Process intensification education contributes to sustainable development goals. Part 2

• Published in: Education for chemical engineers Vol. 32; pp. 15 - 24
• Main Authors: Fernandez Rivas, David, Boffito, Daria C., Faria-Albanese, Jimmy, Glassey, Jarka, Cantin, Judith, Afraz, Nona, Akse, Henk, Boodhoo, Kamelia V.K., Bos, Rene, Chiang, Yi Wai, Commenge, Jean-Marc, Dubois, Jean-Luc, Galli, Federico, Harmsen, Jan, Kalra, Siddharth, Keil, Fred, Morales-Menendez, Ruben, Navarro-Brull, Francisco J., Noël, Timothy, Ogden, Kim, Patience, Gregory S., Reay, David, Santos, Rafael M., Smith-Schoettker, Ashley, Stankiewicz, Andrzej I., van den Berg, Henk, van Gerven, Tom, van Gestel, Jeroen, Weber, R.S.
• Format: Journal Article
• Language: English
• Published: Elsevier B.V 01.07.2020; Elsevier
• Subjects: Chemical and Process Engineering; Chemical engineering; Education challenge; Engineering Sciences; Entrepreneurship; Industry challenge; Pedagogy; Process design; Process Intensification; Sustainability; Process design; Pedagogy; Education challenge; Chemical engineering; Entrepreneurship; Sustainability; Industry challenge; Process Intensification
• ISSN: 1749-7728; 1749-7728
• DOI: 10.1016/j.ece.2020.05.001

[Display omitted] •Teaching Process intensification (PI) is important to reach sustainable development goals.•An educational strategy in the framework of PI is expanded.•Examples of education activities related to PI are presented.•PI available courses (in academy and industry) are listed.•An efficient adoption of education on PI, and faster implementation in the industry is envisaged. Achieving the United Nations sustainable development goals requires industry and society to develop tools and processes that work at all scales, enabling goods delivery, services, and technology to large conglomerates and remote regions. Process Intensification (PI) is a technological advance that promises to deliver means to reach these goals, but higher education has yet to totally embrace the program. Here, we present practical examples on how to better teach the principles of PI in the context of the Bloom’s taxonomy and summarise the current industrial use and the future demands for PI, as a continuation of the topics discussed in Part 1. In the appendices, we provide details on the existing PI courses around the world, as well as teaching activities that are showcased during these courses to aid students’ lifelong learning. The increasing number of successful commercial cases of PI highlight the importance of PI education for both students in academia and industrial staff.