Through history, special attention has been paid to the study of the relationship between the energy use of a country and its level of development. While the interest of this research area is unquestionable, the energy indicators commonly used (e.g. total primary energy) are problematic. In the current context of globalization, the energy used by a country is not anymore a suitable indicator for measuring the total energy requirements associated with its level of development; the significant variable is the energy consumed worldwide to produce the goods and services demanded by that country, i.e. its energy footprint. In this study, we compare the human development index of 40 countries with their total primary energy demand and total primary energy footprint for the period 1995–2008. The results show that the total primary energy demand underestimates the energy required to maintain a high level of development, since a significant part of the energy used by emerging countries is being increasingly devoted to sustain the welfare of developed countries by means of international trade. We also find that the minimum total primary energy footprint per capita to achieve a high level of development is 33% higher than current world's per capita energy use

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.

Within the context of an energy transition towards achieving a renewable low-impact energy consumption system, this study analyses how bottom-up initiatives can contribute to state driven top-down efforts to achieve the sustainability related goals of (1) reducing total primary energy consumption; (2) reducing residential electricity and heat consumption; and (3) increasing generated renewable energy and even attaining self-sufficiency. After identifying the three most cited German bottom-up energy transition cases, the initiatives have been qualitatively and quantitatively analysed. The case study methodology has been used and each initiative has been examined in order to assess and compare these with the German national panorama. The novel results of the analysis demonstrate the remarkable effects of communal living, cooperative investment and participatory processes on the creation of a new sustainable energy system. The study supports the claim that bottom-up initiatives could also contribute to energy sustainability goals together within the state driven plans. Furthermore, the research proves that the analysed bottom-up transitions are not only environmentally and socially beneficial but they can also be economically feasible, at least in a small scale, such as the current German national top-down energy policy panorama.