Abstract:

The transition toward sustainable production and consumption systems requires professionals capable of integrating environmental assessment and process optimization to design efficient and responsible technologies. To meet this educational need, a specialization course entitled “Life Cycle Assessment and Optimization of Biorefineries” was developed following a project-based learning (PBL) approach within the framework of education for sustainability. The course targets undergraduate engineering students, early-stage researchers, and industry professionals interested in developing practical competencies in sustainability assessment. Its goal is to bridge the gap between theory and practice through a combination of conceptual instruction, digital tool training, and a comprehensive applied project.The course is structured around the principles of project-based learning, in which students acquire knowledge by solving an authentic engineering challenge. The first module introduces the fundamentals of bioeconomy and biorefineries, life cycle assessment (LCA), and process optimization, emphasizing their integration as key methodologies in sustainable process design. The second module provides hands-on experience with specialized software and open-source computational tools. Students conduct complete LCA studies using specialized software and databases (SimaPro and Ecoinvent), following ISO 14040/44 standards, and then implement optimization models in Python using the Pyomo library. The use of open-source environments ensures accessibility, transparency, and replicability, while strengthening programming and analytical skills essential for modern engineers.

The third module culminates in a capstone project entitled “Multiobjective Optimization and Life Cycle Assessment for the Sustainable Production of Bioethanol from Olive Biomass.” In this project, students, organized into small teams, designed a multiobjective optimization framework to balance economic and environmental performance in an olive biomass–based bioethanol supply chain system. They integrate LCA results from SimaPro with optimization outcomes from Python/Pyomo to explore trade-offs among cost, energy efficiency, and greenhouse gas emissions.

Student performance and learning outcomes were assessed upon completion of the final project, which constituted the main evaluative component of the course. Assessment was based on a structured rubric applied to a written technical report and an oral presentation, aligned with accreditation-oriented learning outcomes commonly adopted in engineering programmes.

This course exemplifies how project-based and sustainability-oriented education can support an active, applied, and multidisciplinary learning experience. Learning outcomes include enhanced competence in sustainability assessment, modelling, and the effective use of computer tools for environmental analysis and process optimization. Moreover, the modular design and reliance on open-source platforms make the course adaptable to other engineering and applied science contexts and suitable for expansion as a blended intensive programme or microcredential, offering a transferable model for sustainability-driven engineering education.

Keywords:

Project-based learning, Education for sustainability, Life Cycle Assessment, Process optimization, Biorefineries.