This article aims to provide in-depth insight into how consumers perceive recycled materials in comparison with natural raw materials at both the perceptual and attitudinal levels. To this end, we combined classic self-reported measures of sensory aspects, preferences, environmental attitudes, and consumption habits together with physiological measures of cognitive–emotional processing. Three different materials—two recycled materials, M2 and M3, and one raw material, M1—were chosen for inspection through three different sensory conditions, which we refer to as channels —visual, tactile, and visuo-tactile. The assignation of materials to sensory channels was counterbalanced so that each participant evaluated only one of the materials per channel. Although participants in general were not very accurate in discriminating between the materials, self-reported sensory evaluations showed that M3 (a recycled material that is made to look non-recycled), was clearly less liked. Meanwhile, the psychophysiological analyses revealed higher levels of electrodermal activity for the tactile evaluations of both recycled materials (M2 and M3). Finally, the results from the attitudes and habits evaluations indicate that the participants had positive environmental attitudes yet poor consumption habits. Altogether, these results suggest that some sensorial properties differ between recycled materials and natural raw materials and that there is a chance to improve and implement new consumption habits. The implications of these results are further discussed both in terms of suggestions for designers and methodological recommendations for researchers.

Emotional dimensions have been dealt with in various disciplines for their transdisciplinary implication, and, therefore, complexity. These circumstances have led to a situation in which there is confusion and a lack of consensus about these emotional dimensions and their respective definitions. The aim of this article is therefore to analyze and classify emotional dimensions by collecting information from different disciplines through a systematic literature review methodology. The result is the creation of a common language and framework of definitions and theories, allowing the evaluation of strengths and opportunities for application and innovation, especially in the field of engineering and design. Five emotional dimensions have been identified and defined—sensation, perception, emotion, feeling, and affect—and have been correlated with specific measurement tools from various disciplines. This article ends by proposing an emotional path and a procedure for action based on the needs and objectives of the study.

People's priorities have changed as a result of the COVID-19 pandemic, with impacts on architectural experiences and work spaces in particular as teleworking and technology have become increasingly relevant in this new reality. Moreover, there is increased interest in the impact that spaces have on health, productivity and well-being as variables such as lighting, acoustics, biophilia, shape, composition, size and more influence perception and emotional, cognitive and behavioural states. Evidence-based design makes it possible to scientifically understand information about the situations present before and after an action, providing a more holistic view of the phenomenon through parameterisation and producing an impact on decision-making as seen in the case of this study. This article presents a case study developed through a mixed methodology that combines theoretical research methods to gain scientific knowledge on the topic and trends in the sector, as well as empirical methods to study the specific context of the corporate headquarters at Tous in Manresa. As to the theoretical side of the paper, we have conducted a literature review in the WOS (Web of Science) database, complemented by two trend reports on the future of workspaces. Regarding the empirical study, we programmed three different sources to compile data from workers at different times, spaces and platforms. In parallel, we measured the parameters of the built environment in different locations over two work days. Among the results, the following stand out: the universe of relationships, evidenced by cross-disciplinary departments such as HR (human resources) and IT (computer technology), as well as the relationship between the Product, Sales, R&D and After-Sales departments; the status of employees, with neutral or positive values in cognitive states, and of the environment, space lacking colour and with little brightness and neutral in terms of light colour, atmosphere and ventilation; the detection of the positive aspects to improve and to incorporate; and the measurement of the physical parameters of the environment, high noise level, CO2 within the comfort range, high temperatures and over illuminated or poorly lit spaces, and their perception. Finally, we propose scientific evidence and trends arising from the relationship between objective and subjective data as a result of design strategies focused on people's well-being. These results are taken as the basis for making the changes implemented within a space.

Students at Higher Educations face a world in need of help to create sustainable solutions for complex systems. But still, European design-graduates finish their studies with a narrow concentration in design skills and lack competencies in order to cope with the complex reality, as well as students lack attachment to the teaching in Education for Sustainable Development (ESD). In order to change this, educators need to acknowledge the students' personal, motivational and emotional elements before de-signing the courses. This article is based on two new discourses in both entrepreneurial and design didactic research – and how they could be connected. The first is “emotional learning” and “emotional design” – regarding how emotions impact the student’s learning process’ in Educations for Sustainable Development (ESD). Emotions affect the student's learning process and their health and well-being (Pekrun, 2014, p. 28). The other discourse is how the use of value-driven emotional entrepreneurial didactics, based on the connection between emotionally influencing actions/events and the development of entrepreneurial competencies, can present a new emotionally based understanding of the value of altruistic (sustainable) outcomes within entrepreneurial educations (Lackeus, 2020). This paper presents, using one of the experimental methods - comparative - of Research through Design, two emotional tools: “Design for Change - Yggdrasill” from VIA Design, Denmark and “Emotional Analogous Data” from ELISAVA, Barcelona. The first results indicate a need for emotional education, which has an impact on ESD and their development as professionals. For these reasons, both emotional tools presented above can contribute to empowering students and teachers to improve Sustainable Design Educations.