Transitioning agri-food systems towards increased sustainability and resilience requires that attention be paid to sustainable food consumption policies. Policy-making processes often require the engagement and acceptance of key stakeholders. This study analyses stakeholders’ solutions for creating sustainable agri-food systems, through interviews with a broad range of stakeholders including food value chain actors, non-governmental organizations, governmental institutions, research institutions and academic experts. The study draws on 38 in-depth, semi-structured interviews conducted in four European countries: France, Iceland, Italy and the UK, as well as three interviews with high-level EU experts. The interviewees’ solutions were analysed according to a five-category typology of policy tools, encompassing direct activity regulations, and market-based, knowledge-based, governance and strategic policy tools. Most of the identified solutions were located in the strategic tools category, reflecting shared recognition of the need to integrate food policy to achieve long-term goals. Emerging solutions—those which were most commonly identified among the different national contexts—were then used to derive empirically-grounded and more universally applicable recommendations for the advancement of sustainable food consumption policies.

This paper aims to introduce a novel approach to sustainable heritage-led urban regeneration. More specifically, the paper proposes a new heritage-led urban regeneration paradigm that has communities and sustainable lifestyles at its core.The paper concludes with this approach after analysing current paradigms of heritage-led urban regeneration through system dynamics. We have chosen to analyse though system dynamics a longitudinal study of the Townscape Heritage Initiative (THI), a heritage-led regeneration scheme funded by the Heritage Lottery Fund. Our system dynamic analysis unveils the absence of environmental sustainability concerns in current heritage-led regeneration examples as well as the critical role of the existence of concerted, strategic and participatory vision of a heritage-led urban regeneration programme. The critical, systemic and dynamic analysis of the THI longitudinal study provides the basis for developing a new approach towards sustainable heritage-led regeneration which has communities and sustainable lifestyles at its core. Although we acknowledge that extensive applied and theoretical research is needed to validate or enhance the proposed approach, we do cite sporadic examples that provide some first indications of the effectiveness of the approach.

In a world characterized by Ecological Overshoot, where humanity demands more from natural ecosystems than they can sustainably renew, education can nurture sustainability-minded citizens and future leaders to help accelerate the transition toward an era where our finite planet’s resources stand at the core of all decision-making. Despite the essential role of Higher Education Institutions (HEI) in contributing to a sustainable society, a holistic understanding of how to incorporate sustainability initiatives into HEI is still lacking. Given the critical role of HEI in societies and considering the number of students, educators, and staff they host every day, ensuring that sustainability is both taught and practiced on campuses becomes fundamental. To this end, a strategic partnership was created in 2019 to set up the ERASMUS + project EUSTEPs—Enhancing Universities’ Sustainability Teaching and Practices through Ecological Footprint. Among the main outputs of the project is a teaching module for introducing the sustainability concept to students. This Module takes a 360-degree approach to teaching sustainability that is designed to help students grasp the extraordinary complexity of sustainability in an engaging and captivating manner. This paperthus aims to: (1) present the EUSTEPs Module, its pedagogical approach and structure, and the learning outcomes and competencies students are expected to gain, (2) review the outcomes of its first pilot teaching in four European HEI, and (3) shed light on how this Module contributes to the development of competences and pedagogical approaches for achieving the Sustainable Development Goals (SDGs). Our findings show that 90% of the students were “satisfied” or “very satisfied” with the Module, rating the Ecological Footprint as the most useful teaching tool among those included in the Module. In addition, they appreciated the interactive nature of the proposed teaching. Feedback obtained from students during the pilot teaching contributed to shaping the Module’s final structure and content. The Module—an important interactive sustainability pedagogical tool—is now ready for use with students in different disciplines, thus contributing to progress toward the UN 2030 Agenda, particularly SDG 4, SDG 11, SDG 12, and SDG 13.

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