As society tries to tackle climate change around the globe, communities need to reduce its impact on human health. The purpose of this review is to identify key stakeholders involved in mitigating and adapting to climate change, as well as the type and characteristics of community empowerment actions implemented so far to address the problem. Published and unpublished studies from January 2005 to March 2022 in English and Portuguese were included in this review. The search, conducted on PubMed, CINAHL, Scopus, MEDLINE, Scopus, Web of Science, SciELO, and RCAAP (Repositório Científico de Acesso Aberto de Portugal), followed a three-step search strategy. Data extraction was performed by two independent reviewers, using an extraction tool specifically designed for the review questions. Twenty-seven studies were eligible for inclusion: six used interviews as a qualitative method, three were systematic reviews, three were case study analyses, three used surveys and questionnaires as quantitative methods, two used integrative baseline reviews, and three utilized a process model design. Six studies targeted local, public and private stakeholders. Community settings were the context target of fifteen studies, whereas twelve specifically referred to urban settings. Seven types of community actions were acknowledged across the globe, characterised as hybrid interventions and referring to the leading stakeholders: local governments, non-governmental organizations, civil society, universities, public health, and private sectors.

Younger and highly skilled generations are one of the major driving forces of a successful transformation to a circular economy (CE); therefore, this paper intends to assess the prevalent behaviour, attitudes, and knowledge of the CE by university students. The study focuses specifically on Portuguese students. Some new conclusions were added to the existent literature. Our conclusions show that, although students engage in several types of CE behaviour and have positive attitudes, these mostly include actions such as reducing food waste, recycling practices, or purchasing energy-efficient products. Circular consumption habits like remanufactured products, second-hand purchases, the sharing economy, and product-as-a-service systems (PSSs) still need further implementation. However, we determine that the level of knowledge of the CE goes beyond the conventional recycling premise. Moreover, we have included an innovative part, based on a probit model, by studying how knowledge of the CE affects students’ behaviour and attitudes and conclude that it positively influences them. Other variables such as age, gender, and level of education are also found to influence actions and attitudes. As a result, this study can significantly improve the overview of the current situation and provide a starting point for measuring the effectiveness of future policies to be defined.

This paper evaluates the performance of the European Union 27 (EU-27), its supranational regions, and Member States (MSs) in relation to the Climate Action Sustainable Development Goal (SDG13) of the United Nations 2030 Agenda. The Alkire–Foster method is used to develop the Multidimensional Climate Action Index (MCAI) framework. Regarding individual MSs’ overall performance, the results show that Sweden (Northern Europe) performs the best and Croatia (Central and Eastern Europe) the worst. In terms of the average overall performance of individual MSs in the EU-27 and its supranational regions, only Western and Northern Europe have satisfactory scores. Moreover, the performances of the various territories differ by target. This territorial heterogeneity illustrates how the SDG13 targets may require different efforts in each territory. The scores for the MCAI group measure depict an even worse picture. Except for Northern Europe, the proportion of MSs with a satisfactory individual overall composite score (H) is lower than their average overall composite score or intensity (A). The two regions with the lowest H scores (Southern Europe and Central and Eastern Europe) also have the lowest A scores and the lowest average GDP per capita.