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Sustainability Education: Capacity Building Using the MUSE Model

Author

Listed:
  • Sara Giarola

    (Department of Management Engineering, Polytechnic of Milan, 20141 Milan, Italy
    European Institute on Economics and the Environment, Via Bergognone 34, 20144 Milan, Italy
    Department of Chemical Engineering, Imperial College London, London SW7 2AZ, UK)

  • Alexander Kell

    (Department of Chemical Engineering, Imperial College London, London SW7 2AZ, UK)

  • Sonja Sechi

    (DENERG Department of Energy ’Galileo Ferraris’, Polytechnic of Turin, Corso Duca degli Abruzzi, 10129 Turin, Italy)

  • Mattia Carboni

    (Department of Industrial Engineering, Via Marzolo, 9, 31131 Padua, Italy)

  • Alaize Dall-Orsoletta

    (Algoritmi Research Center/LASI, University of Minho, Campus Azurem, 4800-058 Guimaraes, Portugal)

  • Pierluigi Leone

    (DENERG Department of Energy ’Galileo Ferraris’, Polytechnic of Turin, Corso Duca degli Abruzzi, 10129 Turin, Italy)

  • Adam Hawkes

    (Department of Chemical Engineering, Imperial College London, London SW7 2AZ, UK)

Abstract

Education for sustainable development has among its pillars, capacity building, which equips future generations with the set of skills needed to face the challenge of the transformation of society for sustainable development. This paper presents a training course for a novel model of long-term energy planning (the ModUlar energy system Simulation Environment, MUSE), as an example of capacity building activities for sustainable development. The activities were part of the Joint Summer School on Modelling Tools for Sustainable development, held in Trieste (Italy) in 2022. This summer school was one of the first successful implementations of education and training courses in a super-hybrid mode in the post-COVID era. Describing the training activities for MUSE open-source, this paper addresses one of the challenges that education for sustainable development is expected to increasingly face in the future: the training of future professionals in the use of novel toolkits and the implementation of truly trans-disciplinary approaches.This paper discusses the pre-school online training course for MUSE, the summer school contents, and some student modeling outcomes. While doing so, it shows the importance of leveraging the abstract contents of a course with practical exercises when learning a new tool. Reflecting upon the students’ experience, this paper draws conclusions that can be used to improve future editions of the same course and be extended to the design of training courses for other tools.

Suggested Citation

  • Sara Giarola & Alexander Kell & Sonja Sechi & Mattia Carboni & Alaize Dall-Orsoletta & Pierluigi Leone & Adam Hawkes, 2023. "Sustainability Education: Capacity Building Using the MUSE Model," Energies, MDPI, vol. 16(14), pages 1-22, July.
    • Handle: RePEc:gam:jeners:v:16:y:2023:i:14:p:5500-:d:1198386
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    References listed on IDEAS

    as
    1. Crow, Daniel J.G. & Giarola, Sara & Hawkes, Adam D., 2018. "A dynamic model of global natural gas supply," Applied Energy, Elsevier, vol. 218(C), pages 452-469.
    2. McCauley, Darren & Heffron, Raphael, 2018. "Just transition: Integrating climate, energy and environmental justice," Energy Policy, Elsevier, vol. 119(C), pages 1-7.
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    5. García Kerdan, Iván & Jalil-Vega, Francisca & Toole, James & Gulati, Sachin & Giarola, Sara & Hawkes, Adam, 2019. "Modelling cost-effective pathways for natural gas infrastructure: A southern Brazil case study," Applied Energy, Elsevier, vol. 255(C).
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