# Methodological Handbook in Food Sustainability through Service-learning

María J. Cantalejo, Maite Aldaya, Carlos Vilches, Isabel Navarlaz, Michael Murkovic, Barbara Siegmund,, Lena Pfeiffer, Sami Ghnimi, Sghaier Chriki, Julie Dunne, et al.

► To cite this version:

María J. Cantalejo, Maite Aldaya, Carlos Vilches, Isabel Navarlaz, Michael Murkovic, et al.. Methodological Handbook in Food Sustainability through Service-learning. Verlag der Technischen Universität Graz, 2024, 978-3-85125-988-9. 10.3217/978-3-85125-988-9 . hal-04604487

HAL Id: hal-04604487

https://hal.science/hal-04604487

Submitted on 7 Jun 2024

HAL is a multi-disciplinary open access
archive for the deposit and dissemination of sci-
entific research documents, whether they are pub-
lished or not. The documents may come from
teaching and research institutions in France or
abroad, or from public or private research centers.

L'archive ouverte pluridisciplinaire HAL, est
destinée au dépôt et à la diffusion de documents
scientifiques de niveau recherche, publiés ou non,
émanant des établissements d'enseignement et de
recherche français ou étrangers, des laboratoires
publics ou privés.

<figure><img src="image_1.png" /></figure>

Distributed under a Creative Commons Attribution 4.0 International License
# Methodological Handbook in Food Sustainability through Service-learning

María J. Cantalejo, Maite Aldaya, Carlos Vilches, Isabel Navarlaz, Michael Murkovic, Barbara Siegmund,, Lena Pfeiffer, Sami Ghnimi, Sghaier Chriki, Julie Dunne, et al.

<figure><img src="image_1.png" /></figure>

## ► To cite this version:

María J. Cantalejo, Maite Aldaya, Carlos Vilches, Isabel Navarlaz, Michael Murkovic, et al.. Methodological Handbook in Food Sustainability through Service-learning. Verlag der Technischen Universität Graz, 2024, 978-3-85125-988-9. 10.3217/978-3-85125-988-9 hal-04604487

HAL Id: hal-04604487

https://hal.science/hal-04604487v1

Submitted on 7 Jun 2024

HAL is a multi-disciplinary open access
archive for the deposit and dissemination of sci-
entific research documents, whether they are pub-
lished or not. The documents may come from
teaching and research institutions in France or
abroad, or from public or private research centers.

L'archive ouverte pluridisciplinaire HAL, est
destinée au dépôt et à la diffusion de documents
scientifiques de niveau recherche, publiés ou non,
émanant des établissements d'enseignement et de
recherche français ou étrangers, des laboratoires
publics ou privés.

<figure><img src="image_2.png" /></figure>
<figure><img src="image_2.png" /></figure>

Methodological
Handbook in
Food Sustainability
through Service-
learning

upna
Universidad Pública de Navarra
Nafarroako Unibertsitate Publikoa

DUBLIN
DELEGACION TECNOLÓGICA DE
SHAKESPEARE IN SPAIN
TECHNOLÓGICO
UNIVERSIDAD DUBLIN

TU
Graz

isara
AGRO SCHOOL FOR LIFE

<figure><img src="image_3.png" /></figure>

UNIVERSITÀ DI PISA

IGCAT
INTERNATIONAL INSTITUTE OF
GASTRONOMY, CULTURE, ARTS AND TOURISM
<figure><img src="image_3.png" /></figure>

Methodological
Handbook in
Food Sustainability
through Service-
learning

upna
Universidad Pública de Navarra
Nafarroako Unibertsitate Publikoa

DUBLIN
DELEGACION TECNOLÓGICA DE
SHAKESPEARE IN SPAIN
TECHNOLÓGICO
UNIVERSIDAD DUBLIN

TU
Graz

isara
AGRO SCHOOL FOR LIFE

<figure><img src="image_4.png" /></figure>

UNIVERSITÀ DI PISA

IGCAT
INTERNATIONAL INSTITUTE OF
GASTRONOMY, CULTURE, ARTS AND TOURISM
<figure><img src="image_4.png" /></figure>

**Methodological Handbook in Food Sustainability through Service-learning**

Cantalejo, M.J.*, Aldaya, M.M., Vilches, C., Navarlaz, I., Murkovic, M., Siegmund, B., Pfeiffer, L., Ghnimi, S., Chriki, S., Dunne, J., Barry-Ryan, C., McMahon, C., Tomasi, S., Ferrara, A., Cavicchi, A., Toccoli, F.
NEMOS Erasmus+ Project 2021-1-ES01-KA220-HED-000027570: A new educational model for acquisition of sustainability competences through Service-learning.

*Corresponding author: María J. Cantalejo Diez - iosune.cantalejo@unavarra.es

**Disclaimer**

The NEMOS project is co-funded by the Erasmus+ programme of the European Union. The content of this Methodological Handbook is the sole responsibility of the NEMOS Consortium and neither the European Commission nor the Spanish Service for the Internationalisation of Education (SEPIE) is responsible for any use that may be made of the information contained therein.

**This work shall be cited as follows**

CANTALEJO, María J.; Maite M. ALDAYA; Carlos VILCHES, Isabel NAVARLAZ; Michael MURKOVIC et.al. Methodological Handbook in Food Sustainability through Service-learning. Graz: Verlag der Technischen Universität Graz, 2024. Available from: Verlag der Technischen Universität Graz (distributor), https://doi.org/10.3217/978-3-85125-988-9.

Editorial author: Barbara Siegmund

Proofreading: NEMOS consortium

Layout: Xabi Angós

Pictures: Images were generated by Midjourney

Print: Buchschmiede (Dataform Media GmbH)

2024 Verlag der Technischen Universität Graz

www.tugraz-verlag.at

ISBN print 978-3-85125-988-9

ISBN e-book 978-3-85125-989-6

DOI 10.3217/978-3-85125-988-9

<figure><img src="image_5.png" /></figure>

This work is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license. https://creativecommons.org/licenses/by/4.0/deed.en.

This CC license does not apply to the cover, third party material (attributed to other sources) and content noted otherwise.

www.nemosproject.com
<figure><img src="image_5.png" /></figure>

Methodological Handbook in Food Sustainability through Service-learning

Cantalejo, M.J.*, Aldaya, M.M., Vilches, C., Navarlaz, I., Murkovic, M., Siegmund, B., Pfeiffer, L., Ghnimi, S., Chriki, S., Dunne, J., Barry-Ryan, C., McMahon, C., Tomasi, S., Ferrara, A., Cavicchi, A., Toccoli, F.
NEMOS Erasmus+ Project 2021-1-ES01-KA220-HED-000027570: A new educational model for acquisition of sustainability competences through Service-learning.

*Corresponding author: María J. Cantalejo Diez - iosune.cantalejo@unavarra.es

Disclaimer

The NEMOS project is co-funded by the Erasmus+ programme of the European Union. The content
of this Methodological Handbook is the sole responsibility of the NEMOS Consortium and neither
the European Commission nor the Spanish Service for the Internationalisation of Education (SEPIE)
is responsible for any use that may be made of the information contained therein.

This work shall be cited as follows

CANTALEJO, María J.; Maite M. ALDAYA; Carlos VILCHES, Isabel NAVARLAZ; Michael MURKOVIC et.al. Methodological Handbook in Food Sustainability through Service-learning. Graz: Verlag der Technischen Universität Graz, 2024. Available from: Verlag der Technischen Universität Graz (distributor), https://doi.org/10.3217/978-3-85125-988-9.

Editorial author: Barbara Siegmund

Proofreading: NEMOS consortium

Layout: Xabi Angós

Pictures: Images were generated by Midjourney

Print: Buchschmiede (Dataform Media GmbH)

2024 Verlag der Technischen Universität Graz
www.tugraz-verlag.at

ISBN print 978-3-85125-988-9

ISBN e-book 978-3-85125-989-6

DOI 10.3217/978-3-85125-988-9

<figure><img src="image_6.png" /></figure>

This work is licensed under the Creative Commons
Attribution 4.0 International (CC BY 4.0) license.
https://creativecommons.org/licenses/by/4.0/deed.en.

This CC license does not apply to the cover, third party material
(attributed to other sources) and content noted otherwise.

www.nemosproject.com
This publication is the outcome of in-depth consultations undertaken
by the Erasmus+ NEMOS project consortium:

## PROJECT COORDINATOR

**Universidad Pública de Navarra**

Main coordinator: María J. (losune) CANTALEJO

Contact: iosune.cantalejo@unavarra.es

Key partners: Maite M. ALDAYA, Carlos VILCHES, Isabel NAVARLAZ

## PARTNERS

**Technische Universitaet Graz**

Local coordinator: Michael MURKOVIC

Local partners: Barbara SIEGMUND, Lena PFEIFFER

**Institut Superieur d'Agriculture Rhone Alpes I.S.A.R.A**

Local coordinator: Sami GHNIMI

Local partner: Sghaier CHRIKI

**Technological University Dublin**

Local coordinator: Julie DUNNE

Local partners: Rena (Catherine) BARRY-RYAN, Cormac MACMAHON

**Università di Pisa**

Local coordinator: Alessio CAVICCHI

Local partners: Annapia FERRARA, Sabrina TOMASI

**Associacio IGCAT**

Local coordinator: Diane DODD

Local partner: Fabrizia TOCCOLI

<figure><img src="image_6.png" /></figure>
This publication is the outcome of in-depth consultations undertaken
by the Erasmus+ NEMOS project consortium:

## PROJECT COORDINATOR

**Universidad Pública de Navarra**

Main coordinator: María J. (losune) CANTALEJO

Contact: iosune.cantalejo@unavarra.es

Key partners: Maite M. ALDAYA, Carlos VILCHES, Isabel NAVARLAZ

## PARTNERS

**Technische Universitaet Graz**

Local coordinator: Michael MURKOVIC

Local partners: Barbara SIEGMUND, Lena PFEIFFER

**Institut Superieur d'Agriculture Rhone Alpes I.S.A.R.A**

Local coordinator: Sami GHNIMI

Local partner: Sghaier CHRIKI

**Technological University Dublin**

Local coordinator: Julie DUNNE

Local partners: Rena (Catherine) BARRY-RYAN, Cormac MACMAHON

**Università di Pisa**

Local coordinator: Alessio CAVICCHI

Local partners: Annapia FERRARA, Sabrina TOMASI

**Associacio IGCAT**

Local coordinator: Diane DODD

Local partner: Fabrizia TOCCOLI

<figure><img src="image_7.png" /></figure>
# Table of contents

<table><tr><td>Acknowledgements</td><td>6</td></tr><tr><td>1. Introduction</td><td>7</td></tr><tr><td>1.1 Introduction to the handbook</td><td>8</td></tr><tr><td>1.2 The NEMOS project</td><td>9</td></tr><tr><td>2. Definition of sustainability and the agri-food sector</td><td>12</td></tr><tr><td>3. Service-learning</td><td>14</td></tr><tr><td>3.1 What is Service-learning</td><td>15</td></tr><tr><td>3.2 The goals of Service-learning</td><td>17</td></tr><tr><td>3.3 The benefits of Service-learning</td><td>17</td></tr><tr><td>3.4 Ideas for community service in the food industry</td><td>18</td></tr><tr><td>3.5 Service-learning: models and methods</td><td>19</td></tr><tr><td>4. Sustainability competences for food degrees</td><td>23</td></tr><tr><td>4.1 Development of a Food Sustainability Profile for Students</td><td>24</td></tr><tr><td>4.2 Definition of a Food Sustainability Profile for Students</td><td>25</td></tr><tr><td>4.3 Competencies of students for sustainable food systems</td><td>26</td></tr><tr><td>4.3.1 Soft skills</td><td>26</td></tr><tr><td>4.3.2 Hard skills</td><td>28</td></tr><tr><td>5. Case studies of Service-learning for food sustainability</td><td>30</td></tr><tr><td>6. Assessment tools</td><td>44</td></tr><tr><td>7. Rethinking a new educational model suitable for the acquisition of sustainability competences through green pedagogies and Service-learning</td><td>47</td></tr><tr><td>References</td><td>50</td></tr><tr><td>Appendix I. Questions for the interviews and focus group with students, lecturers and stakeholders for qualitative research</td><td>52</td></tr><tr><td>Appendix II. Student, lecturer and stakeholder questionnaires for quantitative research</td><td>57</td></tr><tr><td>Appendix III. NEMOS guide for reflective assessment of Service-learning experience</td><td>73</td></tr><tr><td>Appendix IV. Examples of incorporation of sustainability competences through Service-learning in food-related courses</td><td>79</td></tr><tr><td>Appendix V. Examples of assessment tools for incorporating sustainability competences through Service-learning in food-related courses</td><td>100</td></tr></table>
# Table of contents

<table><tr><td>Acknowledgements</td><td>6</td></tr><tr><td>1. Introduction</td><td>7</td></tr><tr><td>1.1 Introduction to the handbook</td><td>8</td></tr><tr><td>1.2 The NEMOS project</td><td>9</td></tr><tr><td>2. Definition of sustainability and the agri-food sector</td><td>12</td></tr><tr><td>3. Service-learning</td><td>14</td></tr><tr><td>3.1 What is Service-learning</td><td>15</td></tr><tr><td>3.2 The goals of Service-learning</td><td>17</td></tr><tr><td>3.3 The benefits of Service-learning</td><td>17</td></tr><tr><td>3.4 Ideas for community service in the food industry</td><td>18</td></tr><tr><td>3.5 Service-learning: models and methods</td><td>19</td></tr><tr><td>4. Sustainability competences for food degrees</td><td>23</td></tr><tr><td>4.1 Development of a Food Sustainability Profile for Students</td><td>24</td></tr><tr><td>4.2 Definition of a Food Sustainability Profile for Students</td><td>25</td></tr><tr><td>4.3 Competencies of students for sustainable food systems</td><td>26</td></tr><tr><td>4.3.1 Soft skills</td><td>26</td></tr><tr><td>4.3.2 Hard skills</td><td>28</td></tr><tr><td>5. Case studies of Service-learning for food sustainability</td><td>30</td></tr><tr><td>6. Assessment tools</td><td>44</td></tr><tr><td>7. Rethinking a new educational model suitable for the acquisition of sustainability competences through green pedagogies and Service-learning</td><td>47</td></tr><tr><td>References</td><td>50</td></tr><tr><td>Appendix I. Questions for the interviews and focus group with students, lecturers and stakeholders for qualitative research</td><td>52</td></tr><tr><td>Appendix II. Student, lecturer and stakeholder questionnaires for quantitative research</td><td>57</td></tr><tr><td>Appendix III. NEMOS guide for reflective assessment of Service-learning experience</td><td>73</td></tr><tr><td>Appendix IV. Examples of incorporation of sustainability competences through Service-learning in food-related courses</td><td>79</td></tr><tr><td>Appendix V. Examples of assessment tools for incorporating sustainability competences through Service-learning in food-related courses</td><td>100</td></tr></table>
## List of tables

<table><tr><td>Table 1. Benefits to students, academic staff and community of engaging in Service-learning activities. Source: Berman (2015), CampusEngage (2018b)</td><td>18</td></tr><tr><td>Table 2. Areas, competences, and descriptors of the soft skills required by students to be knowledgeable of sustainability. Source: adapted from Bianchi et al. (2022)</td><td>27</td></tr><tr><td>Table 3. Technical areas and competences required by students to be knowledgeable of food sustainability. Source: NEMOS partners</td><td>28</td></tr><tr><td>Table 4. Embedding sustainability competences through Service-learning at the Institut Supérieur d'Agriculture Rhône-Alpes in Lyon (ISARA-Lyon)</td><td>31</td></tr><tr><td>Table 5. Embedding sustainability competences through Service-learning at the Public University of Navarre (UPNA)</td><td>33</td></tr><tr><td>Table 6. Embedding sustainability competences through Service-learning at the Technological University Dublin (TU Dublin)</td><td>36</td></tr><tr><td>Table 7. Embedding sustainability competences through Service-learning at the University of Pisa (UNIPI)</td><td>39</td></tr><tr><td>Table 8. Embedding sustainability competences through Service-learning at Graz University of Technology (TU Graz)</td><td>42</td></tr><tr><td>Table 9. Summary of Service-learning assessment tools</td><td>45</td></tr><tr><td>Table 10. Service-learning assessment tools implemented by the NEMOS consortium partners for incorporating sustainability competences through Service-learning in food-related courses</td><td>46</td></tr></table>

## List of figures

<table><tr><td>Figure 1. NEMOS quick guide for integrating sustainability competences through Service-learning in a systematic way throughout the degree</td><td>11</td></tr></table>
## List of tables

<table><tr><td>Table 1. Benefits to students, academic staff and community of engaging in Service-learning activities. Source: Berman (2015), CampusEngage (2018b)</td><td>18</td></tr><tr><td>Table 2. Areas, competences, and descriptors of the soft skills required by students to be knowledgeable of sustainability. Source: adapted from Bianchi et al. (2022)</td><td>27</td></tr><tr><td>Table 3. Technical areas and competences required by students to be knowledgeable of food sustainability. Source: NEMOS partners</td><td>28</td></tr><tr><td>Table 4. Embedding sustainability competences through Service-learning at the Institut Supérieur d'Agriculture Rhône-Alpes in Lyon (ISARA-Lyon)</td><td>31</td></tr><tr><td>Table 5. Embedding sustainability competences through Service-learning at the Public University of Navarre (UPNA)</td><td>33</td></tr><tr><td>Table 6. Embedding sustainability competences through Service-learning at the Technological University Dublin (TU Dublin)</td><td>36</td></tr><tr><td>Table 7. Embedding sustainability competences through Service-learning at the University of Pisa (UNIPI)</td><td>39</td></tr><tr><td>Table 8. Embedding sustainability competences through Service-learning at Graz University of Technology (TU Graz)</td><td>42</td></tr><tr><td>Table 9. Summary of Service-learning assessment tools</td><td>45</td></tr><tr><td>Table 10. Service-learning assessment tools implemented by the NEMOS consortium partners for incorporating sustainability competences through Service-learning in food-related courses</td><td>46</td></tr></table>

## List of figures

<table><tr><td>Figure 1. NEMOS quick guide for integrating sustainability competences through Service-learning in a systematic way throughout the degree</td><td>11</td></tr></table>
"Tell me and I forget.
Teach me and I may remember.
Involve me and I will learn."

Benjamin Franklin

## Acknowledgements

The NEMOS project -A New Educational Model for acquisition Of Sustainability competences through Service-learning- has been co-funded by the Erasmus+ programme of the European Union.

The Public University of Navarre (UPNA) is grateful to professors Carmen Almansa, Nerea Iturmendi, Montserrat Navarro, María Victoria Sarriés and Débora Villaño, for implementing the pilot projects in subject areas of the degree in Innovation in Food Processes and Products (GIPPA); to professor Natxo Irigoyen for his support and very useful advice.

The Technological University Dublin would like to thank the NEMOS fellows Orla Cahill, Fintan Moran, Azza Naik Silotry, Greg Burke, Ciara Walsh, David O'Connor, Michelle Giltrap and Sara Boyd for implementing the pilot projects in subject areas of the degree in Food Innovation, and to Graham O'Neill and to the Students Learning with Communities Unit for their support and useful advice.

The University of Pisa (UNIPI) sincerely acknowledges the professors of the Bachelor's and Master's degrees from the Department of Agriculture, Food and Environment who supported and participated in the implementation of the pilot activities: professors Marcello Mele, Lucia Guidi, Andrea Lucchi, Silvia Tavarini, Andrea Serra, Marco Landi, Giovanni Benelli, Claudio D'Onofrio and Giuseppe Conte.
"Tell me and I forget.
Teach me and I may remember.
Involve me and I will learn."

Benjamin Franklin

## Acknowledgements

The NEMOS project -A New Educational Model for acquisition Of Sustainability competences through Service-learning- has been co-funded by the Erasmus+ programme of the European Union.

The Public University of Navarre (UPNA) is grateful to professors Carmen Almansa, Nerea Iturmendi, Montserrat Navarro, María Victoria Sarriés and Débora Villaño, for implementing the pilot projects in subject areas of the degree in Innovation in Food Processes and Products (GIPPA); to professor Natxo Irigoyen for his support and very useful advice.

The Technological University Dublin would like to thank the NEMOS fellows Orla Cahill, Fintan Moran, Azza Naik Silotry, Greg Burke, Ciara Walsh, David O'Connor, Michelle Giltrap and Sara Boyd for implementing the pilot projects in subject areas of the degree in Food Innovation, and to Graham O'Neill and to the Students Learning with Communities Unit for their support and useful advice.

The University of Pisa (UNIPI) sincerely acknowledges the professors of the Bachelor's and Master's degrees from the Department of Agriculture, Food and Environment who supported and participated in the implementation of the pilot activities: professors Marcello Mele, Lucia Guidi, Andrea Lucchi, Silvia Tavarini, Andrea Serra, Marco Landi, Giovanni Benelli, Claudio D'Onofrio and Giuseppe Conte.
# 1. Introduction

## 1.1 Introduction to the handbook

## 1.2 The NEMOS project
# 1. Introduction

## 1.1 Introduction to the handbook

## 1.2 The NEMOS project
# 1.1 Introduction to the handbook

In 2022, the NEMOS project -A New Educational Model for acquisition Of Sustainability competences through Service-learning- was launched. This EU-funded project has been implemented in collaboration and partnership with five higher education institutions in Austria (TU Graz), Ireland (TU Dublin), Italy (UNIPI), France (ISARA-Lyon) and Spain (UPNA) and aims to take a step forward in the transition towards education for sustainability through practical and innovative educational approaches and interventions.

Within the framework of the project, a collaborative process has been initiated to pool the knowledge and experience of the five higher education institutions working together to implement in practice new educational models to effectively acquire sustainability competences through Service-learning in food-based degrees. Each institution had a different educational food-based programme and started from a different baseline in terms of experience and practice in implementing sustainability through Service-learning.

This handbook is the result of this joint work. It aims to bring together the key lessons learned, and the recommendations gathered throughout the process, with the objective of facilitating decision-making for teachers and higher-level educational institutions that want to start integrating or continuing to integrate and promote sustainability competences in the curricula and classroom daily practice.

There is no single way to use this handbook, depending on the interest of the reader, one can focus on its different parts.

**Section 2 and 3** Address the definitions of key terms used in this handbook: sustainability and Service-learning. The latter, Section 3, also contains methods for the Service-learning educational approach.

**Section 4** Describes the competencies and skills required by students to be knowledgeable of sustainability, including the definition of the Food Sustainability Profile for students and the soft and technical skills.

**Section 5** Offers a collection of case studies of the 5 higher education institutions of the NEMOS project (ISARA-Lyon, TU Dublin, TU Graz, UNIPI and UPNA) as a means to illustrate the different ways for the implementation of sustainability competences through Service-learning in food degrees in different contexts.

**Section 6** Summarizes the assessment methods that can be used to track progress and evaluate the effectiveness of the approach.
# 1.1 Introduction to the handbook

In 2022, the NEMOS project -A New Educational Model for acquisition Of Sustainability competences through Service-learning- was launched. This EU-funded project has been implemented in collaboration and partnership with five higher education institutions in Austria (TU Graz), Ireland (TU Dublin), Italy (UNIPI), France (ISARA-Lyon) and Spain (UPNA) and aims to take a step forward in the transition towards education for sustainability through practical and innovative educational approaches and interventions.

Within the framework of the project, a collaborative process has been initiated to pool the knowledge and experience of the five higher education institutions working together to implement in practice new educational models to effectively acquire sustainability competences through Service-learning in food-based degrees. Each institution had a different educational food-based programme and started from a different baseline in terms of experience and practice in implementing sustainability through Service-learning.

This handbook is the result of this joint work. It aims to bring together the key lessons learned, and the recommendations gathered throughout the process, with the objective of facilitating decision-making for teachers and higher-level educational institutions that want to start integrating or continuing to integrate and promote sustainability competences in the curricula and classroom daily practice.

There is no single way to use this handbook, depending on the interest of the reader, one can focus on its different parts.

**Section 2 and 3** Address the definitions of key terms used in this handbook: sustainability and Service-learning. The latter, Section 3, also contains methods for the Service-learning educational approach.

**Section 4** Describes the competencies and skills required by students to be knowledgeable of sustainability, including the definition of the Food Sustainability Profile for students and the soft and technical skills.

**Section 5** Offers a collection of case studies of the 5 higher education institutions of the NEMOS project (ISARA-Lyon, TU Dublin, TU Graz, UNIPI and UPNA) as a means to illustrate the different ways for the implementation of sustainability competences through Service-learning in food degrees in different contexts.

**Section 6** Summarizes the assessment methods that can be used to track progress and evaluate the effectiveness of the approach.
Another helpful section in the handbook are the **Appendixes**, which show examples of incorporation of sustainability competences through Service-learning in food-related courses and ideas for community service in the food sector.

The handbook contains new insights and possibilities through a range of Service-learning approaches and methodological suggestions that can be helpful for making teaching more transformational and engaging. However, there is still a great deal to be done to ensure that sustainability becomes an integral part of the educational path.

## 1.2 The NEMOS project

Sustainability is one of the main challenges set by the UN 2030 Agenda and food lies at the heart of this Agenda as sustainable consumption and production patterns greatly depend upon achieving sustainable food systems. Within this framework, the NEMOS project -A New Educational Model for acquisition Of Sustainability competences through Service-learning- links sustainability, Service-learning and food to demonstrate how the Sustainable Development Goals (SDGs) can be achieved through the training of university students.

The main objective of the NEMOS project is to design a new educational model based on the effective acquisition of sustainability specific and transversal competencies through the teaching methodology known as Service-learning, firstly in the field of food-related degrees. This may serve as a basis for application in other degree programmes and at other educational levels.
Another helpful section in the handbook are the **Appendixes**, which show examples of incorporation of sustainability competences through Service-learning in food-related courses and ideas for community service in the food sector.

The handbook contains new insights and possibilities through a range of Service-learning approaches and methodological suggestions that can be helpful for making teaching more transformational and engaging. However, there is still a great deal to be done to ensure that sustainability becomes an integral part of the educational path.

## 1.2 The NEMOS project

Sustainability is one of the main challenges set by the UN 2030 Agenda and food lies at the heart of this Agenda as sustainable consumption and production patterns greatly depend upon achieving sustainable food systems. Within this framework, the NEMOS project -A New Educational Model for acquisition Of Sustainability competences through Service-learning- links sustainability, Service-learning and food to demonstrate how the Sustainable Development Goals (SDGs) can be achieved through the training of university students.

The main objective of the NEMOS project is to design a new educational model based on the effective acquisition of sustainability specific and transversal competencies through the teaching methodology known as Service-learning, firstly in the field of food-related degrees. This may serve as a basis for application in other degree programmes and at other educational levels.
In summary, the main strategic milestones of the NEMOS project are the following ones (Figure 1):

1. Definition of a **food sustainability profile (FSP)** through a collaborative methodology between the different agents involved: educational community, social agents, companies and professionals.

2. Elaboration of a **methodological handbook (MH)** on food sustainability through Service-learning.

3. Construction of **evaluation tools** for the FSP and the MH through co-creation practices in Service-learning.

4. Rethinking a **new educational model** suitable for the acquisition of sustainability competences through green pedagogies and Service-learning.

The consortium of the project is composed of five European higher education institutions:

* Public University of Navarre (UPNA, Spain), coordinator of the project

* University of Pisa (UNIPI, Italy)

* Graz University of Technology (TU GRAZ, Austria)

* Technological University Dublin (TU DUBLIN, Ireland)

* Higher Institute of Agriculture Rhone Alpes I.S.A.R.A.-University of Lyon (ISARA-Lyon, France)

Also, the International Institute of Gastronomy, Culture, Arts and Tourism (IG-CAT, Spain), an EU-wide network, is one of the NEMOS partners and acts as a responsible for the dissemination of the project results.

This document, the methodological handbook on food sustainability through Service-learning developed in the context of the NEMOS project, is intended to be a practical tool for teachers helping them to provide students with the skills necessary for addressing sustainability within the curricula.
In summary, the main strategic milestones of the NEMOS project are the following ones (Figure 1):

1. Definition of a **food sustainability profile (FSP)** through a collaborative methodology between the different agents involved: educational community, social agents, companies and professionals.

2. Elaboration of a **methodological handbook (MH)** on food sustainability through Service-learning.

3. Construction of **evaluation tools** for the FSP and the MH through co-creation practices in Service-learning.

4. Rethinking a **new educational model** suitable for the acquisition of sustainability competences through green pedagogies and Service-learning.

The consortium of the project is composed of five European higher education institutions:

* Public University of Navarre (UPNA, Spain), coordinator of the project

* University of Pisa (UNIPI, Italy)

* Graz University of Technology (TU GRAZ, Austria)

* Technological University Dublin (TU DUBLIN, Ireland)

* Higher Institute of Agriculture Rhone Alpes I.S.A.R.A.-University of Lyon (ISARA-Lyon, France)

Also, the International Institute of Gastronomy, Culture, Arts and Tourism (IG-CAT, Spain), an EU-wide network, is one of the NEMOS partners and acts as a responsible for the dissemination of the project results.

This document, the methodological handbook on food sustainability through Service-learning developed in the context of the NEMOS project, is intended to be a practical tool for teachers helping them to provide students with the skills necessary for addressing sustainability within the curricula.
## PR1 Defining a food sustainability profile through a community building methodology

**State-of-the-art**

Analysis of the sustainability embeddedness within the curricula.

**Qualitative analysis**

Focus groups/Interviews: students, lecturers, stakeholders.

**Quantitative analysis**

Questionnaires based on the qualitative analysis results.

**OUTPUTS**

**Food sustainability profile**

* Definition

* Soft and technical competences

## PR2 Defining a methodological handbook in food sustainability through Service-learning

* Election of core and compulsory subject areas from each course of the food degree representative and aligned with sustainability goals.

* Engaging and training the academic staff on sustainability and Service-learning experiences.

* Identification and planning of pilot case studies by each lecturer for each subject area.

* Implementation of pilot case studies for the acquisition of sustainability competences through Service-learning in subject areas.

**OUTPUTS**

**Case studies**

* Title of the degree.

* Academic year.

* Credits: staff and participants involved.

* Method.

* Short description of the pilot cases: Methodology, Learning outcomes, Service.

## PR3 Defining assessment tools of Food Sustainability Profile and Methodological Handbook by co-creation practices in Service-learning

* Identifying indicators, criteria and assessment tools for the validation of the incorporation of the sustainability competences within the subject areas of the degree.

* Definition of rubrics for assessment of the competences in sustainability.

**OUTPUTS**

**Assessments tools**

* Questionnaires to students, lecturers and social entities.

* Pre- and post-service questionnaires to students.

* Reflective journals.

* Examinations.

* Written reports.

* Oral presentations.

* Rubrics.

## PR4 Defining a new educational model suitable for the acquisition of sustainability competences through green pedagogies and Service-learning

**Transferability to other degrees and levels of education**

* Engaging academic staff for interdisciplinary feedback collection for the transferability to other degrees and levels of education.

* Consolidating and synthesizing the learnings gained using green pedagogies in the context of University Strategic Plans, Quality Assurance, Curriculum design, and others, both for food and other disciplines.

* Developing guidelines for a pedagogical strategy with transferable recommendations and building capacity in higher education.

**OUTPUTS**

**Guidelines for a pedagogical strategy of higher education**

<caption>**Figure 1.** NEMOS quick guide for integrating sustainability competences through Service-learning in a systematic way throughout the degree. (PR: Project results).</caption>
## PR1 Defining a food sustainability profile through a community building methodology

**State-of-the-art**

Analysis of the sustainability embeddedness within the curricula.

**Qualitative analysis**

Focus groups/Interviews: students, lecturers, stakeholders.

**Quantitative analysis**

Questionnaires based on the qualitative analysis results.

**OUTPUTS**

**Food sustainability profile**

* Definition

* Soft and technical competences

## PR2 Defining a methodological handbook in food sustainability through Service-learning

* Election of core and compulsory subject areas from each course of the food degree representative and aligned with sustainability goals.

* Engaging and training the academic staff on sustainability and Service-learning experiences.

* Identification and planning of pilot case studies by each lecturer for each subject area.

* Implementation of pilot case studies for the acquisition of sustainability competences through Service-learning in subject areas.

**OUTPUTS**

**Case studies**

* Title of the degree.

* Academic year.

* Credits: staff and participants involved.

* Method.

* Short description of the pilot cases: Methodology, Learning outcomes, Service.

## PR3 Defining assessment tools of Food Sustainability Profile and Methodological Handbook by co-creation practices in Service-learning

* Identifying indicators, criteria and assessment tools for the validation of the incorporation of the sustainability competences within the subject areas of the degree.

* Definition of rubrics for assessment of the competences in sustainability.

**OUTPUTS**

**Assessments tools**

* Questionnaires to students, lecturers and social entities.

* Pre- and post-service questionnaires to students.

* Reflective journals.

* Examinations.

* Written reports.

* Oral presentations.

* Rubrics.

## PR4 Defining a new educational model suitable for the acquisition of sustainability competences through green pedagogies and Service-learning

**Transferability to other degrees and levels of education**

* Engaging academic staff for interdisciplinary feedback collection for the transferability to other degrees and levels of education.

* Consolidating and synthesizing the learnings gained using green pedagogies in the context of University Strategic Plans, Quality Assurance, Curriculum design, and others, both for food and other disciplines.

* Developing guidelines for a pedagogical strategy with transferable recommendations and building capacity in higher education.

**OUTPUTS**

**Guidelines for a pedagogical strategy of higher education**

<caption>Figure 1. NEMOS quick guide for integrating sustainability competences through Service-learning in a systematic way throughout the degree. (PR: Project results).</caption>
2. Definition of
sustainability and
the agri-food sector
2. Definition of
sustainability and
the agri-food sector
In 1987, the United Nations Brundtland Commission defined sustainability as "meeting the needs of the present without compromising the ability of future generations to meet their own needs" (World Commission on Environment and Development, 1987). Today, there are almost 140 developing countries in the world seeking ways of meeting their development needs, with the increasing threat of climate change. Concrete efforts must be made to ensure that current development does not negatively affect future generations. It seeks to reconcile economic development with the protection of social and environmental balance (EU, 2023).

2 billion adults are overweight or obese

In the context of the agri-food sector, the food industry has significant environmental, social, and economic impacts. Currently, the global food system is the largest freshwater user: agriculture alone accounts for 70% of freshwater withdrawn in the world (FAO, 2018). Agriculture is also responsible for 21-37% of total greenhouse gas (GHG) emissions (Crippa et al., 2021) and covers approximately 49-51% of global ice-free land surface (IPCC, 2019). Intensive and unsustainable agricultural practices and pollution can also trigger biodiversity loss (IPBES, 2019). On the other hand, an estimated 821 million people are undernourished, 151 million children under five years of age have stunted growth, 613 million women and girls aged 15 to 49 suffer from iron deficiency, and, on the other side, 2 billion adults are overweight or obese (Crippa et al., 2021).

Agriculture alone accounts for 70% of freshwater

In the educational context, by developing a food sustainability profile for students addressing the three dimensions of sustainability, environmental, social and economic, universities can prepare students to tackle these challenges and contribute to the transition towards more sustainable food systems.

Agriculture is responsible for 21-37% of GHG emissions

821 million people are undernourished
In 1987, the United Nations Brundtland Commission defined sustainability as "meeting the needs of the present without compromising the ability of future generations to meet their own needs" (World Commission on Environment and Development, 1987). Today, there are almost 140 developing countries in the world seeking ways of meeting their development needs, with the increasing threat of climate change. Concrete efforts must be made to ensure that current development does not negatively affect future generations. It seeks to reconcile economic development with the protection of social and environmental balance (EU, 2023).

2 billion adults are overweight or obese

In the context of the agri-food sector, the food industry has significant environmental, social, and economic impacts. Currently, the global food system is the largest freshwater user: agriculture alone accounts for 70% of freshwater withdrawn in the world (FAO, 2018). Agriculture is also responsible for 21-37% of total greenhouse gas (GHG) emissions (Crippa et al., 2021) and covers approximately 49-51% of global ice-free land surface (IPCC, 2019). Intensive and unsustainable agricultural practices and pollution can also trigger biodiversity loss (IPBES, 2019). On the other hand, an estimated 821 million people are undernourished, 151 million children under five years of age have stunted growth, 613 million women and girls aged 15 to 49 suffer from iron deficiency, and, on the other side, 2 billion adults are overweight or obese (Crippa et al., 2021).

Agriculture alone accounts for 70% of freshwater

In the educational context, by developing a food sustainability profile for students addressing the three dimensions of sustainability, environmental, social and economic, universities can prepare students to tackle these challenges and contribute to the transition towards more sustainable food systems.

Agriculture is responsible for 21-37% of GHG emissions

821 million people are undernourished
3. Service-learning

3.1 What is Service-learning

3.2 The goals of Service-learning

3.3 The benefits of Service-learning

3.4 Ideas for community service in the food industry

3.5 Service-learning: models and methods
3. Service-learning

3.1 What is Service-learning

3.2 The goals of Service-learning

3.3 The benefits of Service-learning

3.4 Ideas for community service in the food industry

3.5 Service-learning: models and methods
## 3.1 What is Service-learning

Service-learning is a teaching and learning method with the aim of combining commitment to society (**service**) with training in professional and social skills (**learning**). Service-learning is a process whereby students learn and develop through active participation in organised service experiences that meet community needs.

Within the framework of Service-learning projects, students engage in activities for the common good, linking the practical learning experience with theoretical training content and reflecting on it. An essential criterion is that the projects offer added value for the (partner) organisations involved, the participating students, university teaching and society as a whole. Service-learning thus combines educational goals with the assumption of social responsibility (Berthold et al., 2010).

Successful involvement in community-based service experiences not only enhance the academic experience, but also provide opportunities for students to develop leadership, project management and communication skills. A faculty can integrate Service-learning into a course in many ways, some are extensive and others not (Bartsch and Reiß, 2009).

## Service-learning principles and core values

The Service-learning principles and core values, based on the AISA Service-learning Handbook (AISA, 2016) are included below:

1

Students learn from, and are enriched by, the **perspectives of others**.

2

We have a **responsibility to the community** in which we live.

3

Meaningful service is best achieved through **sustained reciprocal partnerships**.

4

Service has deeper meaning and consequences when **integrated into curriculum**.

5

Meaningful service is achieved through the **five stages/standards** of Service-learning: 1. Investigation, 2. Preparation, 3. Action, 4. Reflection and 5. Demonstration.

6

**Leadership, teamwork, communication and mutual respect** are fundamental for successful service experiences.
## 3.1 What is Service-learning

Service-learning is a teaching and learning method with the aim of combining commitment to society (**service**) with training in professional and social skills (**learning**). Service-learning is a process whereby students learn and develop through active participation in organised service experiences that meet community needs.

Within the framework of Service-learning projects, students engage in activities for the common good, linking the practical learning experience with theoretical training content and reflecting on it. An essential criterion is that the projects offer added value for the (partner) organisations involved, the participating students, university teaching and society as a whole. Service-learning thus combines educational goals with the assumption of social responsibility (Berthold et al., 2010).

Successful involvement in community-based service experiences not only enhance the academic experience, but also provide opportunities for students to develop leadership, project management and communication skills. A faculty can integrate Service-learning into a course in many ways, some are extensive and others not (Bartsch and Reiß, 2009).

## Service-learning principles and core values

The Service-learning principles and core values, based on the AISA Service-learning Handbook (AISA, 2016) are included below:

1

Students learn from, and are enriched by, the **perspectives of others**.

2

We have a **responsibility to the community** in which we live.

3

Meaningful service is best achieved through **sustained reciprocal partnerships**.

4

Service has deeper meaning and consequences when **integrated into curriculum**.

5

Meaningful service is achieved through the **five stages/standards** of Service-learning: 1. Investigation, 2. Preparation, 3. Action, 4. Reflection and 5. Demonstration.

6

**Leadership, teamwork, communication and mutual respect** are fundamental for successful service experiences.
## Service-learning related terms

There are different terms related to Service-learning that share a common thread of promoting active engagement, collaboration, and community involvement as part of the educational process. They encourage students to apply their knowledge and skills in real-world situations, deepen their understanding of social issues, and make a positive impact on their communities.

These terms place an emphasis on different dimensions of the approach, some highlight the centrality of civic learning, while others focus on the necessity of capacity building and reciprocal partnerships, and others focus on learning and knowledge acquired (CampusEngage, 2018a). Thus, the specific terminology used may vary based on the focus and objectives of the educational programme or research project, for example:

1. **Students Learning with Communities (SLWC):** In SLWC lecturer and community partners collaboratively design real-world projects for students to work on, as part of their studies, for mutual benefit. This is also known and Community Engaged Research and Learning (CERL) (TU Dublin, 2023).

2. **Community Engaged Research and Learning (CERL):** CERL aims to facilitate mutually beneficial collaborations between community partners, educators and students through small scale applied research projects that address community goals and enhance student learning (CIRCLET, 2023).

3. **Community-Based Learning (CBL):** is essentially a form of experiential education with a civic underpinning. The aspiration is that mutually beneficial relationships and partnerships develop between the community and those within the higher education institution. The ultimate goal is to develop graduates who have a wide and deep sense of their role as active citizens both personally and professionally (CampusEngage, 2018b).

4. **Community and Civic Engagement:** is a broad umbrella term used to signify the relationship between higher education and the wider society and signifies how the Higher Education Institution contributes to society in multiple ways, including economic, democratic, social and cultural (CampusEngage, 2018b).

<figure><img src="image_7.png" /></figure>
## Service-learning related terms

There are different terms related to Service-learning that share a common thread of promoting active engagement, collaboration, and community involvement as part of the educational process. They encourage students to apply their knowledge and skills in real-world situations, deepen their understanding of social issues, and make a positive impact on their communities.

These terms place an emphasis on different dimensions of the approach, some highlight the centrality of civic learning, while others focus on the necessity of capacity building and reciprocal partnerships, and others focus on learning and knowledge acquired (CampusEngage, 2018a). Thus, the specific terminology used may vary based on the focus and objectives of the educational programme or research project, for example:

1. **Students Learning with Communities (SLWC):** In SLWC lecturer and community partners collaboratively design real-world projects for students to work on, as part of their studies, for mutual benefit. This is also known and Community Engaged Research and Learning (CERL) (TU Dublin, 2023).

2. **Community Engaged Research and Learning (CERL):** CERL aims to facilitate mutually beneficial collaborations between community partners, educators and students through small scale applied research projects that address community goals and enhance student learning (CIRCLET, 2023).

3. **Community-Based Learning (CBL):** is essentially a form of experiential education with a civic underpinning. The aspiration is that mutually beneficial relationships and partnerships develop between the community and those within the higher education institution. The ultimate goal is to develop graduates who have a wide and deep sense of their role as active citizens both personally and professionally (CampusEngage, 2018b).

4. **Community and Civic Engagement:** is a broad umbrella term used to signify the relationship between higher education and the wider society and signifies how the Higher Education Institution contributes to society in multiple ways, including economic, democratic, social and cultural (CampusEngage, 2018b).

<figure><img src="image_8.png" /></figure>
5 **Citizen Science:** Citizen Science describes the participation of persons in scientific processes who are not institutionally bound in this scientific field. Participation can range from the short-term collection of data to intensive use of leisure time to delve into a research topic together with scientists and/or other volunteers. Although many volunteer researchers have an academic education, this is not a prerequisite for participation in research projects. What is important, however, is the adherence to scientific standards, which includes above all transparency with regard to the methodology of data collection and the public discussion of the results (OEAD, 2023).

6 **Participatory Action Research (PAR):** PAR is an approach to research that prioritises the value of experiential knowledge for tackling problems caused by unequal and harmful social systems, and for envisioning and implementing alternatives. PAR involves the participation and leadership of those people experiencing issues, who take action to produce emancipatory social change, through conducting systematic research to generate new knowledge (Cornish et al., 2023).

## 3.2 The goals of Service-learning

The main goal of Service-learning is to create a connection between community and campus assets for building strong, reciprocal, learning partnerships that meet societies needs and advance academic goals in a way that results in better understanding and learning for students. At the same time, Service-learning promotes service delivery for community partners, and it improves teaching for faculty. Service-learning requires students to recognise the relevance of an academic subject by applying classroom theories, perspectives, and ideas in a community setting. Students develop the ability to think critically and analyse complex social issues when they apply their coursework to a tangible community project.

Through direct experience, students personalise their relationship to social responsibility and civic engagement in the society. Service-learning also provides the opportunity for students to encounter the many ways that social structures contribute to or undermine the common good (Fahlberg and Fuller, 2014).

## 3.3 The benefits of Service-learning

The benefits to students, academic staff and community of engaging in Service-learning activities are presented in Table 1.
5 **Citizen Science:** Citizen Science describes the participation of persons in scientific processes who are not institutionally bound in this scientific field. Participation can range from the short-term collection of data to intensive use of leisure time to delve into a research topic together with scientists and/or other volunteers. Although many volunteer researchers have an academic education, this is not a prerequisite for participation in research projects. What is important, however, is the adherence to scientific standards, which includes above all transparency with regard to the methodology of data collection and the public discussion of the results (OEAD, 2023).

6 **Participatory Action Research (PAR):** PAR is an approach to research that prioritises the value of experiential knowledge for tackling problems caused by unequal and harmful social systems, and for envisioning and implementing alternatives. PAR involves the participation and leadership of those people experiencing issues, who take action to produce emancipatory social change, through conducting systematic research to generate new knowledge (Cornish et al., 2023).

## 3.2 The goals of Service-learning

The main goal of Service-learning is to create a connection between community and campus assets for building strong, reciprocal, learning partnerships that meet societies needs and advance academic goals in a way that results in better understanding and learning for students. At the same time, Service-learning promotes service delivery for community partners, and it improves teaching for faculty. Service-learning requires students to recognise the relevance of an academic subject by applying classroom theories, perspectives, and ideas in a community setting. Students develop the ability to think critically and analyse complex social issues when they apply their coursework to a tangible community project.

Through direct experience, students personalise their relationship to social responsibility and civic engagement in the society. Service-learning also provides the opportunity for students to encounter the many ways that social structures contribute to or undermine the common good (Fahlberg and Fuller, 2014).

## 3.3 The benefits of Service-learning

The benefits to students, academic staff and community of engaging in Service-learning activities are presented in Table 1.
<table><caption>**Table 1.** Benefits to students, academic staff and community of engaging in Service-learning activities. Source: Berman (2015), CampusEngage (2018b).</caption><thead><tr><th>Benefits to academic staff</th><th>Benefits to students</th><th>Benefits to the community</th></tr></thead><tbody><tr><td><ul><li>Increased awareness of community issues related to a discipline and opportunities to connect teaching and research.</li><li>New perspectives and understanding of how learning takes place.</li><li>Facilitates multidisciplinary projects and networking with colleagues in other subject areas.</li><li>Opportunities for scholarship and publication.</li><li>Opportunities for learning (from community partners, peers and mentoring of students), sharing knowledge and ideas, and personal growth.</li><li>The identification of new research streams and highlighting the societal benefit of research.</li><li>Increased quality and attractiveness of their teaching.</li></ul></td><td><ul><li>Application of academic knowledge and skills to the complexity of a real-world situation.</li><li>Exploration of future role as a professional and how they can contribute to the community.</li><li>Development of collaboration, critical-thinking, problem-solving, organisation and communication skills.</li><li>Improved self-confidence and self-efficacy.</li><li>Opportunities for learning (from community partners, peers, academic staff and own reflections), sharing knowledge and ideas and personal growth.</li><li>Opportunities for engagement in authentic research projects addressing real world problems and developing research skills.</li></ul></td><td><ul><li>Development of projects that could not be realized due to cost-cutting measures or low funding.</li><li>Identification of problems and development of solutions.</li><li>Advances in science reach society directly and vice versa</li><li>Access to university resources.</li><li>Affordable access to professional development.</li><li>Exchange occurs that creates an important cycle for identifying social needs and developing targeted solutions.</li></ul></td></tr><tr><td colspan="3"><strong>Benefits to academic staff and students</strong></td></tr><tr><td><ul><li>No need to try to find time outside of work or college studies for civic engagement and meaningful involvement with communities.</li><li>The positive effects on student learning and retention associated with Service-learning contribute to greater satisfaction among staff and students.</li><li>Involvement in a more engaging and interesting learning experience for staff and students and reinvigoration of the curricula.</li><li>Working towards a common goal means that interactions between students and staff (and among students) are generally positive and an effective rapport develops.</li><li>Better understanding of social and civic responsibility.</li></ul></td><td></td><td></td></tr></tbody></table>

## 3.4 Ideas for community service in the food industry

This section delves into the practical avenues for community service opportunities that promote sustainable practices within the food sector. The examples presented here serve as a springboard for action, illustrating diverse ways in which Service-learning can be integrated into food degree programs, providing ideas to educators, students, and practitioners (Lions Club International, 2017; own elaboration). The examples are included below:
<table><caption>**Table 1.** Benefits to students, academic staff and community of engaging in Service-learning activities. Source: Berman (2015), CampusEngage (2018b).</caption><thead><tr><th>Benefits to academic staff</th><th>Benefits to students</th><th>Benefits to the community</th></tr></thead><tbody><tr><td><ul><li>Increased awareness of community issues related to a discipline and opportunities to connect teaching and research.</li><li>New perspectives and understanding of how learning takes place.</li><li>Facilitates multidisciplinary projects and networking with colleagues in other subject areas.</li><li>Opportunities for scholarship and publication.</li><li>Opportunities for learning (from community partners, peers and mentoring of students), sharing knowledge and ideas, and personal growth.</li><li>The identification of new research streams and highlighting the societal benefit of research.</li><li>Increased quality and attractiveness of their teaching.</li></ul></td><td><ul><li>Application of academic knowledge and skills to the complexity of a real-world situation.</li><li>Exploration of future role as a professional and how they can contribute to the community.</li><li>Development of collaboration, critical-thinking, problem-solving, organisation and communication skills.</li><li>Improved self-confidence and self-efficacy.</li><li>Opportunities for learning (from community partners, peers, academic staff and own reflections), sharing knowledge and ideas and personal growth.</li><li>Opportunities for engagement in authentic research projects addressing real world problems and developing research skills.</li></ul></td><td><ul><li>Development of projects that could not be realized due to cost-cutting measures or low funding.</li><li>Identification of problems and development of solutions.</li><li>Advances in science reach society directly and vice versa</li><li>Access to university resources.</li><li>Affordable access to professional development.</li><li>Exchange occurs that creates an important cycle for identifying social needs and developing targeted solutions.</li></ul></td></tr><tr><td colspan="3"><strong>Benefits to academic staff and students</strong></td></tr><tr><td><ul><li>No need to try to find time outside of work or college studies for civic engagement and meaningful involvement with communities.</li><li>The positive effects on student learning and retention associated with Service-learning contribute to greater satisfaction among staff and students.</li><li>Involvement in a more engaging and interesting learning experience for staff and students and reinvigoration of the curricula.</li><li>Working towards a common goal means that interactions between students and staff (and among students) are generally positive and an effective rapport develops.</li><li>Better understanding of social and civic responsibility.</li></ul></td><td></td><td></td></tr></tbody></table>

## 3.4 Ideas for community service in the food industry

This section delves into the practical avenues for community service opportunities that promote sustainable practices within the food sector. The examples presented here serve as a springboard for action, illustrating diverse ways in which Service-learning can be integrated into food degree programs, providing ideas to educators, students, and practitioners (Lions Club International, 2017; own elaboration). The examples are included below:
* Support the local food bank by donating time, equipment, or food.

* Host a healthy eating event at your school, community centre etc. invite a nutritionist as a keynote speaker.

* Deliver nutritious, prepared meals to the elderly, disabled or ill community members.

* Serve meals at a soup kitchen or homeless shelter.

* Bring a variety of fruits and vegetables to an elementary school class. May-be explain to the students where the food comes from and what the health benefits are.

* Start a group to harvest unpicked fruits and vegetables from farms and donate them.

* Organise a community food drive, maybe focusing on collection items most needed in your area.

* Gather ideas for healthy, cheap, and sustainable recipes for a cookbook.

* Establish a community or school vegetable garden (urban gardening).

* Create a volunteer transportation programme to help individuals and families to get to grocery stores, food banks and soup kitchens.

* Help at your local farmers' market.

* Expanding farm-to-school programmes beyond lunch to bring local or regional food products into the School Breakfast programme.

* Readying producers to participate in school food service by providing training on Good Agricultural Practices (GAP) and other food safety-related topics.

* Encouraging increased consumption of fruits and vegetables through promotional activities, taste tests, and other activities.

* Inform children in public institutions about traditional and modern food processing.

* Get involved in urban gardening or sustainable/resilient food production projects.

* Develop sustainable food concepts for the community (short transport, reduce food waste/loss, acquaint local food producers).

* Disseminate knowledge on "sustainable" eating habits (e.g., less meat, more vegetable) in the local community.

## 3.5 Service-learning: models and methods

While there are a number of models of Service-learning, most Service-learning experiences can be described in the following five categories (Heffernan, 2002):
* Support the local food bank by donating time, equipment, or food.

* Host a healthy eating event at your school, community centre etc. invite a nutritionist as a keynote speaker.

* Deliver nutritious, prepared meals to the elderly, disabled or ill community members.

* Serve meals at a soup kitchen or homeless shelter.

* Bring a variety of fruits and vegetables to an elementary school class. May-be explain to the students where the food comes from and what the health benefits are.

* Start a group to harvest unpicked fruits and vegetables from farms and donate them.

* Organise a community food drive, maybe focusing on collection items most needed in your area.

* Gather ideas for healthy, cheap, and sustainable recipes for a cookbook.

* Establish a community or school vegetable garden (urban gardening).

* Create a volunteer transportation programme to help individuals and families to get to grocery stores, food banks and soup kitchens.

* Help at your local farmers' market.

* Expanding farm-to-school programmes beyond lunch to bring local or regional food products into the School Breakfast programme.

* Readying producers to participate in school food service by providing training on Good Agricultural Practices (GAP) and other food safety-related topics.

* Encouraging increased consumption of fruits and vegetables through promotional activities, taste tests, and other activities.

* Inform children in public institutions about traditional and modern food processing.

* Get involved in urban gardening or sustainable/resilient food production projects.

* Develop sustainable food concepts for the community (short transport, reduce food waste/loss, acquaint local food producers).

* Disseminate knowledge on "sustainable" eating habits (e.g., less meat, more vegetable) in the local community.

## 3.5 Service-learning: models and methods

While there are a number of models of Service-learning, most Service-learning experiences can be described in the following five categories (Heffernan, 2002):
1 **"Pure" Service-learning**

Students are sent out into the community to serve, the goal is the service to communities by students, volunteers or engaged citizens. Not typically lodged in any one discipline.

2 Discipline-Based Service-learning

Students are expected to have a presence in the community throughout the semester and reflect on their experiences regularly throughout the semester.

3 **Problem-Based Service-learning**

Students work with community members to understand a particular problem or need. Students will have some knowledge beforehand they can use to make recommendations to the community or develop a solution to the problem.

4 Capstone Courses

These courses ask students to draw upon the knowledge they have obtained throughout their coursework and combine it with relevant service work in the community. The goal is to explore a new topic or to synthesize students' understanding of their discipline. It is a way to help students make the transition from the world of theory to the world of practice. Usually, these capstone courses are offered to students in their final year.

5 Service Internships

Service Internships are more intense than a typical Service-learning course, with students working as many as 10 to 20 hours a week in a community setting. Students are charged with producing a body of work that is of value to the community. The difference between traditional internships and service internships is that service internships offer regular and ongoing reflective opportunities that help students analyse their new experiences. Also the focus of service internships differs from the traditional internship: the students and the community should benefit equally from the experience.

Furthermore, Service-learning can either be integrated as an optional component or as a required course component.

A - Optional Course Component:

Service and accompanying reflection are offered as an alternative to a quiz, particular readings, other experiential learning activity, or a research assignment.

B - Required Course Component:

A course requires students to engage in some form of community service (one-time or ongoing, individually or with a group) and complete one or more reflective essays or other activities related to the service experience.
1 "Pure" Service-learning

Students are sent out into the community to serve, the goal is the service to communities by students, volunteers or engaged citizens. Not typically lodged in any one discipline.

2 Discipline-Based Service-learning

Students are expected to have a presence in the community throughout the semester and reflect on their experiences regularly throughout the semester.

3 Problem-Based Service-learning

Students work with community members to understand a particular problem or need. Students will have some knowledge beforehand they can use to make recommendations to the community or develop a solution to the problem.

4 Capstone Courses

These courses ask students to draw upon the knowledge they have obtained throughout their coursework and combine it with relevant service work in the community. The goal is to explore a new topic or to synthesize students' understanding of their discipline. It is a way to help students make the transition from the world of theory to the world of practice. Usually, these capstone courses are offered to students in their final year.

5 Service Internships

Service Internships are more intense than a typical Service-learning course, with students working as many as 10 to 20 hours a week in a community setting. Students are charged with producing a body of work that is of value to the community. The difference between traditional internships and service internships is that service internships offer regular and ongoing reflective opportunities that help students analyse their new experiences. Also the focus of service internships differs from the traditional internship: the students and the community should benefit equally from the experience.

Furthermore, Service-learning can either be integrated as an optional component or as a required course component.

A - Optional Course Component:

Service and accompanying reflection are offered as an alternative to a quiz, particular readings, other experiential learning activity, or a research assignment.

B - Required Course Component:

A course requires students to engage in some form of community service (one-time or ongoing, individually or with a group) and complete one or more reflective essays or other activities related to the service experience.
Both strategies can be effective, and each has advantages and disadvantages. If Service-learning is optional, you would give them the choice to do another project, like a research article. All students will have a common experience to draw on during class discussions if Service-learning is necessary. Facilitating student reflection and discussion on Service-learning will be made simpler as a result. There is a risk of sending students into the community who do not want to be there when Service-learning is necessary (Furco, 2002).

## Implementation of Service-learning

Service-learning has been already implemented successfully in over 1000 colleges and universities across the globe, especially in the United States and Canada. When Service-learning is well designed and managed, it can contribute to the learning and growth of students. According to Bringle and Hatcher (1996) and Jenkins and Sheehey (2011) the implementation of Service-learning follows a four-stage scheme. The essential steps are:

Implemented
in over **1000**
**colleges and**
**universities**

1

Preparation

2

Implementation

3

Assessment/Reflection

4

Demonstration

Detailed steps:

### 1 Preparation

First, a need in a community must be identified and the goals/objective for the Service-learning project established. The preparation includes:

* Course description.

* Integration of Service-learning projects into the course content.

* Project description and requirements.

### 2 Implementation - Performing the service

Implementation of Service-learning should include frequent connections of the project to academic content. The Service-learning project should facilitate a learning relationship whereby the service experience enhances the academic understanding and a better understanding enhances the service experience.

* Prior to allowing students to begin a project, provide a foundation for Service-learning as a philosophy and as pedagogy.

* Student support and feedback throughout the project.
Both strategies can be effective, and each has advantages and disadvantages. If Service-learning is optional, you would give them the choice to do another project, like a research article. All students will have a common experience to draw on during class discussions if Service-learning is necessary. Facilitating student reflection and discussion on Service-learning will be made simpler as a result. There is a risk of sending students into the community who do not want to be there when Service-learning is necessary (Furco, 2002).

## Implementation of Service-learning

Service-learning has been already implemented successfully in over 1000 colleges and universities across the globe, especially in the United States and Canada. When Service-learning is well designed and managed, it can contribute to the learning and growth of students. According to Bringle and Hatcher (1996) and Jenkins and Sheehey (2011) the implementation of Service-learning follows a four-stage scheme. The essential steps are:

Implemented
in over **1000**
**colleges and**
**universities**

1

Preparation

2

Implementation

3

Assessment/Reflection

4

Demonstration

Detailed steps:

### 1 Preparation

First, a need in a community must be identified and the goals/objective for the Service-learning project established. The preparation includes:

* Course description.

* Integration of Service-learning projects into the course content.

* Project description and requirements.

### 2 Implementation - Performing the service

Implementation of Service-learning should include frequent connections of the project to academic content. The Service-learning project should facilitate a learning relationship whereby the service experience enhances the academic understanding and a better understanding enhances the service experience.

* Prior to allowing students to begin a project, provide a foundation for Service-learning as a philosophy and as pedagogy.

* Student support and feedback throughout the project.
### 3 Assessment/Reflection

A crucial part of Service-learning is reflection, and it is reflection that sets Service-learning apart from volunteerism. Reflection gives teachers the tools to evaluate the experiential learning that takes place when students engage in volunteer work outside of the classroom. Additionally, reflection enables students to link newly learned information with the formal knowledge acquired from class activities and resources by synthesising the facts seen during service activities.

Some ideas for reflection are (Kiely, 2015):

**Group discussions**

Throughout the semester, students engage in group discussions to reflect on their Service-learning experiences. Initially, they delve into the identified problem and how their organisation addresses it, pondering their role and preconceptions. As the term progresses, they assess how their Service-learning aligns with course goals, sharing their experiences and evaluating effectiveness. Towards the end, the focus turns to personal growth, changed beliefs, and their impact on the community, as they consider how others can address the issue. These discussions encourage comprehensive learning and meaningful community involvement.

**Journaling**

Journaling provides students with a chance to hone their writing skills, express and dissect their service encounters, and chronicle their advancements in achieving their educational goals.

**Papers**

Alternative to the journal students can deliver a final paper on the course at the end of the semester.

**Portfolios**

**Presentations**

Appendix III is a guide for reflective practice which has been compiled as part of the NEMOS project. It includes resources to assist students with reflective writing, and to support academic staff in conducting reflective assessments as part of sustainability-related service-learning activities, including guidance with designing and grading reflective assessments.

### 4 Demonstration

Demonstration allows students to discuss and openly exhibit their work through different formats such as displays, performances, and presentations where they validate what they learning through the project and how they learned it, as well as to share the learning with others.
### 3 Assessment/Reflection

A crucial part of Service-learning is reflection, and it is reflection that sets Service-learning apart from volunteerism. Reflection gives teachers the tools to evaluate the experiential learning that takes place when students engage in volunteer work outside of the classroom. Additionally, reflection enables students to link newly learned information with the formal knowledge acquired from class activities and resources by synthesising the facts seen during service activities.

Some ideas for reflection are (Kiely, 2015):

**Group discussions**

Throughout the semester, students engage in group discussions to reflect on their Service-learning experiences. Initially, they delve into the identified problem and how their organisation addresses it, pondering their role and preconceptions. As the term progresses, they assess how their Service-learning aligns with course goals, sharing their experiences and evaluating effectiveness. Towards the end, the focus turns to personal growth, changed beliefs, and their impact on the community, as they consider how others can address the issue. These discussions encourage comprehensive learning and meaningful community involvement.

**Journaling**

Journaling provides students with a chance to hone their writing skills, express and dissect their service encounters, and chronicle their advancements in achieving their educational goals.

**Papers**

Alternative to the journal students can deliver a final paper on the course at the end of the semester.

**Portfolios**

**Presentations**

Appendix III is a guide for reflective practice which has been compiled as part of the NEMOS project. It includes resources to assist students with reflective writing, and to support academic staff in conducting reflective assessments as part of sustainability-related service-learning activities, including guidance with designing and grading reflective assessments.

### 4 Demonstration

Demonstration allows students to discuss and openly exhibit their work through different formats such as displays, performances, and presentations where they validate what they learning through the project and how they learned it, as well as to share the learning with others.
4. Sustainability
competences for
food degrees

4.1 Development of a Food Sustainability Profile for Students

4.2 Definition of a Food Sustainability Profile for Students

4.3 Competencies of Students for Sustainable Food Systems

4.3.1 Soft Skills

4.3.2 Hard Skills
4. Sustainability
competences for
food degrees

4.1 Development of a Food Sustainability Profile for Students

4.2 Definition of a Food Sustainability Profile for Students

4.3 Competencies of Students for Sustainable Food Systems

4.3.1 Soft Skills

4.3.2 Hard Skills
## 4.1 Development of a Food Sustainability Profile for Students

To develop the Food Sustainability Profile (FSP) for Students an in-depth analysis of the competences of sustainability and their embeddedness within food curricula was performed through the community building method by the 5 universities involved in the NEMOS project. All the partners reviewed the existing food-related degrees curricula and courses. This analysis integrated the following tasks:

**A** **Experts curricula analysis in every university.** A food degree lecturers' team reviewed every subject offered in the existing curricula, with special attention to the technical skills pursued, their link with SDGs and sustainability and the way to really improve or integrate this skill in them.

**B** **Lecturers, students and stakeholders (local food industries and civil society organisations related to food and sustainability) SDGs and sustainability survey.** The objective of this survey was to find out how lecturers and students feel about sustainability in the degrees they are teaching or studying in, if they considered that these degrees answer to the actual sector needs in terms of sustainability, if they felt that the students would be prepared to integrate in their future work skills and know-how in topics like climate change, preserve biodiversity, culture of food and local awareness, water and energy, what development means, responsible consumption and production, etc. In the case of stakeholders, the aim of this survey was to find out the skills and technical capacities they would ask for future professionals involved in sustainability. In order to get a significant sample of the survey, the partners tried to get at least 50% of the students and 75% of teachers involved in food-related degrees participation. In the case of stakeholders, relevant companies, and organisations, including regional and local governments departments, answered the survey. The student, lecturer and stakeholder questionnaires for quantitative research can be found in Appendix II.

**C** **Multidisciplinary experts focus groups in every university and country involved in the project.** The objective of this activity was to obtain a more expert opinion on the incorporation of the 2030 Agenda and SDGs in food-related degrees. A multidisciplinary, bottom-up approach in sustainability was the common thread of the sessions. Every university organised at least four focus groups of 4 to 6 experts coming from different backgrounds, including social and economic ones. In addition to aspects related to technical training in food degrees, other aspects such as social and cultural importance of local identity were considered. Experts, local stakeholders, such as small local companies, social and solidarity economy companies, consumer associations, local food producers, food quality control organisations as well as teachers and students participated in the focus groups.
## 4.1 Development of a Food Sustainability Profile for Students

To develop the Food Sustainability Profile (FSP) for Students an in-depth analysis of the competences of sustainability and their embeddedness within food curricula was performed through the community building method by the 5 universities involved in the NEMOS project. All the partners reviewed the existing food-related degrees curricula and courses. This analysis integrated the following tasks:

**A** **Experts curricula analysis in every university.** A food degree lecturers' team reviewed every subject offered in the existing curricula, with special attention to the technical skills pursued, their link with SDGs and sustainability and the way to really improve or integrate this skill in them.

**B** **Lecturers, students and stakeholders (local food industries and civil society organisations related to food and sustainability) SDGs and sustainability survey.** The objective of this survey was to find out how lecturers and students feel about sustainability in the degrees they are teaching or studying in, if they considered that these degrees answer to the actual sector needs in terms of sustainability, if they felt that the students would be prepared to integrate in their future work skills and know-how in topics like climate change, preserve biodiversity, culture of food and local awareness, water and energy, what development means, responsible consumption and production, etc. In the case of stakeholders, the aim of this survey was to find out the skills and technical capacities they would ask for future professionals involved in sustainability. In order to get a significant sample of the survey, the partners tried to get at least 50% of the students and 75% of teachers involved in food-related degrees participation. In the case of stakeholders, relevant companies, and organisations, including regional and local governments departments, answered the survey. The student, lecturer and stakeholder questionnaires for quantitative research can be found in Appendix II.

**C** **Multidisciplinary experts focus groups in every university and country involved in the project.** The objective of this activity was to obtain a more expert opinion on the incorporation of the 2030 Agenda and SDGs in food-related degrees. A multidisciplinary, bottom-up approach in sustainability was the common thread of the sessions. Every university organised at least four focus groups of 4 to 6 experts coming from different backgrounds, including social and economic ones. In addition to aspects related to technical training in food degrees, other aspects such as social and cultural importance of local identity were considered. Experts, local stakeholders, such as small local companies, social and solidarity economy companies, consumer associations, local food producers, food quality control organisations as well as teachers and students participated in the focus groups.
Based on the data generated during the three processes of the review above, through a quantitative and qualitative social research analysis, the main challenges and needs to be implemented in the existing curricula were identified, in order to get a real bottom-up approach of sustainability in food-related degrees. The questions used for the student, lecturer and stakeholder interviews and focus group qualitative research are included in Appendix I.

A Food Sustainable Profile was designed including the different attributes pursued in a food graduated student, including technical, social and transversal skills.

## 4.2 Definition of a Food Sustainability Profile for Students

The NEMOS partners collected a series of insights about the ideal competencies and skills of a food graduated student from the qualitative and quantitative analysis involving interactions with students, teachers and stakeholders, which were summarised in the definition of a Food Sustainability Profile.

In the frame of the NEMOS project, the definition of the FSP for students is the following:

<figure><img src="image_8.png" /></figure>

* Undergraduate students have received transversal training, throughout the whole curriculum and with different levels of deepening, in social, economic and environmental sustainability.

<figure><img src="image_9.png" /></figure>

* Different aspects related to sustainability appear throughout the entire degree (or Master's degree) in the scientific and theoretical parts as well as in the projects. The Service-learning methodology supports and reinforces the acquisition of these competencies and skills on sustainability that the students receive, and this also leads to a change in their personal attitudes and way of life.

<figure><img src="image_10.png" /></figure>

* There is a close relationship between the university and the entrepreneurial network and social agents to develop Service-learning projects on sustainability.

The main transversal competences and technical and scientific competences in relation to food sustainability are summarised below.
Based on the data generated during the three processes of the review above, through a quantitative and qualitative social research analysis, the main challenges and needs to be implemented in the existing curricula were identified, in order to get a real bottom-up approach of sustainability in food-related degrees. The questions used for the student, lecturer and stakeholder interviews and focus group qualitative research are included in Appendix I.

A Food Sustainable Profile was designed including the different attributes pursued in a food graduated student, including technical, social and transversal skills.

## 4.2 Definition of a Food Sustainability Profile for Students

The NEMOS partners collected a series of insights about the ideal competencies and skills of a food graduated student from the qualitative and quantitative analysis involving interactions with students, teachers and stakeholders, which were summarised in the definition of a Food Sustainability Profile.

In the frame of the NEMOS project, the definition of the FSP for students is the following:

<figure><img src="image_9.png" /></figure>

* Undergraduate students have received transversal training, throughout the whole curriculum and with different levels of deepening, in social, economic and environmental sustainability.

<figure><img src="image_10.png" /></figure>

* Different aspects related to sustainability appear throughout the entire degree (or Master's degree) in the scientific and theoretical parts as well as in the projects. The Service-learning methodology supports and reinforces the acquisition of these competencies and skills on sustainability that the students receive, and this also leads to a change in their personal attitudes and way of life.

<figure><img src="image_11.png" /></figure>

* There is a close relationship between the university and the entrepreneurial network and social agents to develop Service-learning projects on sustainability.

The main transversal competences and technical and scientific competences in relation to food sustainability are summarised below.
## 4.3 Competences of Students for Sustainable Food Systems

The competences and skills required by students to be knowledgeable of sustainability are both soft skills, applicable to all professions, and technical or hard skills, which are specific to individual professions.

### 4.3.1 Soft skills

According to the NEMOS questionnaires to students, lecturers and stakeholders, the four fundamental pillars that the student body should acquire are:

1. Transversal and systemic vision to provide sustainability in all three aspects: social, environmental and economic.

2. Interaction with future changes (enthusiastic, digital, social, etc.) with reactivity, adaptation and curiosity.

3. Critical thinking and problem solving.

4. Methodological rigour.

The main transversal competences and skills that develop sustainability are:

1. Ability to adapt to change.

2. Teamwork and collaboration skills.

3. Systems thinking and holistic vision.

4. Relational skills and listening skills (empathy).

5. Problem solving.

6. Critical thinking.

7. Leadership and ability to set priorities.

The identified soft competences that foster a sustainability mindset, promoting ways to think, plan and act with empathy, responsibility, and care for our planet and for public health, are similar to those suggested by the European Commission GreenComp competence framework for sustainability (Bianchi et al., 2022) but also include the teamwork and communication skills. In line with the European Entrepreneurship Competence Framework (Entre-Comp) (Bacigalupo et al., 2016; McCallum et al., 2018), teamwork, so-called "working with others", is defined as a team up, work together, and network: work together and cooperate with others to develop ideas and turn them into action and; Solve conflicts and face up to competition positively when necessary. This can include the following threads: accept diversity (people's differences), develop emotional intelligence, listen actively, team up, work together or expand your network. While communication, so-called "Mobilising others", is defined to inspire, engage and get others on board: Inspire and enthuse relevant stakeholders; Get the support needed to achieve valuable outcomes and; Demonstrate effective communication, persuasion, negotiation and leadership

Accept diversity
(people's
differences)

Develop emotional
intelligence

Demonstrate
effective
communication
## 4.3 Competences of Students for Sustainable Food Systems

The competences and skills required by students to be knowledgeable of sustainability are both soft skills, applicable to all professions, and technical or hard skills, which are specific to individual professions.

### 4.3.1 Soft skills

According to the NEMOS questionnaires to students, lecturers and stakeholders, the four fundamental pillars that the student body should acquire are:

1. Transversal and systemic vision to provide sustainability in all three aspects: social, environmental and economic.

2. Interaction with future changes (enthusiastic, digital, social, etc.) with reactivity, adaptation and curiosity.

3. Critical thinking and problem solving.

4. Methodological rigour.

The main transversal competences and skills that develop sustainability are:

1. Ability to adapt to change.

2. Teamwork and collaboration skills.

3. Systems thinking and holistic vision.

4. Relational skills and listening skills (empathy).

5. Problem solving.

6. Critical thinking.

7. Leadership and ability to set priorities.

The identified soft competences that foster a sustainability mindset, promoting ways to think, plan and act with empathy, responsibility, and care for our planet and for public health, are similar to those suggested by the European Commission GreenComp competence framework for sustainability (Bianchi et al., 2022) but also include the teamwork and communication skills. In line with the European Entrepreneurship Competence Framework (Entre-Comp) (Bacigalupo et al., 2016; McCallum et al., 2018), teamwork, so-called "working with others", is defined as a team up, work together, and network: work together and cooperate with others to develop ideas and turn them into action and; Solve conflicts and face up to competition positively when necessary. This can include the following threads: accept diversity (people's differences), develop emotional intelligence, listen actively, team up, work together or expand your network. While communication, so-called "Mobilising others", is defined to inspire, engage and get others on board: Inspire and enthuse relevant stakeholders; Get the support needed to achieve valuable outcomes and; Demonstrate effective communication, persuasion, negotiation and leadership

Accept diversity
(people's
differences)

Develop emotional
intelligence

Demonstrate
effective
communication
(Bacigalupo et al., 2016; McCallum et al., 2018). Table 2 summarises the main 14 soft skills that ideally students should acquire.

<table><caption>**Table 2.** Areas, competences, and descriptors of the soft skills required by students to be knowledgeable of sustainability. Source: adapted from Bianchi et al. (2022).</caption><thead><tr><th>Area</th><th>Competence</th><th>Descriptor</th></tr></thead><tbody><tr><td rowspan="3">1. Embodying sustainability values</td><td>1.1. Valuing sustainability</td><td>To reflect on personal values; identify and explain how values vary among people and over time, while critically evaluating how they align with sustainability values.</td></tr><tr><td>1.2. Supporting fairness</td><td>To support equity and justice for current and future generations and learn from previous generations for sustainability.</td></tr><tr><td>1.3. Promoting nature</td><td>To acknowledge that humans are part of nature; and to respect the needs and rights of other species and of nature itself in order to restore and regenerate healthy and resilient ecosystems.</td></tr><tr><td rowspan="5">2. Embracing complexity in sustainability</td><td>2.1. Systems thinking</td><td>To approach a sustainability problem from all sides with methodological rigor; to consider time, space and context in order to understand how elements interact within and between systems.</td></tr><tr><td>2.2. Critical thinking</td><td>To assess information and arguments, identify assumptions, challenge the status quo, and reflect on how personal, social and cultural backgrounds influence thinking and conclusions with methodological rigor.</td></tr><tr><td>2.3. Problem framing</td><td>To identify, analyse and define current or potential challenges as a sustainability problem in terms of difficulty, people involved, time and geographical scope, in order to identify suitable approaches to anticipating and preventing problems, and to mitigating and adapting to already existing problems.</td></tr><tr><td>2.4. Communication</td><td>To effectively convey and exchange ideas and findings, including both verbal and written skills.</td></tr><tr><td>2.5. Teamwork</td><td>To effectively work in teams and collaborate with diverse stakeholders.</td></tr><tr><td rowspan="3">3. Envisioning sustainable futures</td><td>3.1 Futures literacy</td><td>To envision alternative sustainable futures by imagining and developing alternative scenarios and identifying the steps needed to achieve a preferred sustainable future.</td></tr><tr><td>3.2 Adaptability</td><td>To manage transitions and challenges in complex sustainability situations and make decisions related to the future in the face of uncertainty, ambiguity and risk.</td></tr><tr><td>3.3 Exploratory thinking</td><td>To adopt a relational way of thinking by exploring and linking different disciplines, using creativity and experimentation with novel ideas or methods.</td></tr><tr><td rowspan="3">4. Acting for sustainability</td><td>4.1 Political agency</td><td>To navigate the political system, identify political responsibility and accountability for unsustainable behaviour, and demand effective policies for sustainability.</td></tr><tr><td>4.2 Collective action</td><td>To act for change in collaboration with others.</td></tr><tr><td>4.3 Individual initiative</td><td>To identify the own potential for sustainable actions and to actively contribute to improving prospects for the community and the planet.</td></tr></tbody></table>
(Bacigalupo et al., 2016; McCallum et al., 2018). Table 2 summarises the main 14 soft skills that ideally students should acquire.

<table><caption>**Table 2.** Areas, competences, and descriptors of the soft skills required by students to be knowledgeable of sustainability. Source: adapted from Bianchi et al. (2022).</caption><thead><tr><th>Area</th><th>Competence</th><th>Descriptor</th></tr></thead><tbody><tr><td rowspan="3">1. Embodying sustainability values</td><td>1.1. Valuing sustainability</td><td>To reflect on personal values; identify and explain how values vary among people and over time, while critically evaluating how they align with sustainability values.</td></tr><tr><td>1.2. Supporting fairness</td><td>To support equity and justice for current and future generations and learn from previous generations for sustainability.</td></tr><tr><td>1.3. Promoting nature</td><td>To acknowledge that humans are part of nature; and to respect the needs and rights of other species and of nature itself in order to restore and regenerate healthy and resilient ecosystems.</td></tr><tr><td rowspan="5">2. Embracing complexity in sustainability</td><td>2.1. Systems thinking</td><td>To approach a sustainability problem from all sides with methodological rigor; to consider time, space and context in order to understand how elements interact within and between systems.</td></tr><tr><td>2.2. Critical thinking</td><td>To assess information and arguments, identify assumptions, challenge the status quo, and reflect on how personal, social and cultural backgrounds influence thinking and conclusions with methodological rigor.</td></tr><tr><td>2.3. Problem framing</td><td>To identify, analyse and define current or potential challenges as a sustainability problem in terms of difficulty, people involved, time and geographical scope, in order to identify suitable approaches to anticipating and preventing problems, and to mitigating and adapting to already existing problems.</td></tr><tr><td>2.4. Communication</td><td>To effectively convey and exchange ideas and findings, including both verbal and written skills.</td></tr><tr><td>2.5. Teamwork</td><td>To effectively work in teams and collaborate with diverse stakeholders.</td></tr><tr><td rowspan="3">3. Envisioning sustainable futures</td><td>3.1 Futures literacy</td><td>To envision alternative sustainable futures by imagining and developing alternative scenarios and identifying the steps needed to achieve a preferred sustainable future.</td></tr><tr><td>3.2 Adaptability</td><td>To manage transitions and challenges in complex sustainability situations and make decisions related to the future in the face of uncertainty, ambiguity and risk.</td></tr><tr><td>3.3 Exploratory thinking</td><td>To adopt a relational way of thinking by exploring and linking different disciplines, using creativity and experimentation with novel ideas or methods.</td></tr><tr><td rowspan="3">4. Acting for sustainability</td><td>4.1 Political agency</td><td>To navigate the political system, identify political responsibility and accountability for unsustainable behaviour, and demand effective policies for sustainability.</td></tr><tr><td>4.2 Collective action</td><td>To act for change in collaboration with others.</td></tr><tr><td>4.3 Individual initiative</td><td>To identify the own potential for sustainable actions and to actively contribute to improving prospects for the community and the planet.</td></tr></tbody></table>
### 4.3.2 Hard skills

Concerning the hard skills, the questionnaires highlighted that the main technical and scientific competences and skills that develop sustainability are:

1. Holistic and systemic approach to complex phenomena considering the 3 pillars of sustainability: social, environmental and economic.

2. Knowledge of sustainability tools in agri-food systems: life cycle assessment, techno-economic analysis, social life cycle assessment, food laws/ regulations, etc.

3. Energy, digital and social developments.

4. Knowledge based on experience.

5. Ability to link theory and practice.

Table 3 summarises the specific scientific and technical competences required by students to be knowledgeable of food sustainability in the context of food degrees. A comprehensive list is provided, but according to the different courses a selection could be made. As the understanding of sustainability and the challenges facing the food industry evolves, the topics and competences required by professionals in this field may also need to be modified in the future.

<table><caption>**Table 3.** Technical areas and competences required by students to be knowledgeable of food sustainability. Source: NEMOS partners.</caption><thead><tr><td>Area</td><td>Competence</td></tr></thead><tbody><tr><td>1. Agriculture and farming practices</td><td>1.1. Conventional and organic farming practices.<br>1.2. Conservative and sustainable soil management techniques.<br>1.3. Integrated pest management and natural pest control methods.<br>1.4. Biodiversity and ecosystem health promotion in agriculture.<br>1.5. Food plant varieties or animal breeds with lower environmental impact.</td></tr><tr><td>2. Sustainable sourcing and supply chain management</td><td>2.1. Sustainable sourcing practices for ingredients and raw materials.<br>2.2. Ethical trade and ethical supply chain standards.<br>2.3. Evaluation and selection of suppliers based on sustainability criteria.<br>2.4. Optimising supply chains to reduce environmental impact.</td></tr><tr><td>3. Waste reduction and resource management</td><td>3.1. Implementation of waste reduction strategies in food production and processing in a circular economy context.<br>3.2. Composting and recycling techniques for food waste.<br>3.3. Water and energy conservation methods.<br>3.4. Sustainable packaging alternatives and waste management practices.</td></tr><tr><td>4. Food product development</td><td>4.4. Processing methods to reduce waste and environmental impact.<br>4.5. Development of products that need less resources and produce less waste.</td></tr></tbody></table>
### 4.3.2 Hard skills

Concerning the hard skills, the questionnaires highlighted that the main technical and scientific competences and skills that develop sustainability are:

1. Holistic and systemic approach to complex phenomena considering the 3 pillars of sustainability: social, environmental and economic.

2. Knowledge of sustainability tools in agri-food systems: life cycle assessment, techno-economic analysis, social life cycle assessment, food laws/ regulations, etc.

3. Energy, digital and social developments.

4. Knowledge based on experience.

5. Ability to link theory and practice.

Table 3 summarises the specific scientific and technical competences required by students to be knowledgeable of food sustainability in the context of food degrees. A comprehensive list is provided, but according to the different courses a selection could be made. As the understanding of sustainability and the challenges facing the food industry evolves, the topics and competences required by professionals in this field may also need to be modified in the future.

<table><caption>**Table 3.** Technical areas and competences required by students to be knowledgeable of food sustainability. Source: NEMOS partners.</caption><thead><tr><td>Area</td><td>Competence</td></tr></thead><tbody><tr><td>1. Agriculture and farming practices</td><td>1.1. Conventional and organic farming practices.<br>1.2. Conservative and sustainable soil management techniques.<br>1.3. Integrated pest management and natural pest control methods.<br>1.4. Biodiversity and ecosystem health promotion in agriculture.<br>1.5. Food plant varieties or animal breeds with lower environmental impact.</td></tr><tr><td>2. Sustainable sourcing and supply chain management</td><td>2.1. Sustainable sourcing practices for ingredients and raw materials.<br>2.2. Ethical trade and ethical supply chain standards.<br>2.3. Evaluation and selection of suppliers based on sustainability criteria.<br>2.4. Optimising supply chains to reduce environmental impact.</td></tr><tr><td>3. Waste reduction and resource management</td><td>3.1. Implementation of waste reduction strategies in food production and processing in a circular economy context.<br>3.2. Composting and recycling techniques for food waste.<br>3.3. Water and energy conservation methods.<br>3.4. Sustainable packaging alternatives and waste management practices.</td></tr><tr><td>4. Food product development</td><td>4.4. Processing methods to reduce waste and environmental impact.<br>4.5. Development of products that need less resources and produce less waste.</td></tr></tbody></table>
<table><thead><tr><td>Area</td><td>Competence</td></tr></thead><tbody><tr><td>5. Sustainable food systems and policy</td><td>5.1. Agrifood circular bioeconomy frameworks and principles.<br>5.2. Food policy and regulations related to sustainability.<br>5.3. Food sovereignty and local food systems.<br>5.4. Traceability, food safety, regulation, and compliance.</td></tr><tr><td>6. Life cycle assessment and environmental impact</td><td>6.1. Interconnections between food production, water, greenhouse gas emissions, climate change, and land use.<br>6.2. Life cycle assessments of food products.<br>6.3. Analysis and quantification of environmental impacts of food production and consumption (cradle to grave).<br>6.4. Carbon footprint calculations and mitigation strategies.<br>6.5. Identification and implementation of sustainable practices throughout the food life cycle.<br>6.6. Importance of biodiversity in ecosystems and in sustainable food production.</td></tr><tr><td>7. Social impact assessment</td><td>7.1. Potential for positive and negative consequences of activities on communities, workers, and society as a whole.<br>7.2. Principles and methodologies of social life cycle assessment to evaluate the social impacts of food systems. This includes identifying and analyzing social hotspots, such as labour conditions, human rights, community health, and social inequalities, throughout the various stages of the food life cycle.</td></tr><tr><td>8. Consumer engagement and education for sustainable food consumption</td><td>8.1. Marketing strategies that promote sustainable food products and practices.<br>8.2. Consumer behaviour and preferences related to sustainable food choices.<br>8.3. Food ecolabelling and certification schemes related to sustainability.<br>8.4. Consumer education and engagement on sustainable food choices.<br>8.5. Sustainable nutrition principles and healthy eating patterns.<br>8.6. Development of educational programmes and campaigns on sustainable food practices.</td></tr></tbody></table>

<figure><img src="image_11.png" /></figure>
<table><thead><tr><td>Area</td><td>Competence</td></tr></thead><tbody><tr><td>5. Sustainable food systems and policy</td><td>5.1. Agrifood circular bioeconomy frameworks and principles.<br>5.2. Food policy and regulations related to sustainability.<br>5.3. Food sovereignty and local food systems.<br>5.4. Traceability, food safety, regulation, and compliance.</td></tr><tr><td>6. Life cycle assessment and environmental impact</td><td>6.1. Interconnections between food production, water, greenhouse gas emissions, climate change, and land use.<br>6.2. Life cycle assessments of food products.<br>6.3. Analysis and quantification of environmental impacts of food production and consumption (cradle to grave).<br>6.4. Carbon footprint calculations and mitigation strategies.<br>6.5. Identification and implementation of sustainable practices throughout the food life cycle.<br>6.6. Importance of biodiversity in ecosystems and in sustainable food production.</td></tr><tr><td>7. Social impact assessment</td><td>7.1. Potential for positive and negative consequences of activities on communities, workers, and society as a whole.<br>7.2. Principles and methodologies of social life cycle assessment to evaluate the social impacts of food systems. This includes identifying and analyzing social hotspots, such as labour conditions, human rights, community health, and social inequalities, throughout the various stages of the food life cycle.</td></tr><tr><td>8. Consumer engagement and education for sustainable food consumption</td><td>8.1. Marketing strategies that promote sustainable food products and practices.<br>8.2. Consumer behaviour and preferences related to sustainable food choices.<br>8.3. Food ecolabelling and certification schemes related to sustainability.<br>8.4. Consumer education and engagement on sustainable food choices.<br>8.5. Sustainable nutrition principles and healthy eating patterns.<br>8.6. Development of educational programmes and campaigns on sustainable food practices.</td></tr></tbody></table>

<figure><img src="image_12.png" /></figure>
5. Case studies of
Service-learning for
food sustainability
5. Case studies of
Service-learning for
food sustainability
This section offers a collection of case studies of the 5 higher education institutions of the NEMOS project: ISARA (Table 4), UPNA (Table 5), TU Dublin (Table 6), UNIPI (Table 7), TU Graz (Table 8), as a means to illustrate the different ways of implementation of sustainability competences through Service-learning in food degrees in different contexts and starting from different baselines.

Further examples of incorporation of sustainability competences through Service-learning in food-related courses are included in Appendix IV.

<caption>**Table 4.** Embedding sustainability competences through Service-learning at the Institut Supérieur d'Agriculture Rhône-Alpes in Lyon (ISARA-Lyon).</caption>

## Embedding sustainability competences through Service-learning at ISARA

<figure><img src="image_12.png" /></figure>

**Title of the degree** Master's degree in Food, Agriculture and Environmental Sciences.

**Academic year** 2022-2023.

**Subject areas** Diagnosis in agronomy and animal sciences, active project, transdisciplinary analysis of territories, management of agroecosystems, sustainable development in food industries.

**Credits** 42 ECTS in total.

**Staff and participants involved** 6 professors, social enterprises, farmers, social entities, technical centres, Master students.

**Method** At ISARA, these activities are implemented for the acquisition of sustainability competences through Service-learning within 5 compulsory subject areas. A working group has been set up to define the pilot cases and refine the assessment tools.

<table><thead><tr><th rowspan="2"></th><th colspan="3">2022</th><th colspan="10">2023</th></tr><tr><th>Oct</th><th>Nov</th><th>Dec</th><th>Jan</th><th>Feb</th><th>Mar</th><th>Apr</th><th>May</th><th>Jun</th><th>July</th><th>Sep</th><th>Oct</th><th>Nov</th><th>Dec</th></tr></thead><tbody><tr><td>1. Launch of the project</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>1.1. Regular meetings</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2. SL inclusion with students and professors</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>3. MH in food sustainability through SL</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>4. Implementation of sustainability through SL</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>4.1. Definition of activities/assessment tools</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>4.2. Implementation/assessment of SL activities</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr></tbody></table>

## Short description of the pilot cases

### 01 Improving the economic, social and environmental sustainability of farming systems
Subject area: diagnosis in agronomy and animal sciences

**Methodology** Students work on a real case study of a local farm located in the Monts du Lyonnais region to implement a diagnostic approach based on technical, economic, social and environmental systemic approach.

**Learning outcomes** Understand and analyse the running of a livestock farm, including the implementation of a diagnostic approach taking into account the economic, social and environmental pillars.
This section offers a collection of case studies of the 5 higher education institutions of the NEMOS project: ISARA (Table 4), UPNA (Table 5), TU Dublin (Table 6), UNIPI (Table 7), TU Graz (Table 8), as a means to illustrate the different ways of implementation of sustainability competences through Service-learning in food degrees in different contexts and starting from different baselines.

Further examples of incorporation of sustainability competences through Service-learning in food-related courses are included in Appendix IV.

<caption>**Table 4.** Embedding sustainability competences through Service-learning at the Institut Supérieur d'Agriculture Rhône-Alpes in Lyon (ISARA-Lyon).</caption>

## Embedding sustainability competences through Service-learning at ISARA

<figure><img src="image_13.png" /></figure>

**Title of the degree** Master's degree in Food, Agriculture and Environmental Sciences.

**Academic year** 2022-2023.

**Subject areas** Diagnosis in agronomy and animal sciences, active project, transdisciplinary analysis of territories, management of agroecosystems, sustainable development in food industries.

**Credits** 42 ECTS in total.

**Staff and participants involved** 6 professors, social enterprises, farmers, social entities, technical centres, Master students.

**Method** At ISARA, these activities are implemented for the acquisition of sustainability competences through Service-learning within 5 compulsory subject areas. A working group has been set up to define the pilot cases and refine the assessment tools.

<table><thead><tr><th rowspan="2"></th><th colspan="3">2022</th><th colspan="10">2023</th></tr><tr><th>Oct</th><th>Nov</th><th>Dec</th><th>Jan</th><th>Feb</th><th>Mar</th><th>Apr</th><th>May</th><th>Jun</th><th>July</th><th>Sep</th><th>Oct</th><th>Nov</th><th>Dec</th></tr></thead><tbody><tr><td>1. Launch of the project</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>1.1. Regular meetings</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2. SL inclusion with students and professors</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>3. MH in food sustainability through SL</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>4. Implementation of sustainability through SL</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>4.1. Definition of activities/assessment tools</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>4.2. Implementation/assessment of SL activities</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr></tbody></table>

## Short description of the pilot cases

### 01 Improving the economic, social and environmental sustainability of farming systems

Subject area: diagnosis in agronomy and animal sciences

**Methodology** Students work on a real case study of a local farm located in the Monts du Lyonnais region to implement a diagnostic approach based on technical, economic, social and environmental systemic approach.

**Learning outcomes** Understand and analyse the running of a livestock farm, including the implementation of a diagnostic approach taking into account the economic, social and environmental pillars.
**Service**

Provide the farmer with the summary of the farm management, highlighting the technical, economic, social, and environmental determinants of breeding practices.

## 02 Sustainable development in food industry: how to implement and manage sustainable projects with social enterprises

Subject area: Sustainable development in food industries

**Methodology**

Applied projects with social enterprises are selected (carbon footprint, corporate social responsibility - CSR, sustainable food packaging, ecolabels, eco-score, R&D, etc.) and presented to the students to work for approximately 6 weeks full time on the topic. Students provide the social enterprise with a full diagnosis and solutions to the proposed problem based on the theoretical and practical knowledge gained during the 5 years programme.

**Learning outcomes**

The students understand the challenges that food sector is facing and acquire ability for a systemic approach to sustainability issues. They learn how to manage food industrial operations in a sustainable manner within a complex environment.

**Service**

Social enterprises received valuable inputs (technical, economic, environmental) on how to improve the sustainability of their operations (CSR, R&D, sourcing, packaging, carbon footprint, etc.).

## 03 How to engage students in the community?

Subject area: Active project

**Methodology**

Projects take the form of an associative, civic, or environmental responsibility. They must be attached to a structure they must be recorded in the diploma supplement.

**Learning outcomes**

Develop students' soft skills such as initiative, creativity, autonomy, responsibility, leadership, openness, sense of dialogue, organisation, etc. and promote self-awareness and understanding of others. Students will be able to communicate concisely both orally and in writing.

**Service**

Provide support to seniors, sustainable projects through an organisation, help the visually impaired people, help child with academic difficulties to connect and motivate them to regain confidence in their ability to work and succeed, provide necessities for people in need (students, homeless people, etc.).

## 04 Management of sustainable agroecosystems

Subject area: Management of agroecosystems. Implications from policies and nature conservation

**Methodology**

Students will have to use the acquired knowledge to a) develop a topic related to agroecosystems management and present it in a poster session to the other students and b) actively debate taking a stakeholder role with other students/stakeholders on specified topics related to agroecosystem management.

**Learning outcomes**

Get familiar with different types of policies and regulations that are important for the management of agroecosystems and learn how they are used to influence management and allow sustainability transitions.

**Service**

Debate with stakeholders on selected topics and propose solutions.
**Service**

Provide the farmer with the summary of the farm management, highlighting the technical, economic, social, and environmental determinants of breeding practices.

## 02 Sustainable development in food industry: how to implement and manage sustainable projects with social enterprises

Subject area: Sustainable development in food industries

**Methodology**

Applied projects with social enterprises are selected (carbon footprint, corporate social responsibility - CSR, sustainable food packaging, ecolabels, eco-score, R&D, etc.) and presented to the students to work for approximately 6 weeks full time on the topic. Students provide the social enterprise with a full diagnosis and solutions to the proposed problem based on the theoretical and practical knowledge gained during the 5 years programme.

**Learning outcomes**

The students understand the challenges that food sector is facing and acquire ability for a systemic approach to sustainability issues. They learn how to manage food industrial operations in a sustainable manner within a complex environment.

**Service**

Social enterprises received valuable inputs (technical, economic, environmental) on how to improve the sustainability of their operations (CSR, R&D, sourcing, packaging, carbon footprint, etc.).

## 03 How to engage students in the community?

Subject area: Active project

**Methodology**

Projects take the form of an associative, civic, or environmental responsibility. They must be attached to a structure they must be recorded in the diploma supplement.

**Learning outcomes**

Develop students' soft skills such as initiative, creativity, autonomy, responsibility, leadership, openness, sense of dialogue, organisation, etc. and promote self-awareness and understanding of others. Students will be able to communicate concisely both orally and in writing.

**Service**

Provide support to seniors, sustainable projects through an organisation, help the visually impaired people, help child with academic difficulties to connect and motivate them to regain confidence in their ability to work and succeed, provide necessities for people in need (students, homeless people, etc.).

## 04 Management of sustainable agroecosystems

Subject area: Management of agroecosystems. Implications from policies and nature conservation

**Methodology**

Students will have to use the acquired knowledge to a) develop a topic related to agroecosystems management and present it in a poster session to the other students and b) actively debate taking a stakeholder role with other students/stakeholders on specified topics related to agroecosystem management.

**Learning outcomes**

Get familiar with different types of policies and regulations that are important for the management of agroecosystems and learn how they are used to influence management and allow sustainability transitions.

**Service**

Debate with stakeholders on selected topics and propose solutions.
## 05 Agroecological innovations for more sustainable agricultural production

Subject area: Agro-ecological transition in action

**Methodology**

Different projects are carried out in groups throughout the semester with technical centres, social companies, associations, farmers' organisations, and research institutes. Two three-week periods are made available during the semester to facilitate field work (surveys, experiments, etc.). At the end of the semester, each group delivers a written and oral presentation to the sponsors of the project.

**Learning outcomes**

The students will be able to respond to a request from a stakeholder concerning a specific issue linked to the agro-ecological transition of farming systems and territories and agro-ecological innovations for more sustainable agricultural production.

**Service**

Technical solution to improve the sustainability of the agricultural production.

### Assessment tools

Students service reflection, questions to students, social entities, and lecturers.

Different rubrics are used for the assessment of the Service-learning experience.

<caption>**Table 5.** Embedding sustainability competences through Service-learning at the Public University of Navarre (UPNA).</caption>

### Embedding sustainability competences through Service-learning at UPNA

<figure><img src="image_13.png" /></figure>

Universidad Pública de Navarra
Navarreko Unibertsitate Publikoa

**Title of the degree** Bachelor's degree in Innovation in Food Processes and Products.

**Academic year** 2022-2023

**Subject areas** Business, entrepreneurship and innovation in the food business, nutrition and health, innovation in food products, quality control and management in the primary sector, food design and development I and II, quality, safety, and project management in the food industry.

**Credits** 48 ECTS in total.

**Staff and participants involved** 7 professors, 2 experts on sustainability and Service-learning, Bachelor students and social entities.

**Method** The UPNA designed and implemented a model of activities for the acquisition of sustainability competences through Service-learning within 8 compulsory subject areas of the food degree. A working group with the academic staff responsible of these subjects and UPNA experts on sustainability and Service-learning collaborated in the design and implementation of the pilot activities. Two workshops were carried out to train the teachers on Service-learning and sustainability approaches and several meetings were held to programme and land the activities.
## 05 Agroecological innovations for more sustainable agricultural production

Subject area: Agro-ecological transition in action

**Methodology**

Different projects are carried out in groups throughout the semester with technical centres, social companies, associations, farmers' organisations, and research institutes. Two three-week periods are made available during the semester to facilitate field work (surveys, experiments, etc.). At the end of the semester, each group delivers a written and oral presentation to the sponsors of the project.

**Learning outcomes**

The students will be able to respond to a request from a stakeholder concerning a specific issue linked to the agro-ecological transition of farming systems and territories and agro-ecological innovations for more sustainable agricultural production.

**Service**

Technical solution to improve the sustainability of the agricultural production.

### Assessment tools

Students service reflection, questions to students, social entities, and lecturers.

Different rubrics are used for the assessment of the Service-learning experience.

<caption>**Table 5.** Embedding sustainability competences through Service-learning at the Public University of Navarre (UPNA).</caption>

### Embedding sustainability competences through Service-learning at UPNA

<figure><img src="image_14.png" /></figure>

Universidad Pública de Navarra
Navarreko Unibertsitate Publikoa

**Title of the degree** Bachelor's degree in Innovation in Food Processes and Products.

**Academic year** 2022-2023

**Subject areas** Business, entrepreneurship and innovation in the food business, nutrition and health, innovation in food products, quality control and management in the primary sector, food design and development I and II, quality, safety, and project management in the food industry.

**Credits** 48 ECTS in total.

**Staff and participants involved** 7 professors, 2 experts on sustainability and Service-learning, Bachelor students and social entities.

**Method** The UPNA designed and implemented a model of activities for the acquisition of sustainability competences through Service-learning within 8 compulsory subject areas of the food degree. A working group with the academic staff responsible of these subjects and UPNA experts on sustainability and Service-learning collaborated in the design and implementation of the pilot activities. Two workshops were carried out to train the teachers on Service-learning and sustainability approaches and several meetings were held to programme and land the activities.
<table><thead><tr><th></th><th colspan="3">2022</th><th colspan="7">2023</th></tr><tr><th></th><th>Oct</th><th>Nov</th><th>Dec</th><th>Jan</th><th>Feb</th><th>Mar</th><th>Apr</th><th>May</th><th>Jun</th><th>July</th></tr></thead><tbody><tr><td colspan="11"><strong>1. UPNA roadmap of implementation of the pilot for the acquisition of food sustainability competences through service learning</strong></td></tr><tr><td>1.1. Launch of the UPNA teacher working group</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>1.2. Training the teachers:</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>• Service-learning approaches</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>• Sustainability and environmental footprints</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>1.3. Teacher working group meetings</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>1.4. Implementation of sustainability through Service-learning in the UPNA food degree</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>1.5. Paper publication</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td colspan="11"><strong>2. Development of the "Methodological handbook in food sustainability through Service-learning" leaded by TU Graz</strong></td></tr><tr><td>2.1. Development of the methodological handbook</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr></tbody></table>

## Short description of the pilot cases

### 01 A more sustainable university canteen: Design Thinking

Subject area: Entrepreneurship and innovation in the food business

<table><tr><td>Methodology</td><td>The students looked for a theme and information on a specific subject (meat/veganism debate) (first awareness raising part). Then, they designed an innovation to be carried out at the university canteen in order to incorporate this aspect of sustainability, using Design Thinking.</td></tr><tr><td>Learning outcomes</td><td>Students learned to think critically, to obtain reliable information, less widespread, on farm practices and the food industry, for decision-making and became aware of healthy eating.</td></tr><tr><td>Service</td><td>Knowledge was disseminated among university students on the impact of meat consumption/ vegetarianism.</td></tr></table>

### 02 Evaluation of diet and lifestyle habits in university students

Subject area: Nutrition and health

<table><tr><td>Methodology</td><td>The students, distributed in working groups (5-6), brainstormed about the nutritional needs of student population, and developed of a food frequency questionnaire. Each group conducted interviews to a different degree along a three-week period and analysed the data. A summary-guide was developed for students.</td></tr><tr><td>Learning outcomes</td><td>The students acquired knowledge about the nutritional needs and recommended intakes of a specific population, management of dietary guides, management of food frequency questionnaires and qualitative evaluation of the diets.</td></tr><tr><td>Service</td><td>Information about dietary habits of the university population within the personal context of students was obtained. Students from other degrees became more conscious about their dietary habits and which are key points to improve.</td></tr></table>
<table><thead><tr><th></th><th colspan="3">2022</th><th colspan="7">2023</th></tr><tr><th></th><th>Oct</th><th>Nov</th><th>Dec</th><th>Jan</th><th>Feb</th><th>Mar</th><th>Apr</th><th>May</th><th>Jun</th><th>July</th></tr></thead><tbody><tr><td colspan="11"><strong>1. UPNA roadmap of implementation of the pilot for the acquisition of food sustainability competences through service learning</strong></td></tr><tr><td>1.1. Launch of the UPNA teacher working group</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>1.2. Training the teachers:</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>• Service-learning approaches</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>• Sustainability and environmental footprints</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>1.3. Teacher working group meetings</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>1.4. Implementation of sustainability through Service-learning in the UPNA food degree</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>1.5. Paper publication</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td colspan="11"><strong>2. Development of the "Methodological handbook in food sustainability through Service-learning" leaded by TU Graz</strong></td></tr><tr><td>2.1. Development of the methodological handbook</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr></tbody></table>

## Short description of the pilot cases

### 01 A more sustainable university canteen: Design Thinking

Subject area: Entrepreneurship and innovation in the food business

<table><tr><td>Methodology</td><td>The students looked for a theme and information on a specific subject (meat/veganism debate) (first awareness raising part). Then, they designed an innovation to be carried out at the university canteen in order to incorporate this aspect of sustainability, using Design Thinking.</td></tr><tr><td>Learning outcomes</td><td>Students learned to think critically, to obtain reliable information, less widespread, on farm practices and the food industry, for decision-making and became aware of healthy eating.</td></tr><tr><td>Service</td><td>Knowledge was disseminated among university students on the impact of meat consumption/ vegetarianism.</td></tr></table>

### 02 Evaluation of diet and lifestyle habits in university students

Subject area: Nutrition and health

<table><tr><td>Methodology</td><td>The students, distributed in working groups (5-6), brainstormed about the nutritional needs of student population, and developed of a food frequency questionnaire. Each group conducted interviews to a different degree along a three-week period and analysed the data. A summary-guide was developed for students.</td></tr><tr><td>Learning outcomes</td><td>The students acquired knowledge about the nutritional needs and recommended intakes of a specific population, management of dietary guides, management of food frequency questionnaires and qualitative evaluation of the diets.</td></tr><tr><td>Service</td><td>Information about dietary habits of the university population within the personal context of students was obtained. Students from other degrees became more conscious about their dietary habits and which are key points to improve.</td></tr></table>
## 03 Sustainable innovations in the food sector: breaking the gap between students and professionals

Subject area: Innovation in food products

**Methodology**

Talks in the classroom were given to students by food industry experts professionals with experience in sustainability in the sector. The students provided proposals to the industry. For instance, in the case of a zero-waste company, students proposed alternative uses to the by-products and residues. Visits to zero waste food companies were organised to learn how to reuse residues and by-products to give them added value.

**Learning outcomes**

The students acquired knowledge on innovative agri-food waste reduction and by-product use strategies and circular economy from a practical point of view.

**Service**

Sustainable agrifood companies received valuable inputs on innovative ideas to their activities.

## 04 Improving the economic and environmental sustainability of small producers in a disadvantaged situation in rural Pyrenees Mountain areas in the north of Spain: an insecticulture case

Subject area: Quality control and management in the primary sector

**Methodology**

A new producer dedicated to the rearing of worms/larvae as a new source of protein had concrete questions about marketing, legal questions (as there is no regulation on the topic in Spain) and conversion rate, among others. Different groups of students worked and answered each of the questions. They prepared a dossier and explained the answers to the farmer.

**Learning outcomes**

The students gained experience in problem solving, communicating and working in teams. The teacher acquired skills and criteria to be able to evaluate the students through Service-learning.

**Service**

The farmer solved technical uncertainties related to his business located in an area in risk of depopulation.

## 05 Sustainable food packaging in practice

Subject areas: Food design and development I and II

**Methodology**

The students designed a new food product with a sustainable food packaging (e.g., bread). The students analysed the life of the product (the food quality and aspect vary with or without different paper packaging options). After students were taught by a composting expert and analysed in practice which paper packaging composted better. They concluded whether the packaging was better to maintain the bread and the sustainability implications. The papers were produced by the social printing block of the Pamplona town hall, which are at risk of exclusion. The students wrote a short report, which was assessed and presented to the social printing block of the town hall.

**Learning outcomes**

The students and the Pamplona town hall were informed about sustainable food paper packaging in practice.

**Service**

The people at risk of social exclusion gained opportunities and resources.
## 03 Sustainable innovations in the food sector: breaking the gap between students and professionals

Subject area: Innovation in food products

<table><tr><td>Methodology</td><td>Talks in the classroom were given to students by food industry experts professionals with experience in sustainability in the sector. The students provided proposals to the industry. For instance, in the case of a zero-waste company, students proposed alternative uses to the by-products and residues. Visits to zero waste food companies were organised to learn how to reuse residues and by-products to give them added value.</td></tr><tr><td>Learning outcomes</td><td>The students acquired knowledge on innovative agri-food waste reduction and by-product use strategies and circular economy from a practical point of view.</td></tr><tr><td>Service</td><td>Sustainable agrifood companies received valuable inputs on innovative ideas to their activities.</td></tr></table>

## 04 Improving the economic and environmental sustainability of small producers in a disadvantaged situation in rural Pyrenees Mountain areas in the north of Spain: an insecticulture case

Subject area: Quality control and management in the primary sector

<table><tr><td>Methodology</td><td>A new producer dedicated to the rearing of worms/larvae as a new source of protein had concrete questions about marketing, legal questions (as there is no regulation on the topic in Spain) and conversion rate, among others. Different groups of students worked and answered each of the questions. They prepared a dossier and explained the answers to the farmer.</td></tr><tr><td>Learning outcomes</td><td>The students gained experience in problem solving, communicating and working in teams. The teacher acquired skills and criteria to be able to evaluate the students through Service-learning.</td></tr><tr><td>Service</td><td>The farmer solved technical uncertainties related to his business located in an area in risk of depopulation.</td></tr></table>

## 05 Sustainable food packaging in practice

Subject areas: Food design and development I and II

<table><tr><td>Methodology</td><td>The students designed a new food product with a sustainable food packaging (e.g., bread). The students analysed the life of the product (the food quality and aspect vary with or without different paper packaging options). After students were taught by a composting expert and analysed in practice which paper packaging composted better. They concluded whether the packaging was better to maintain the bread and the sustainability implications. The papers were produced by the social printing block of the Pamplona town hall, which are at risk of exclusion. The students wrote a short report, which was assessed and presented to the social printing block of the town hall.</td></tr><tr><td>Learning outcomes</td><td>The students and the Pamplona town hall were informed about sustainable food paper packaging in practice.</td></tr><tr><td>Service</td><td>The people at risk of social exclusion gained opportunities and resources.</td></tr></table>
## Assessment tools

Multifocal assessments were developed. The teachers adopted, and adapted to the sustainability-related competences, the rubric for self-assessment and enhancement of Service-learning projects developed by the University of Barcelona (Puig et al., 2023). Each teacher developed different assessment surveys with questions to students, social entities, and teachers.

<caption>**Table 6.** Embedding sustainability competences through Service-learning at the Technological University Dublin (TU Dublin).</caption>

## Embedding sustainability competences through Service-learning at Technological University Dublin (TU Dublin)

<figure><img src="image_14.png" /></figure>

**Title of the degree** BSc Food Innovation.

**Academic year** 2022-2023 and 2023-2024.

**Subject areas** Food Science, Food Chemistry, Food Safety, Health and Safety, Work Placement, Research Project.

**Credits** 55 ECTS across the Programme.

**Staff and participants involved** 8 professors, 3 experts on sustainability and Service-learning, Bachelor students and social partners.

**Method** TU Dublin took a formal quality assurance programmatic review approach to embedding sustainability. This was informed by consultation with all relevant stakeholders, and by the TU Dublin strategic plan for sustainability. With an ambition to embed sustainability at the programme learning outcome and graduate attributes level (FSP), the programme team revised all of the programme modules through the lens of sustainability. The module descriptors, including module learning outcomes and syllabi, were appropriately updated. As part of the curriculum review, a team of 'NEMOS Fellows' designed high-impact Service-learning activities aligned to sustainability learning outcomes across several stages of the programme. These are outlined in the specific cases hereafter.

<table><thead><tr><th rowspan="2"></th><th colspan="3">2022</th><th colspan="10">2023</th></tr><tr><th>Q2</th><th>Q3</th><th>Q4</th><th>Jan</th><th>Feb</th><th>Mar</th><th>Apr</th><th>May</th><th>Jun</th><th>Jul</th><th>Aug</th><th>Sep</th><th>Oct</th><th>Nov</th><th>Dec</th></tr></thead><tbody><tr><td>1. NEMOS Project start</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2. Training the Lecturers: Educating for Food Sustainability CPD</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>3. NEMOS Fellowships awarded</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>4. Communication & Project meetings</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>5. Research with stakeholders & Review of Curriculum</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>6. Implementation of sustainability through Service-learning in the TU Dublin BSc Food Innovation degree</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>7. Assessment of sustainability through Service-learning in the TU Dublin BSc Food Innovation degree</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr></tbody></table>
## Assessment tools

Multifocal assessments were developed. The teachers adopted, and adapted to the sustainability-related competences, the rubric for self-assessment and enhancement of Service-learning projects developed by the University of Barcelona (Puig et al., 2023). Each teacher developed different assessment surveys with questions to students, social entities, and teachers.

<caption>**Table 6.** Embedding sustainability competences through Service-learning at the Technological University Dublin (TU Dublin).</caption>

## Embedding sustainability competences through Service-learning at Technological University Dublin (TU Dublin)

<figure><img src="image_15.png" /></figure>

**Title of the degree** BSc Food Innovation.

**Academic year** 2022-2023 and 2023-2024.

**Subject areas** Food Science, Food Chemistry, Food Safety, Health and Safety, Work Placement, Research Project.

**Credits** 55 ECTS across the Programme.

**Staff and participants involved** 8 professors, 3 experts on sustainability and Service-learning, Bachelor students and social partners.

**Method** TU Dublin took a formal quality assurance programmatic review approach to embedding sustainability. This was informed by consultation with all relevant stakeholders, and by the TU Dublin strategic plan for sustainability. With an ambition to embed sustainability at the programme learning outcome and graduate attributes level (FSP), the programme team revised all of the programme modules through the lens of sustainability. The module descriptors, including module learning outcomes and syllabi, were appropriately updated. As part of the curriculum review, a team of 'NEMOS Fellows' designed high-impact Service-learning activities aligned to sustainability learning outcomes across several stages of the programme. These are outlined in the specific cases hereafter.

<table><thead><tr><th rowspan="2"></th><th colspan="3">2022</th><th colspan="10">2023</th></tr><tr><th>Q2</th><th>Q3</th><th>Q4</th><th>Jan</th><th>Feb</th><th>Mar</th><th>Apr</th><th>May</th><th>Jun</th><th>Jul</th><th>Aug</th><th>Sep</th><th>Oct</th><th>Nov</th><th>Dec</th></tr></thead><tbody><tr><td>1. NEMOS Project start</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2. Training the Lecturers: Educating for Food Sustainability CPD</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>3. NEMOS Fellowships awarded</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>4. Communication & Project meetings</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>5. Research with stakeholders & Review of Curriculum</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>6. Implementation of sustainability through Service-learning in the TU Dublin BSc Food Innovation degree</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>7. Assessment of sustainability through Service-learning in the TU Dublin BSc Food Innovation degree</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr></tbody></table>
## Short description of the pilot cases

### 01 Priory Social Enterprise Brewery and Teagasc Agri-Food Development Authority: Brewers Spent Grain Valorisation

Subject Area: Final Year Research Project

**Methodology**
The students carried out research to find a higher value use for the BSG as part of a sustainable circular bioeconomy. Projects included Bioprocessing using enzymes and Fermentation of BSG to enrich animal feed.

**Learning outcomes**
Search, access, and ethically use information. Demonstrate an ability to think globally and consider issues and knowledge from a variety of perspectives.

**Service**
Research with Teagasc relating to fermentation of BSG to enrich animal feed and knowledge transfer to Priory Brewery for transformation of BSG previously used as animal feed to a higher value use as part of a sustainable circular bioeconomy.

### 02 Sustainability at Dublin Zoo

Subject Area: Final Year Research Project

**Methodology**
The students carried out practical research to address various sustainability challenges at Dublin Zoo in areas related to food quality, phytoremediation & food safety.

**Learning outcomes**
Search, access, and ethically use information. Demonstrate an ability to think globally and consider issues and knowledge from a variety of perspectives.

**Service**
Collaborative research with Dublin Zoo on various projects involving consideration of key scientific questions which help the zoo provide optimal animal health and welfare for all their species. This in turn helps the zoo make a significant contribution to education and biodiversity conservation, including 'Sustainable sourcing of Sea Lion feed', 'Self-sufficient sustainable feed production for Meerkats & reptiles in Dublin Zoo', 'Phytoremediation of the flamingo lagoon', 'Food safety & sustainability in Dublin Zoo kitchens'.

### 03 Sustainability within Internships. Type 1 - Internship focused on sustainability action

Subject Area: Work placement (Internship)

**Methodology**
The students carried out work-based activities focused on specific sustainability objectives of the work placement organisation, for example working with the Irish Food Safety Authority Reformulation Taskforce.

**Learning outcomes**
Demonstrate the development of core competences relating to theoretical principles, sustainability competences, concepts and skills studied to a real working situation. Reflect on participation in and contribution to the successful operation of a production/research facility, as well as the use of greener technologies. Demonstrate a clearer understanding of structures in industry, the role of the technologist in those structures, and the relationship between theoretical modules, sustainability practices, and the workplace. Reflect on their professional development and learning through the work placement experience, relating it to programme aims, identify future goals and their impact with regard to sustainability. Develop employability skills, including successfully seeking employment. Evaluate food sustainability in a work environment and identify potential areas for improvement.
## Short description of the pilot cases

### 01 Priory Social Enterprise Brewery and Teagasc Agri-Food Development Authority: Brewers Spent Grain Valorisation

Subject Area: Final Year Research Project

**Methodology**
The students carried out research to find a higher value use for the BSG as part of a sustainable circular bioeconomy. Projects included Bioprocessing using enzymes and Fermentation of BSG to enrich animal feed.

**Learning outcomes**
Search, access, and ethically use information. Demonstrate an ability to think globally and consider issues and knowledge from a variety of perspectives.

**Service**
Research with Teagasc relating to fermentation of BSG to enrich animal feed and knowledge transfer to Priory Brewery for transformation of BSG previously used as animal feed to a higher value use as part of a sustainable circular bioeconomy.

### 02 Sustainability at Dublin Zoo

Subject Area: Final Year Research Project

**Methodology**
The students carried out practical research to address various sustainability challenges at Dublin Zoo in areas related to food quality, phytoremediation & food safety.

**Learning outcomes**
Search, access, and ethically use information. Demonstrate an ability to think globally and consider issues and knowledge from a variety of perspectives.

**Service**
Collaborative research with Dublin Zoo on various projects involving consideration of key scientific questions which help the zoo provide optimal animal health and welfare for all their species. This in turn helps the zoo make a significant contribution to education and biodiversity conservation, including 'Sustainable sourcing of Sea Lion feed', 'Self-sufficient sustainable feed production for Meerkats & reptiles in Dublin Zoo', 'Phytoremediation of the flamingo lagoon', 'Food safety & sustainability in Dublin Zoo kitchens'.

### 03 Sustainability within Internships. Type 1 - Internship focused on sustainability action

Subject Area: Work placement (Internship)

**Methodology**
The students carried out work-based activities focused on specific sustainability objectives of the work placement organisation, for example working with the Irish Food Safety Authority Reformulation Taskforce.

**Learning outcomes**
Demonstrate the development of core competences relating to theoretical principles, sustainability competences, concepts and skills studied to a real working situation. Reflect on participation in and contribution to the successful operation of a production/research facility, as well as the use of greener technologies. Demonstrate a clearer understanding of structures in industry, the role of the technologist in those structures, and the relationship between theoretical modules, sustainability practices, and the workplace. Reflect on their professional development and learning through the work placement experience, relating it to programme aims, identify future goals and their impact with regard to sustainability. Develop employability skills, including successfully seeking employment. Evaluate food sustainability in a work environment and identify potential areas for improvement.
**Service** Working with the Food Safety Authority 'Roadmap for Food Product Reformulation in Ireland' which sets out requirements for identifying priority food categories for food reformulation including foods which contribute most to energy (calories), saturated fat, sugar and salt intakes in the Irish diet.

## 04 Sustainability within Internships. Type 2 - Internship including host enterprise sustainability evaluation.

Subject Area: Work placement (Internship)

**Methodology** Students carry out a sustainability evaluation with the placement organisation in areas of Sustainability Strategy, Packaging, Air Pollutants & Greenhouse Gas Emissions (GGE), Energy Use, Water and Discharge, Biodiversity Stewardship, Waste & Food Waste, Animal Sourced Food, Food Reformulation, Relationships with other organisations, Health, Safety & Sustainability. Training is provided before the student commences placement.

**Learning outcomes** As for Type 1.

**Service** Students provide a sustainability evaluation report. They then identify one key area of focus and develop a sustainability action plan for the organisation as part of the placement. Where feasible, the student also works on the actions identified as part of the placement.

## 05 Sustainability embedded in Food Safety Training and Auditing

Subject Area: Training and Auditing

**Methodology** Students audit a commercial or not for profit food premises against an appropriate audit template amended to include sustainability, analyse, and report their results as a case study. The challenge is to maintain food safety, but to make sure that recommendations are as sustainable as possible. This is graded and feedback given. Aided by the feedback students then present their audit report to the class group where they are questioned on their recommendations.

**Learning outcomes** Carry out a food safety audit on a food premises using an appropriate standard.

**Service** Students provide a final food safety audit report including elements of sustainability.

## Assessment tools

The approach involved a formal quality review of the curriculum, where sustainability learning outcomes were embedded in modules, and assessments aligned to the learning outcomes were developed. In the case of the work placement, sustainability has been included as part of a rubric developed for reflective assessment of work placement experiential learning (Dunne and Ryan, 2016; Dunne, 2021).
**Service** Working with the Food Safety Authority 'Roadmap for Food Product Reformulation in Ireland' which sets out requirements for identifying priority food categories for food reformulation including foods which contribute most to energy (calories), saturated fat, sugar and salt intakes in the Irish diet.

## 04 Sustainability within Internships. Type 2 - Internship including host enterprise sustainability evaluation.

Subject Area: Work placement (Internship)

**Methodology** Students carry out a sustainability evaluation with the placement organisation in areas of Sustainability Strategy, Packaging, Air Pollutants & Greenhouse Gas Emissions (GGE), Energy Use, Water and Discharge, Biodiversity Stewardship, Waste & Food Waste, Animal Sourced Food, Food Reformulation, Relationships with other organisations, Health, Safety & Sustainability. Training is provided before the student commences placement.

**Learning outcomes** As for Type 1.

**Service** Students provide a sustainability evaluation report. They then identify one key area of focus and develop a sustainability action plan for the organisation as part of the placement. Where feasible, the student also works on the actions identified as part of the placement.

## 05 Sustainability embedded in Food Safety Training and Auditing

Subject Area: Training and Auditing

**Methodology** Students audit a commercial or not for profit food premises against an appropriate audit template amended to include sustainability, analyse, and report their results as a case study. The challenge is to maintain food safety, but to make sure that recommendations are as sustainable as possible. This is graded and feedback given. Aided by the feedback students then present their audit report to the class group where they are questioned on their recommendations.

**Learning outcomes** Carry out a food safety audit on a food premises using an appropriate standard.

**Service** Students provide a final food safety audit report including elements of sustainability.

## Assessment tools

The approach involved a formal quality review of the curriculum, where sustainability learning outcomes were embedded in modules, and assessments aligned to the learning outcomes were developed. In the case of the work placement, sustainability has been included as part of a rubric developed for reflective assessment of work placement experiential learning (Dunne and Ryan, 2016; Dunne, 2021).
<caption>**Table 7.** Embedding sustainability competences through Service-learning at the University of Pisa (UNIPI).</caption>

Embedding sustainability competences
through Service-learning at UNIPI

<figure><img src="image_15.png" /></figure>

UNIVERSITÀ DI PISA

<table><tr><td>Title of the degrees</td><td>Bachelor's degrees in Agricultural Sciences, Viticulture and Oenology; Master's degrees in Plant and Microbial Biotechnology, Biosafety and Food Quality, Urban Green and Landscape Design and Management and Food Production and Agri-ecosystems Management.</td></tr><tr><td>Academic year</td><td>2022-2023.</td></tr><tr><td>Subject areas</td><td>Agricultural chemistry, Agricultural entomology; Agronomy and herbaceous crops, Business management and innovation in agribusiness, Zootechny, Viticulture, Animal foods and nutrition, Livestock management, Plant production and biotechnologies, Sustainable management of agricultural ecosystems.</td></tr><tr><td>Credits</td><td>Bachelor's degrees 71 ECTS; Master's degrees 45 ECTS.</td></tr><tr><td>Staff and participants involved</td><td>6 professors, 4 student tutors, 40 Bachelor's and Master's students, 6 local NGOs.</td></tr><tr><td>Method</td><td>A team of researchers at the Department of Agriculture, Food and Environment of the University of Pisa designed and implemented the II edition of an initiative titled "Quanto ne sai di sostenibilità?" ("How much do you know about sustainability?") to develop community Service-learning through challenge-based and project-based learning. This three-week-long initiative, transversal to the different degrees involved in the activities, has been carried out both in presence and online and consists of different phases. The research team invited the faculty members to engage several non-profit organisations to pose to students some practical challenges they face for the sustainability of the agri-food sector and help them find feasible solutions. Please, refer to the following table for an overview of the activities.</td></tr></table>

<table><thead><tr><th rowspan="2"></th><th colspan="3">2022</th><th colspan="8">2023</th></tr><tr><th>Oct</th><th>Nov</th><th>Dec</th><th>Jan</th><th>Feb</th><th>Mar</th><th>Apr</th><th>May</th><th>Jun</th><th>July</th><th>Aug</th></tr></thead><tbody><tr><td>UNIPI design and implementation, and analysis of "Quanto ne sai di sostenibilità?" activities</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>1. First edition of "Quanto ne sai di sostenibilità?"</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2. Second edition of "Quanto ne sai di sostenibilità?"</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2.1. The research team invited faculty members and student tutors to join the organization of the II edition, and to set the objectives and dates</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2.2. The research team invited faculty members to decide the organizations to be involved in the initiative and proceeded with the invitation</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2.3. Implementation of the II edition of "Quanto ne sai di sostenibilità?", according to different phases:</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2.3.1. April, 14th and 21st: interdisciplinary seminars provided by no-profit organizations to students and teachers, related to the sustainability challenges faced in the agri-food sector</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2.3.2. April 21st - May 4th, students teambuilding and teamwork towards a project solution for the challenge proposed by the no-profit organizations</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2.3.3. May 5th, students, restitutions of projects solutions to local no-profit organizations</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr></tbody></table>
<caption>**Table 7.** Embedding sustainability competences through Service-learning at the University of Pisa (UNIPI).</caption>

Embedding sustainability competences
through Service-learning at UNIPI

<figure><img src="image_16.png" /></figure>

UNIVERSITÀ DI PISA

<table><tr><td>Title of the degrees</td><td>Bachelor's degrees in Agricultural Sciences, Viticulture and Oenology; Master's degrees in Plant and Microbial Biotechnology, Biosafety and Food Quality, Urban Green and Landscape Design and Management and Food Production and Agri-ecosystems Management.</td></tr><tr><td>Academic year</td><td>2022-2023.</td></tr><tr><td>Subject areas</td><td>Agricultural chemistry, Agricultural entomology; Agronomy and herbaceous crops, Business management and innovation in agribusiness, Zootechny, Viticulture, Animal foods and nutrition, Livestock management, Plant production and biotechnologies, Sustainable management of agricultural ecosystems.</td></tr><tr><td>Credits</td><td>Bachelor's degrees 71 ECTS; Master's degrees 45 ECTS.</td></tr><tr><td>Staff and participants involved</td><td>6 professors, 4 student tutors, 40 Bachelor's and Master's students, 6 local NGOs.</td></tr><tr><td>Method</td><td>A team of researchers at the Department of Agriculture, Food and Environment of the University of Pisa designed and implemented the II edition of an initiative titled "Quanto ne sai di sostenibilità?" ("How much do you know about sustainability?") to develop community Service-learning through challenge-based and project-based learning. This three-week-long initiative, transversal to the different degrees involved in the activities, has been carried out both in presence and online and consists of different phases. The research team invited the faculty members to engage several non-profit organisations to pose to students some practical challenges they face for the sustainability of the agri-food sector and help them find feasible solutions. Please, refer to the following table for an overview of the activities.</td></tr></table>

<table><thead><tr><th rowspan="2"></th><th colspan="3">2022</th><th colspan="8">2023</th></tr><tr><th>Oct</th><th>Nov</th><th>Dec</th><th>Jan</th><th>Feb</th><th>Mar</th><th>Apr</th><th>May</th><th>Jun</th><th>July</th><th>Aug</th></tr></thead><tbody><tr><td>UNIPI design and implementation, and analysis of "Quanto ne sai di sostenibilità?" activities</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>1. First edition of "Quanto ne sai di sostenibilità?"</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2. Second edition of "Quanto ne sai di sostenibilità?"</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2.1. The research team invited faculty members and student tutors to join the organization of the II edition, and to set the objectives and dates</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2.2. The research team invited faculty members to decide the organizations to be involved in the initiative and proceeded with the invitation</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2.3. Implementation of the II edition of "Quanto ne sai di sostenibilità?", according to different phases:</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2.3.1. April, 14th and 21st: interdisciplinary seminars provided by no-profit organizations to students and teachers, related to the sustainability challenges faced in the agri-food sector</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2.3.2. April 21st - May 4th, students teambuilding and teamwork towards a project solution for the challenge proposed by the no-profit organizations</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2.3.3. May 5th, students, restitutions of projects solutions to local no-profit organizations</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr></tbody></table>
<table><thead><tr><th rowspan="2"></th><th colspan="3">2022</th><th colspan="8">2023</th></tr><tr><th>Oct</th><th>Nov</th><th>Dec</th><th>Jan</th><th>Feb</th><th>Mar</th><th>Apr</th><th>May</th><th>Jun</th><th>July</th><th>Aug</th></tr></thead><tbody><tr><td colspan="12"><strong>Research, data gathering and analysis from the II edition of "Quanto ne sai di sostenibilità?"</strong></td></tr><tr><td>1. Literature search to set up the activities of the II edition of "Quanto ne sai di sostenibilità?" (e.g., Design Thinking, assessment tools for sustainability competences)</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>Data gathering from students (mixed methods, questionnaires and reflective journals)</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>Data gathering from local no-profit organizations (reflective journals)</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>Data gathering from teachers and student tutors (focus group)</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>Data analysis (mixed methods: quantitative analysis - questionnaires, coding - reflective journals, focus groups, rubrics)</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr></tbody></table>

## Short description of the pilot cases

### 01 "Quanto ne sai di sostenibilità?": Design Thinking

Subject area: Agricultural chemistry; Agricultural entomology; Agronomy and herbaceous crops; Business management and innovation in agribusiness

#### Methodology

Students addressed the sustainability challenges proposed by several NGOs active in Tuscany Region. Using Design Thinking principles and phases, students were able to define project-oriented solutions that combine their previous technical knowledge and skills with new ones deriving from dedicated seminars addressing practical cases, research activity and community service practical experience. Design Thinking phases are described as it follows:

**Phase 1 – interdisciplinary seminars (empathise, define):** two seminars with the aim to first explain the main objectives, activities and steps of the initiative, then to introduce the most relevant concepts for the purpose (e.g.: Design Thinking and its application to the initiative, sustainability competences – GreenComp, Service-learning as a pedagogy) and the tools for students to reflect upon the learning experience (questionnaires and reflective journals for each phase). Finally, representatives of the NGOs presented their organisations’ activities and launched their sustainability challenges, while attending students could ask questions to deepen their case.

**Phase 2 – team building (empathise, define, ideate):** online meeting in which students, divided into teams according to their preference for one of the challenges launched (the case adopted), and supported by student tutors, started working by using a team canvas: a tool for discussing common goals and values, defining specific roles and potential individual contributions and skills made available to the rest of the team.

**Phase 3 – teamwork (empathise, define, ideate, prototype):** group work through which each team ran research on the specific topics related to the challenge adopted, asked their teachers for additional data and study materials, and had the opportunity to interview their key stakeholders (representatives of the respective NGOs) to acquire additional insights about the case and the potential solutions to be adopted. In this phase, teams formulated their solutions and prepared the presentation for the final pitch, through brainstorming, potential conflict management, decision-making, knowledge, and skills sharing.
<table><thead><tr><th rowspan="2"></th><th colspan="3">2022</th><th colspan="8">2023</th></tr><tr><th>Oct</th><th>Nov</th><th>Dec</th><th>Jan</th><th>Feb</th><th>Mar</th><th>Apr</th><th>May</th><th>Jun</th><th>July</th><th>Aug</th></tr></thead><tbody><tr><td colspan="12"><strong>Research, data gathering and analysis from the II edition of "Quanto ne sai di sostenibilità?"</strong></td></tr><tr><td>1. Literature search to set up the activities of the II edition of "Quanto ne sai di sostenibilità?" (e.g., Design Thinking, assessment tools for sustainability competences)</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>Data gathering from students (mixed methods, questionnaires and reflective journals)</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>Data gathering from local no-profit organizations (reflective journals)</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>Data gathering from teachers and student tutors (focus group)</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>Data analysis (mixed methods: quantitative analysis - questionnaires, coding - reflective journals, focus groups, rubrics)</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr></tbody></table>

## Short description of the pilot cases

### 01 "Quanto ne sai di sostenibilità?": Design Thinking

Subject area: Agricultural chemistry; Agricultural entomology; Agronomy and herbaceous crops; Business management and innovation in agribusiness

#### Methodology

Students addressed the sustainability challenges proposed by several NGOs active in Tuscany Region. Using Design Thinking principles and phases, students were able to define project-oriented solutions that combine their previous technical knowledge and skills with new ones deriving from dedicated seminars addressing practical cases, research activity and community service practical experience. Design Thinking phases are described as it follows:

**Phase 1 – interdisciplinary seminars (empathise, define):** two seminars with the aim to first explain the main objectives, activities and steps of the initiative, then to introduce the most relevant concepts for the purpose (e.g.: Design Thinking and its application to the initiative, sustainability competences – GreenComp, Service-learning as a pedagogy) and the tools for students to reflect upon the learning experience (questionnaires and reflective journals for each phase). Finally, representatives of the NGOs presented their organisations’ activities and launched their sustainability challenges, while attending students could ask questions to deepen their case.

**Phase 2 – team building (empathise, define, ideate):** online meeting in which students, divided into teams according to their preference for one of the challenges launched (the case adopted), and supported by student tutors, started working by using a team canvas: a tool for discussing common goals and values, defining specific roles and potential individual contributions and skills made available to the rest of the team.

**Phase 3 – teamwork (empathise, define, ideate, prototype):** group work through which each team ran research on the specific topics related to the challenge adopted, asked their teachers for additional data and study materials, and had the opportunity to interview their key stakeholders (representatives of the respective NGOs) to acquire additional insights about the case and the potential solutions to be adopted. In this phase, teams formulated their solutions and prepared the presentation for the final pitch, through brainstorming, potential conflict management, decision-making, knowledge, and skills sharing.
**Phase 4 - final presentation (testing, empathise):** teams presented their solutions to the chosen challenge to an "expert audience" formed by the NGOs and teachers in a specific time slot. A PowerPoint presentation, based on a template provided to students by the organisers, served as a reference point for students, to express their ideas. The contents of the template, similar to a project form, were: 1) case and challenge description, deepened through students' research; 2) objectives and target of the identified solution; 3) SDGs-related relevance of the solution; 4) description of punctual activities and necessary resources; 5) project's visibility and dissemination; 6) project's follow-up activities. Students received questions and feedback from local stakeholders about their proposals.

**Learning outcomes**

Students acquired different transversal skills through working in multidisciplinary teams to address context-based sustainability challenges in the agri-food sector.

**Service**

Community service resulted in giving back to the local stakeholders' specific projects developed to solve the sustainability challenges proposed at the beginning of the process. Knowledge was disseminated among participants of the Service-learning community created by the initiative (students, teachers, and local non-profit organisations).

## Assessment tools

### ADDRESSED TO:

* **Students:** pre-post initiative questionnaire about owing the GreenComp; reflective journals for each phase, where students had to express objective, personal and analytic reflections (combination of current and previous experience) about the initiative.

* **Tutors and teachers:** focus group to discuss organisational and learning outcomes of the initiative.

* **Stakeholders:** final reflective journal on the overall experience related to the initiative.

### USED BY ORGANISERS:

* **For students:** a comparative analysis of the pre-post surveys' data; use of a rubric, based on the information contained in the students' reflective journals, in which assessing the learning level (from beginning to strong) for each phase's learning objective.

* **For tutors and teachers:** thematic content analysis of the focus group contents.

* **For stakeholders:** thematic content analysis of the reflective journals.
**Phase 4 - final presentation (testing, empathise):** teams presented their solutions to the chosen challenge to an "expert audience" formed by the NGOs and teachers in a specific time slot. A PowerPoint presentation, based on a template provided to students by the organisers, served as a reference point for students, to express their ideas. The contents of the template, similar to a project form, were: 1) case and challenge description, deepened through students' research; 2) objectives and target of the identified solution; 3) SDGs-related relevance of the solution; 4) description of punctual activities and necessary resources; 5) project's visibility and dissemination; 6) project's follow-up activities. Students received questions and feedback from local stakeholders about their proposals.

**Learning outcomes**

Students acquired different transversal skills through working in multidisciplinary teams to address context-based sustainability challenges in the agri-food sector.

**Service**

Community service resulted in giving back to the local stakeholders' specific projects developed to solve the sustainability challenges proposed at the beginning of the process. Knowledge was disseminated among participants of the Service-learning community created by the initiative (students, teachers, and local non-profit organisations).

## Assessment tools

### ADDRESSED TO:

* **Students:** pre-post initiative questionnaire about owing the GreenComp; reflective journals for each phase, where students had to express objective, personal and analytic reflections (combination of current and previous experience) about the initiative.

* **Tutors and teachers:** focus group to discuss organisational and learning outcomes of the initiative.

* **Stakeholders:** final reflective journal on the overall experience related to the initiative.

### USED BY ORGANISERS:

* **For students:** a comparative analysis of the pre-post surveys' data; use of a rubric, based on the information contained in the students' reflective journals, in which assessing the learning level (from beginning to strong) for each phase's learning objective.

* **For tutors and teachers:** thematic content analysis of the focus group contents.

* **For stakeholders:** thematic content analysis of the reflective journals.
<caption>**Table 8.** Embedding sustainability competences through Service-learning at Graz University of Technology (TU Graz).</caption>

Embedding sustainability competences
through Service-learning at TU Graz

<figure><img src="image_16.png" /></figure>

<table><tr><td>Title of the degrees</td><td>Master's degree in biotechnology.</td></tr><tr><td>Academic year</td><td>2023-2024.</td></tr><tr><td>Subject areas</td><td>Food biotechnology, Enzymatic and microbial processes in food production, Food chemistry, Industrial biotechnology, Sensory analysis, Postharvest technology.</td></tr><tr><td>Credits</td><td>16 ECTS in total.</td></tr><tr><td>Staff and participants involved</td><td>4 professors, 1 expert on sustainability and Service-learning, Master students and social entities.</td></tr><tr><td>Method</td><td>At TU Graz the topic of sustainability is a general focus in teaching and research. The implementation of SL in the current curriculum of Biotechnology comprising the topics of food science will be implemented and tested for its applicability. A working group of the teachers has identified possible topics which could be addressed by SL. During the winter semester of 2023/24 a pilot run of the SL activities will be carried out. The students interested in this activity will be recruited in October 2023 and the SL project will be finished by the end of the semester.</td></tr></table>

<table><thead><tr><th rowspan="2"></th><th colspan="1">2022</th><th colspan="4">2023</th><th colspan="4">2024</th></tr><tr><th>Q4</th><th>Q1</th><th>Q2</th><th>Q3</th><th>Q4</th><th>Q1</th><th>Q2</th><th>Q3</th><th>Q4</th></tr></thead><tbody><tr><td>1. Design and implementation of service learning at TU Graz</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2. Information of teachers about SL and how to implement it</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2.1. Recruiting of possible SL partners from outside the university and discussion about topics related to sustainability</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2.2. Information of students for possibilities of SL</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>3. Courses and SL activities</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>3.1. Discussion and reflection on the outcome of the SL activity</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>3.2. Evaluation of SL activities in the courses</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr></tbody></table>

Short description of the pilot cases

01 Development of a leaflet for waste reduction in urban households

Subject area: waste reduction, sustainability and logistics of food distribution and storage

**Methodology** The students will analyse the behaviour of selected persons related to food shopping and consumption. The amount of waste from food preparation and food that is not consumed will be analysed and a concept for change of behaviour will be developed with the aim to reduce the waste.

**Learning outcomes** Improved communications skills, students will learn to think critically.

**Service** Knowledge on food waste in general and how this could be reduced will be distributed to the public.
<caption>**Table 8.** Embedding sustainability competences through Service-learning at Graz University of Technology (TU Graz).</caption>

Embedding sustainability competences
through Service-learning at TU Graz

<figure><img src="image_17.png" /></figure>

<table><tr><td>Title of the degrees</td><td>Master's degree in biotechnology.</td></tr><tr><td>Academic year</td><td>2023-2024.</td></tr><tr><td>Subject areas</td><td>Food biotechnology, Enzymatic and microbial processes in food production, Food chemistry, Industrial biotechnology, Sensory analysis, Postharvest technology.</td></tr><tr><td>Credits</td><td>16 ECTS in total.</td></tr><tr><td>Staff and participants involved</td><td>4 professors, 1 expert on sustainability and Service-learning, Master students and social entities.</td></tr><tr><td>Method</td><td>At TU Graz the topic of sustainability is a general focus in teaching and research. The implementation of SL in the current curriculum of Biotechnology comprising the topics of food science will be implemented and tested for its applicability. A working group of the teachers has identified possible topics which could be addressed by SL. During the winter semester of 2023/24 a pilot run of the SL activities will be carried out. The students interested in this activity will be recruited in October 2023 and the SL project will be finished by the end of the semester.</td></tr></table>

<table><thead><tr><th rowspan="2"></th><th colspan="1">2022</th><th colspan="4">2023</th><th colspan="4">2024</th></tr><tr><th>Q4</th><th>Q1</th><th>Q2</th><th>Q3</th><th>Q4</th><th>Q1</th><th>Q2</th><th>Q3</th><th>Q4</th></tr></thead><tbody><tr><td>1. Design and implementation of service learning at TU Graz</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2. Information of teachers about SL and how to implement it</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2.1. Recruiting of possible SL partners from outside the university and discussion about topics related to sustainability</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>2.2. Information of students for possibilities of SL</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>3. Courses and SL activities</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>3.1. Discussion and reflection on the outcome of the SL activity</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>3.2. Evaluation of SL activities in the courses</td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td><td></td></tr></tbody></table>

Short description of the pilot cases

01 Development of a leaflet for waste reduction in urban households

Subject area: waste reduction, sustainability and logistics of food distribution and storage

**Methodology**
The students will analyse the behaviour of selected persons related to food shopping and consumption. The amount of waste from food preparation and food that is not consumed will be analysed and a concept for change of behaviour will be developed with the aim to reduce the waste.

**Learning outcomes**
Improved communications skills, students will learn to think critically.

**Service**
Knowledge on food waste in general and how this could be reduced will be distributed to the public.
## 02 Information about expiration date, food quality, and food safety

Subject area: Food safety

**Methodology**

Small groups of students will gather information which foods are normally stored in the house-holds for prolonged periods. Information on the safety of prolonged storage will be combined with the legal requirements of safety and quality and a risk evaluation of prolonged storage will be carried out. From these results an information folder will be created.

**Learning outcomes**

The students will acquire knowledge of food safety and quality as well as on legal aspects.

**Service**

Information to the population will be provided which is related to food safety in relation to waste reduction. They will raise the awareness of the general population how quality and safety will be influenced by improper storage.

## Assessment tools

The lectures will be assessed by the standards of TUG. The students will have the chance to respond specifically to Service-learning issues with this on-line tool.

<figure><img src="image_17.png" /></figure>
## 02 Information about expiration date, food quality, and food safety

Subject area: Food safety

**Methodology**
Small groups of students will gather information which foods are normally stored in the households for prolonged periods. Information on the safety of prolonged storage will be combined with the legal requirements of safety and quality and a risk evaluation of prolonged storage will be carried out. From these results an information folder will be created.

**Learning outcomes**
The students will acquire knowledge of food safety and quality as well as on legal aspects.

**Service**
Information to the population will be provided which is related to food safety in relation to waste reduction. They will raise the awareness of the general population how quality and safety will be influenced by improper storage.

### Assessment tools

The lectures will be assessed by the standards of TUG. The students will have the chance to respond specifically to Service-learning issues with this on-line tool.

<figure><img src="image_18.png" /></figure>
6. Assessment tools

<figure><img src="image_18.png" /></figure>
# 6. Assessment tools

<figure><img src="image_19.png" /></figure>
Effective assessment tools applied in a systematic way are essential for evaluating the impact of Service-learning experiences and ensuring that students are achieving learning objectives related to sustainability. The main assessment tools and criteria to evaluate Service-learning experiences are summarized in Table 9.

By using a combination of assessment tools, like self-reflection journals, surveys, presentations, and peer evaluations, adapted to each context, educators can effectively measure the impact of Service-learning experiences and guide students to address sustainability issues.

Examples of each of the assessment tools as implemented by the NEMOS consortium partners for incorporating sustainability competences through Service-learning in food-related courses are provided in Table 10 and Appendix V.

<table><caption>**Table 9.** Summary of Service-learning assessment tools.</caption><thead><tr><th></th><th>Service-learning assessment tools</th></tr></thead><tbody><tr><td>A</td><td><strong>Questionnaires to students, lecturers and social entities:</strong> questionnaires based on rubrics to gather feedback from students, lecturers, and social entities involved in the Service-learning initiative. These questionnaires help refine education programmes and better align them with learning objectives and community needs.</td></tr><tr><td>B</td><td><strong>Pre- and post-service questionnaires to students:</strong> questionnaires (before and after the Service-learning experience) are made to gauge changes in students' knowledge, attitudes, and perceptions. The responses can be compared to identify shifts in understanding and awareness.</td></tr><tr><td>C</td><td><strong>Reflective journals:</strong> students maintain a journal throughout the Service-learning experience, reflecting on their activities, challenges, and personal growth. Criteria for assessment could include the depth of the reflection, the connection between the service and sustainability concepts, and the evidence of critical thinking.</td></tr><tr><td>D</td><td><strong>Examinations:</strong> written examinations are used to test students' understanding of sustainability concepts, theories, and principles linked to Service-learning.</td></tr><tr><td>E</td><td><strong>Written reports:</strong> students write reflection reports that synthesize their Service-learning experience, its impact on their understanding of sustainability, and their personal growth. The depth of critical thinking and integration of sustainability concepts are evaluated.</td></tr><tr><td>F</td><td><strong>Oral presentations:</strong> students present their Service-learning project to their peers and instructors, and social entities (if applicable). The clarity of their presentation, their ability to communicate sustainability goals and outcomes, and their capacity to engage the audience in the topic can be assessed.</td></tr><tr><td colspan="2">The assessment is done based on different rubrics for reflective journals, oral and written skills.</td></tr></tbody></table>
Effective assessment tools applied in a systematic way are essential for evaluating the impact of Service-learning experiences and ensuring that students are achieving learning objectives related to sustainability. The main assessment tools and criteria to evaluate Service-learning experiences are summarized in Table 9.

By using a combination of assessment tools, like self-reflection journals, surveys, presentations, and peer evaluations, adapted to each context, educators can effectively measure the impact of Service-learning experiences and guide students to address sustainability issues.

Examples of each of the assessment tools as implemented by the NEMOS consortium partners for incorporating sustainability competences through Service-learning in food-related courses are provided in Table 10 and Appendix V.

<table><caption>**Table 9.** Summary of Service-learning assessment tools.</caption><thead><tr><th></th><th></th></tr></thead><tbody><tr><td>A</td><td>Questionnaires to students, lecturers and social entities: questionnaires based on rubrics to gather feedback from students, lecturers, and social entities involved in the Service-learning initiative. These questionnaires help refine education programmes and better align them with learning objectives and community needs.</td></tr><tr><td>B</td><td>Pre- and post-service questionnaires to students: questionnaires (before and after the Service-learning experience) are made to gauge changes in students' knowledge, attitudes, and perceptions. The responses can be compared to identify shifts in understanding and awareness.</td></tr><tr><td>C</td><td>Reflective journals: students maintain a journal throughout the Service-learning experience, reflecting on their activities, challenges, and personal growth. Criteria for assessment could include the depth of the reflection, the connection between the service and sustainability concepts, and the evidence of critical thinking.</td></tr><tr><td>D</td><td>Examinations: written examinations are used to test students' understanding of sustainability concepts, theories, and principles linked to Service-learning.</td></tr><tr><td>E</td><td>Written reports: students write reflection reports that synthesize their Service-learning experience, its impact on their understanding of sustainability, and their personal growth. The depth of critical thinking and integration of sustainability concepts are evaluated.</td></tr><tr><td>F</td><td>Oral presentations: students present their Service-learning project to their peers and instructors, and social entities (if applicable). The clarity of their presentation, their ability to communicate sustainability goals and outcomes, and their capacity to engage the audience in the topic can be assessed.</td></tr></tbody><tfoot><tr><td colspan="2">The assessment is done based on different rubrics for reflective journals, oral and written skills.</td></tr></tfoot></table>