Two novel extremely acidophilic, iron-oxidizing actinobacteria were isolated, one from a mine site in North Wales, UK (isolate T23^T), and the other from a geothermal site in Yellowstone National Park, Wyoming, USA (Y005^T). These new actinobacteria belong to the subclass Acidimicrobidae, and in contrast to the only other classified member of the subclass (Acidimicrobium ferrooxidans), both isolates were obligate heterotrophs. The mine site isolate was mesophilic and grew as small rods, while the Yellowstone isolate was a moderate thermophile and grew as long filaments, forming macroscopic flocs in liquid media. Both isolates accelerated the oxidative dissolution of pyrite in yeast extract-amended cultures, but neither was able to oxidize reduced forms of sulfur. Ferrous iron oxidation enhanced growth yields of the novel mesophilic actinobacterium T23^T, though this was not confirmed for the Yellowstone isolate. Both isolates catalysed the dissimilatory reduction of ferric iron, using glycerol as electron donor, in oxygen-free medium. Based on comparative analyses of base compositions of their chromosomal DNA and of their 16S rRNA gene sequences, the isolates are both distinct from each other and from Acidimicrobium ferrooxidans, and are representatives of two novel genera. The names Ferrimicrobium acidiphilum gen. nov., sp. nov. and Ferrithrix thermotolerans gen. nov., sp. nov. are proposed for the mesophilic and moderately thermophilic isolates, respectively, with the respective type strains T23^T (=DSM 19497^T=ATCC BAA-1647^T) and Y005^T (=DSM 19514^T=ATCC BAA-1645^T).

Innovation is known to be an important and influential factor in fostering sustainable development. Yet, there is a paucity of literature on the extent to which universities are successfully implementing innovation in this field. This paper addresses this gap, by examining the role of innovation in the field of environmental sustainability in universities, and by reporting on the results of an international study, in which examples of successful experiences and good practice were identified. The paper outlines the lessons learned from such examples, with the aim of motivating other universities to engage in this rapidly growing field.

Purpose: In recent decades, there has been an increase of public awareness about environmental problems. A simultaneous effort to increase educational course offerings in this area has been made. The purpose of this paper is to evaluate the first edition of the blended learning MSc in Environmental Citizenship and Participation that is offered by Universidade Aberta, Lisbon, Portugal. This is the first and only MSc offered in the distance learning mode in Portugal in this scientific area. The Master's programme includes environmental and social sciences contents. Also the programme includes tools and methodologies designed to help the students put into practice their expanded awareness, and knowledge within educational and public participation processes, within environment projects, programs or plans.Design/methodology/approach: Evaluation is performed with the students using three data sources: a questionnaire survey, personal interviews and assessment materials produced by the students. These data are designed to evaluate course performance in terms of: student motivation, student‐content interaction, student‐student interaction, student‐teacher interaction, learning activities, type of evaluation, and student's environmental citizenship attitudes and behaviours.Findings: The qualitative analysis indicates a very high level of student motivation and satisfaction with the programme. The course contents, organisation and learning regime allow students to change their attitudes about environmental domains and to feel they will contribute to others change of attitudes and behaviours.Originality/value: E‐learning brings new dimensions (to traditional education when it comes to adult learning) and increases the motivation to learn about environmental issues (if the e‐learning for environment course allows for new ways of exploring and solving environmental problems in an interactive way). Moreover, it may increase the readiness to learn if the students are allowed to move into new social roles through the course.