complexity and practical challenges of moving towards a circular polymer economy.

鈥淪ustainability education should go beyond teaching students about environmental challenges. It should give students the scientific knowledge, critical thinking, and real-world perspective needed to design better solutions for the future.鈥�

Course: The Energy Transition: A Roadmap to a Cleaner & Smarter Energy System

In The Energy Transition: A Roadmap to a Cleaner & Smarter Energy System, Auke Hoekstra explores the complex challenges of transitioning towards a cleaner and smarter energy system. Students consider the environmental, economic and societal implications of the energy transition, while exploring how technology alone cannot provide all the answers. The course connects the energy transition to broader challenges such as climate change and energy security, and introduces students to perspectives from the social sciences.

鈥淲orking on sustainability is not just a way to leave this world better for next generations but also a way to turn despair into hope and optimism.鈥�

Course: ID Workgroup Sustainability Competence

The ID Working Group is developing a new approach to embedding sustainability as a core competence in Industrial Design education. Their sustainability rubric is applied to most ID Bachelor End Projects, helping students reflect on sustainability, consider different worldviews and connect their design choices to broader societal challenges. The approach is supported by courses exploring planetary boundaries, Doughnut Economics, eco-feminism, decolonisation, regenerative ecologies and post-growth paradigms.

鈥淚f we do not prepare our future engineers and designers for a sustainable future, we may not have a future at all. Current times highlights the urgency for change, and we consider it a privilege that, through teaching at our university 鈥� in terms of both our curriculum and approach 鈥� we can support the transition to future-proof systems.鈥�

Course: Philosophy and Ethics of AI

In Philosophy and Ethics of AI, Carlos Zednik explores the ethical and societal implications of developing and using artificial intelligence. Students critically examine questions around fairness and justice, accountability and responsibility, autonomy, privacy and transparency, while considering the trade-offs between societal, economic and environmental interests. Through ethical dilemmas, diverse perspectives and examples from companies, industry and governments, the course helps students develop a critical and systemic understanding of the systems AI intersects with, including issues of inequality and injustice.

鈥淎cting sustainably is hard. It requires you to think carefully about what you are doing, why you are doing it, and what the consequences are. Students don鈥檛 learn to act sustainably by accident; they need theoretical guidance and hands-on practice. I am very happy that 黑料福利网 is placing an increased focus on sustainability at all stages of engineering education.鈥�

Course: Energy, Economy and Society

In Energy, Economy and Society, Clara Caiafa Pereira explores the societal, environmental and economic implications of the energy transition and the challenge of meeting increasing energy demand. The course takes a systemic approach, with a strong focus on systems innovation, and encourages students to consider issues such as inequality and the broader consequences of energy technologies. By bringing in examples from Brazil and surrounding regions, Clara exposes students to different perspectives and encourages them to look beyond a single context when thinking about energy and sustainability.

鈥淏eing able to navigate the complex societal and environmental challenges associated with technologies is a core competency for modern engineers. Integrating sustainability in education is essential not only to prepare our students for their future work, but also to empower them to responsibly act on great societal challenges.鈥�

Course: Environmental Psychology

In Environmental Psychology, Kynthia Chamilothori explores how psychological theories can help us understand and influence human behaviour in the face of climate change and other sustainability challenges. Drawing on cognitive, social and environmental psychology, the course takes a systemic and interdisciplinary approach to behavioural change, encouraging students to consider the complexity of societal challenges and different perspectives on human behaviour. Through activities such as workshops and a walk in nature, Kynthia balances the urgency of sustainability challenges with hope and a sense of agency, helping students explore how they can contribute to change.

鈥淚 believe that the planetary crisis is the most important challenge we face today, and I think that it is imperative to change the way we see the world, what we value, and how we live.鈥�