In the European Union, the demand for polyurethane is continually growing. In 2017, the estimated value of polyurethane production was 700,400 Tn, of which 27.3% is taken to landfill, which causes an environmental problem. In this paper, the behaviour of various polyurethane foams from the waste of different types of industries will be analyzed with the aim of assessing their potential use in construction materials. To achieve this, the wastes were chemically tested by means of CHNS, TGA, and leaching tests. They were tested microstructurally by means of SEM. The processing parameters of the waste was calculated after identifying its granulometry and its physical properties i.e., density and water absorption capacity. In addition, the possibility of incorporating these wastes in plaster matrices was studied by determining their rendering in an operational context, finding out their mechanical resistance to flexion and compression at seven days, their reaction to fire as well as their weight per unit of area, and their thermal behaviour. The results show that in all cases, the waste is inert and does not undergo leaching. The generation process of the waste determines the foam’s microstructure in addition to its physical-chemical properties, which directly affect building materials in which they are included, thus offering different ways in which they can be applied.

In the last few years, research in the field of sustainability has experienced a significant increase in interest between sustainability and other areas (inclusive education, active methodologies, and society). Moreover, the use of mixed research methods (quantitative and qualitative) along with the application of data mining techniques, enables the analysis of information and the connection between the different studies. The objectives of this paper were: (1) To establish the results of the research related to the concepts of sustainability, inclusive education, and disability. (2) To study the key concepts that are detected in the articles selected with respect to the concepts of sustainability, inclusive education, disability, and their relations. In order to do so, two studies were carried out (quantitative and qualitative). In the first study, K-means and heat map clustering techniques were applied. In the second study, the technique of text mining was applied. One hundred and thirty-three scientific papers were studied, of which 54 fulfilled all the inclusion criteria. Three clusters were found in the first study; cluster 1 included the categories: inclusive society, educational innovation, and active methodologies. Cluster 2 included active methodologies and society and economy and cluster 3 included inclusive society and society and economy. In the second study, the highest Krippendorff’s Alpha coefficient were found in articles that linked sustainability with social transformation stemming from a change in education by means of the use of active teaching methods and technological resources. The research moves towards the development of competencies in sustainability at all stages of the educational system, and in all areas of knowledge.

The properties and the behaviour of plaster mortars designed with Polyurethane Foam Waste (PFW) are studied in this investigation. A characterization of the mixtures is completed, in accordance with the technical specifications of European Norms. The incorporation of polyurethane waste foam can yield porous and lighter mortars, with better resistance to water-vapour permeability, although with weaker mechanical strength and higher levels of absorbency. Nevertheless, suitable mechanical strengths were achieved, resulting in a new material that is compliant with the requirements of the construction industry. The use of PFW in the the manufacture of gypsum mortars for construction reduces the consumption of natural resources and, at the same time, recovers an industrial waste that is otherwise difficult to recycle.

Purpose: The purpose of the paper is to describe the development and implementation of a specialized Virtual Learning Environment (VLE) designed to enhance the knowledge and skills related to sustainability in students with Down syndrome. This VLE serves as a means to make sustainable concepts more accessible and comprehensible to this specific student group, with the aim of promoting their engagement and understanding of sustainability, environmental awareness, recycling, and sustainable construction. The ultimate goal is to empower students with Down syndrome by providing them with a tailored educational tool that facilitates their learning in a manner that is engaging and effective.Design/methodology/approach: The approach outlines the overarching plan for creating the e-learning platform, including the technological choices and design considerations necessary to make it effective and accessible for students with Down syndrome. It's a fundamental component of the methodology, as it sets the direction for the platform's development and aligns with the objectives of the study. And also encompass the strategy for teaching and learning sustainability aspects to students with Down syndrome.Findings: Positive Feedback from Tutors and Professionals: The feedback from tutors and professionals is generally positive, with 91.4% finding the platform to be well-organized and 88.6% considering the content adequate and understandable. This suggests that the VLE met the needs and expectations of educators and professionals involved in the learning process. Utility for Professional Practice: Approximately 80% of tutors and professionals found the platform useful for their professional practice, indicating that it has practical applications beyond student learning. This information highlights the success and potential impact of the VLE for this specific target group.Research limitations/implications: The study may not have explored the depth of sustainability concepts covered within the VLE. Future research could delve into the specifics of the content and its effectiveness in teaching complex sustainability topics.Practical implications: The incorporation of universal design principles in the VLE development could serve as a model for creating inclusive e-learning platforms. This has broader implications for improving digital accessibility in education. The positive feedback from tutors and professionals suggests the importance of interdisciplinary collaboration in education. Professionals from various fields, including special education and sustainability, can work together to create effective and inclusive learning tools.Social implications: This study can contribute to the broader discussion on inclusive education and the effective use of technology to enhance learning experiences for individuals with disabilities.Originality/value: The study addresses a crucial gap in the field of sustainability education by focusing on students with Down syndrome. It highlights the importance of making sustainability education inclusive and accessible to a diverse range of learners, including those with disabilities. This originality contributes to the broader discourse on inclusive education and environmental awareness. The development of a specialized Virtual Learning Environment (VLE) for this specific target group is an original contribution. It demonstrates the potential for adapting educational technology to meet the unique needs of students with Down syndrome, potentially serving as a model for future educational tool development.

The use of virtual learning environments (VLEs) is becoming increasingly common in teaching. Nevertheless, analysis of how effective these prove to be for the learning of persons with disabilities remains scarce. In this study, we work with a sample of 34 people aged between 16 and 44 (14 women and 20 men) who have Down Syndrome. The aims of the study were to (1) explore whether there were any significant differences before and after teaching when using a VLE; (2) determine whether the frequency of use and time spent on the VLE impacted learning outcomes; (3) examine clusters vis à vis learning behaviour in the VLE; and (4) gauge perceived user satisfaction with the use of the VLE. Significant differences in learning outcomes before and after teaching using a VLE were found. The frequency and time spent using the VLE were seen to have no impact on learning outcomes. Three clusters were identified in terms of VLE behaviour, and perceived user satisfaction with the VLE was high. There is a need to increase the number of studies addressing the impact of VLEs on learning in persons with different disabilities.