Hi Seeram, this is an interesting paper. You say in the abstract "Benefits of 4IR include lower greenhouse gas emissions". Do you have in mind references (i.e. peer-reviewed articles) that demonstrate this statement quantitatively? Thanks.

Interesting to get a sense of what is happening outside of North America, but please don't overlook the work of AASHE, the Association for the Advancement of Sustainaiblity in Higher Education and in particular their STARS program, which has been tracking efforts to infuse sustainable practice into the academy and the curriculum for more than a decade: https://stars.aashe.org/

Their system allows schools plenty of flexibility since the needs and challenges of a large research university will be very different from a liberal arts college. They have developed and keep refining a "score card" approach that heavily weighs whether and how sustainable practices are taught, but relying on the universities themselves to have the conversation internally about what sustainability is defined as.  Students-- frustrated that they aren't learning more about these issues-- are often driving the process.

We developed a plan for deploying the STARS system at the University I was working at in Central Europe, but, alas, the adminsitration decided not to prioritize the plan and it sits on a shelf.... 

COVID of course adds a new and important wrinkle to what sustainability (and survivability) means, as many campuses around the world have learned the hard way. 

Interesting to get a sense of what is happening outside of North America, but please don't overlook the work of AASHE, the Association for the Advancement of Sustainaiblity in Higher Education and in particular their STARS program, which has been tracking efforts to infuse sustainable practice into the academy and the curriculum for more than a decade: https://stars.aashe.org/

Their system allows schools plenty of flexibility since the needs and challenges of a large research university will be very different from a liberal arts college. They have developed and keep refining a "score card" approach that heavily weighs whether and how sustainable practices are taught, but relying on the universities themselves to have the conversation internally about what sustainability is defined as.  Students-- frustrated that they aren't learning more about these issues-- are often driving the process.

We developed a plan for deploying the STARS system at the University I was working at in Central Europe, but, alas, the adminsitration decided not to prioritize the plan and it sits on a shelf.... 

COVID of course adds a new and important wrinkle to what sustainability (and survivability) means, as many campuses around the world have learned the hard way.