A major challenge in hydrogen production from water electrolysis is the slow kinetics of oxygen evolution (OER). Applying an alternating magnetic field (AMF) to ferromagnetic metal nanoparticles on electrodes has gained attention due to the generation of a thermally activated electrocatalyst, which can boost OER performance. This work studies the influence of external parameters and intrinsic characteristics of carbon‐encapsulated cobalt MOF‐derived nanoparticles deposited onto graphite paper electrodes on the electrocatalytic AMF‐OER coupled process. Specifically, the impact of AMF strength, the electrolyte composition (concentration and cation nature) and cobalt content on the electrocatalytic AMF‐OER performance are thoroughly investigated. Results reveal that AMF significantly boosts OER activity of Co@C ‐based electrodes, their enhancement being strongly dependent on the electrolyte composition. Furthermore, both the heating capacity of the herein synthesized catalyst for magnetic hyperthermia and their structural features remain intact after an intense and prolonged electrocatalytic AMF‐OER experiment. No signs of sintering, leaching, or particle size increase, which are typical issues observed when metal nanoparticles are subjected to an intense external magnetic field, have been found. This underscores the high operational stability of this catalyst. These findings provide new insights into thermal AMF‐assisted alkaline water oxidation for developing high‐performance catalysts for enhanced electrocatalysis.

The development of novel non‐noble metal‐based heterogeneous catalysts for organic compound synthesis has gained significant relevance in the last decades, aiming to maximize efficiency while minimizing environmental impact. A carbon‐supported nitrogen phosphorus‐cobalt catalyst ( Co ₂ PN _x @NC ) was found to be active for the one‐pot synthesis of N ‐substituted pyrroles via the reductive coupling of nitrobenzene with 2,5‐hexanedione. This work represents the first successful synthesis of this important group of molecules with >99% conversion and >99% chemoselectivity, using ethanol as a green solvent, non‐noble metal‐based catalyst, H ₂ as the reductant, and mild reaction conditions simultaneously. The robustness of the catalyst has been investigated using several techniques, including HAADF‐STEM, HRTEM, XEDS, and PXRD, revealing excellent stability after six successive runs. In the presence of this material, the hydrogenation of readily accessible nitroarenes followed by condensation yields more than 25 pyrroles in good to high yields. Beyond its advantageous step economy, the broad synthetic applicability of this methodology was demonstrated across a range of functionalized substrates, including the preparation of antifungal and antimycobacterial agents on a half‐gram scale. A sustainability assessment of the process using Green Metrics, EcoScale, and GreenStar tools confirmed the effectiveness of ethanol as a green solvent for this process.

This study addresses the growing vulnerability of societies to extreme weather events intensified by climate change and explores how Secondary Education can foster sustainability competences aligned with the European GreenComp framework. A mixed-methods design was used, combining a content analysis of 279 curricular units from educational legislation and STEM subjects in Compulsory Secondary Education and Baccalaureate, a questionnaire administered to 190 students, and the design and classroom implementation of a GreenComp-based teaching intervention. The curricular analysis revealed uneven integration of sustainability competences across STEM disciplines, with stronger presence in Biology, Geology and Technology, and limited representation in Mathematics and Physics and Chemistry. Student perceptions showed fragmented understandings of extreme weather events, their causes and consequences, and limited awareness of global frameworks such as the SDGs and COP meetings. The implemented teaching sequence improved students’ knowledge of extreme events, strengthened their recognition of links with climate change, and increased awareness of mitigation, adaptation, and the role of education and political action. Overall, the findings highlight both opportunities and gaps in current curricula and demonstrate the potential of contextualized, inquiry-based STEM approaches to develop sustainability competences and better prepare students to face extreme weather events.