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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.

The problem of techno-economic approaches to evaluating energy transition pathways has been constantly reported in the literature. Existing research recognises the critical role played by social aspects in energy systems models. System dynamics (SD) has been pointed out among modelling techniques as a suitable tool to evaluate the interdisciplinary nature of energy transitions. This paper explores how energy system-related SD models have incorporated social aspects through a literature review. Models were assessed based on their geographical resolution, time horizon, methodological approach, and main themes: supply-demand, energy-economy-environment (3E), energy-transport, water-energy-food (WEF) nexus, and consumer-centric and socio-political dynamics. Social aspects considered include behaviour and lifestyle changes, social acceptance, willingness to participate, socio-economic measures, among others. As expected, the representation of social aspects was not standard among the papers analysed. Socio-economic aspects were most commonly included in supply-demand and 3E models. Energy-transport and WEF models mainly incorporated changes in travel and consumption habits, respectively. The last theme had a more diverse approach to social aspects that deserves further attention, especially for energy access and justice issues. Other research lines include modelling approaches combination, enhanced participatory and transparent processes during model development, and use of SD models in policy-aiding and stakeholders’ information processes.

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