Since the United Nations (UN) approved the Agenda 2030 for Sustainable Development in 2015, higher education institutions have increasingly demonstrated their commitment by supporting several initiatives. Although a great deal of progress has been made, there is still a lack of integrative approaches to truly implement Sustainable Development Goals (SDGs) in higher education. This paper presents a practical case that illustrates how to design and articulate SDGs within an institutional setting adopting a holistic approach: EHUagenda 2030 plan of the University of the Basque Country (UPV/EHU). It is based on empirical inquiry into global and holistic sustainable transformation and a real experience to move towards a verifiable and pragmatic contribution to sustainability. This plan describes the contribution to 12 of the 17 SDGs, along with three sectorial plans (Equality Campus, Inclusion Campus and Planet Campus), as well as the refocus of the UPV/EHU’s Educational Model and the panel of sustainable development indicators, which addresses the technical aspects of monitoring the SDGs. The methodology (mapping; mainstreaming; diagnosis and definition and, finally, estimation) is systematic and replicable in other universities yet to embark upon this integration. This case study makes a contribution towards the understanding of the complexity of the changes in Higher Education and the ways to approach it.

This paper presents three tools developed within the framework of the project EDINSOST2-SDG, aimed at embedding and assessing the Education for Sustainable Development (ESD) in Engineering curricula. ESD is promoted through the introduction into engineering curricula of learning outcomes related to sustainability and, specifically, to the Sustainable Development Goals (SDG). The first tool, the “Engineering Sustainability Map”, contains ESD-related learning outcomes that any engineering student should have acquired upon completion of their studies. These learning outcomes are described according to four sustainability competencies: (1) Critical contextualization of knowledge, (2) Sustainable use of resources, (3) Participation in community processes, and (4) Application of ethical principles. The second tool, the “Sustainability Presence Map” of a degree, shows the percentage of the presence in the curriculum of each sustainability competency. The calculation of the presence of each competency is based on the effective integration of the related learning outcomes into a specific curriculum. Respective data are provided by teachers responsible for the coordination of the different subjects of the degree, collected by means of a questionnaire. The third tool presented is a questionnaire aimed at measuring the level of ESD that students perceive they have acquired through each competency. The comparison of data resulting from the Sustainability Presence Map with the data from the student questionnaire is the first step that allows the effectiveness of embedding ESD in a degree to be determined, a proper learning assessment will confirm such effectiveness. The three tools presented in this work have undergone a validation process and are currently being used in a set of engineering degrees related to the EDINSOST2-SDG project. The results of the application of these tools are part of the future research work of the authors.

The fruit juice industry needs to ensure that its business is carried out within the planetary boundaries. Accordingly, this work aims to provide the views towards sustainability of the worldwide fruit juice industry, as key stakeholders in the food industry supply chain. This research identifies the current sustainability priorities within the sector and provides insights on the existing information gaps. A questionnaire was launched during spring 2022 among the International Fruit Juice and Vegetable Association members to obtain a current overview of the sector. The data shown here includes key fruit juice stakeholders from 20 countries across the globe, ranging from quality assessment to economic/social/environmental sustainability and general managers. A set of answers on the perceived meaning of sustainability and the possible measures to reduce the environmental impacts are gathered and classified. According to the results of this questionnaire, carbon footprint and social aspects emerge as the main hotspots. Overall, results show an increasing concern in the fruit juice industry towards holistic sustainability (environmental/social/economic) and clearly point to customers as a main driver to implement sustainability measures rather that complying with regulations. With this set of information, this work is ready to lay the groundwork for future studies in the area of sustainability in the food sector, while it may guide industry in its efforts to fulfil 2023 and 2050 climate targets.

Lignin in animal diets is a limiting factor due to its low digestibility. This study assessed the effects of thermal or mechanical pre-treatments and enzymatic hydrolysis on spent coffee grounds’ (SCG) nutritional value and digestibility. A first trial studied the effect of thermal pre-treatment and hydrolysis with removal of the liquid part and a second trial studied mechanical pre-treatment and hydrolysis with and without removal of the liquid part. Autoclaving did not improve the enzymatic performance nor the nutritional value. Hydrolysis reduced the digestibility of the solid phase and impaired its ruminal fermentation efficiency. Hydrolysates without removing the liquid part improved its nutritional value, but not compared with unprocessed SCG. Grinding increased crude protein and reduced crude fibre and protein, which led to greater fermentation and in vitro digestibility. Thus, grinding emerges as the most promising valorisation strategy to improve SCG nutritional characteristics and their use for animal feed, contributing to the circular economy.

This paper features a methodology for embedding and assessing a competency in an academic curriculum using competency maps. This methodology enables embedding and assessment of any competency in any curriculum, regardless of the educational level, as long as the competency is correctly described by means of a competency map. As an example of the application of this methodology, a proposal for embedding and assessing sustainability in engineering degrees is presented. A competency map embodies the set of learning outcomes of the competency that students should have acquired upon completion of their studies. This information allows the designers of the curriculum to determine the learning outcomes that should be developed in the degree and to distribute them appropriately among the subjects. The presence map can be constructed from the competency map. It contains information regarding the extent to which each learning outcome of the competency map is being developed in the degree. This paper proposes the construction of a presence map in two steps: (1) perform a survey and (2) conduct a semi-structured interview with professors. The interview, which is conducted by one or several experts in the competency, allows the different criteria used by the professors when filling out the questionnaire to be unified, whereas the presence map shows whether a particular competency is correctly embedded in the curriculum and the aspects that could be improved. Finally, to validate that the students are achieving the learning outcomes of the competency map, we propose a survey to measure the students’ perception about their own learning in the competency. These results can be compared with the presence map to help determine whether, from the students’ point of view, the expected learning outcomes are being achieved in the corresponding subjects. The aim of this process is to provide the information necessary to indicate any changes in the curriculum that may improve the embedding of the competency.