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Higher education institutions (HEIs), based on learning, innovation, and research, can support the progress of civil society. Many HEIs are implementing sustainability practices and projects to counteract climate change, often involving youth participation. The present study aimed at identifying how sustainable communities may be fostered in a university setting. To that end, a questionnaire was administered to engineering students at the start and end of a course on energy issues, assessing their perceptions of sustainability using multi-criteria decision analysis. The results showed that students placed greater value on sustainability at the end of the course. Additionally, the findings highlight that the implementation of projects aimed at tackling real problems may be useful for disseminating knowledge and sustainable practices. The main implications of this study indicate that sustainable communities in academia lay on six foundational pillars: sustainable education, energy (and resource) independence, subsidies in support of the green economy, initiatives aimed at reducing the carbon footprint, energy community development, and new green professional opportunities.
Biancardi et al. (Thu,) studied this question.
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