To tackle global sustainability challenges of the Fashion Industry and ensure longterm viability, companies have slowly started integrating circular approaches. This paper explores if and how fashion designers can aid the transition towards a circular economy. For this purpose, 15 interviews with ten fashion designers working in This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/ 4.0/), which permits noncommercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

This paper describes a simple and accurate experimental device specially developed to measure autogenous deformation in hardening cement-based materials. The measuring system consists of a so-called thermal comparator sensor and a modular thermostatically controlled system. The operating principle of the thermal comparator is based on thermal expansion of aluminium. A particular characteristic of the measuring system is the fixation of the thermal comparator sensor to the deforming specimen, The modular system ensures effective thermostatic control of the hydrating cement paste samples. The technique allows continuous measurement with high accuracy of the linear deformation as well as determination of the activation energy of autogenous deformation.

The field of education is highlighted as an essential area for sustainable development. With the aim of developing a positive attitude to addressing global changes, the lifelong learning of the individual is emphasized. UNESCO promotes eight key sustainable competencies to be included in education to ensure that future agents contribute to the necessary green transition and the work towards achieving the 17 UN Sustainable Development Goals. The first one of these key sustainable competencies is 'systems thinking competency.' Many of the systems which surround us and make up our current paradigm on the one hand contribute to keeping the status quo, despite numerous initiatives towards a green transition, and on the other hand the systems entail a complexity that is challenging for students to comprehend and thus change, alter or disrupt. Generally, there is a lack of systemic understanding among students at VIA Design & Business, which, from an environmental perspective; affects their ability to contribute to the radical change needed. The paper explores how students can obtain a deeper understanding and knowledge of the system and sub-systems constituting the industry they train for and how this can contribute to foster a green transition.

Students at Higher Educations face a world in need of help to create sustainable solutions for complex systems. But still, European design-graduates finish their studies with a narrow concentration in design skills and lack competencies in order to cope with the complex reality, as well as students lack attachment to the teaching in Education for Sustainable Development (ESD). In order to change this, educators need to acknowledge the students' personal, motivational and emotional elements before de-signing the courses. This article is based on two new discourses in both entrepreneurial and design didactic research – and how they could be connected. The first is “emotional learning” and “emotional design” – regarding how emotions impact the student’s learning process’ in Educations for Sustainable Development (ESD). Emotions affect the student's learning process and their health and well-being (Pekrun, 2014, p. 28). The other discourse is how the use of value-driven emotional entrepreneurial didactics, based on the connection between emotionally influencing actions/events and the development of entrepreneurial competencies, can present a new emotionally based understanding of the value of altruistic (sustainable) outcomes within entrepreneurial educations (Lackeus, 2020). This paper presents, using one of the experimental methods - comparative - of Research through Design, two emotional tools: “Design for Change - Yggdrasill” from VIA Design, Denmark and “Emotional Analogous Data” from ELISAVA, Barcelona. The first results indicate a need for emotional education, which has an impact on ESD and their development as professionals. For these reasons, both emotional tools presented above can contribute to empowering students and teachers to improve Sustainable Design Educations.

This article describes an entrepreneurial, transdisciplinary and transformative ESD competencies-course for educators at VIA University College, Denmark, the; "Circular Economy and Sustainable Development in the Education" course (CESDE) from 2018-2021, involving more than 100 educators from a wide variety of faculties. It analyses to what extent the effects on transformative changes towards a sustainable university have been and how these experiences with "learning the learners to become" can be implemented at other Higher Educations. (HE’s). The presentation analyses three levels of impact of the competencies course; (1) impacts on the individual educator’s approach to teaching practices; (2) impacts on the values in managerial and organizational levels; (3) impacts on the personal and institutional interaction with surrounding communities, business and society. The results of this case study demonstrate the potential of initiating ESD competencies-courses and confirms the notion that the competence development of academic staff is an essential prerequisite for a sustainability paradigm shift in higher education. In this way, the program started out with an ambition to enhance curriculum redesign (creating Circular and Sustainable Educations for Sustainable Development ESD) but ended up making organizational alterations and creating an iterative loop of learning and interventions between educators, external specialists, the institutional organization (management), the collaborating companies and the students.