Process intensification education contributes to sustainable development goals. Part 2

David Fernandez Rivas, Daria C. Boffito, Jimmy Faria-Albanese, Jarka Glassey, Nona Afraz, Henk Akse, Kamelia V.K. Boodhoo, Rene Bos, Judith Cantin, Yi Wai (Emily) Chiang, Jean Marc Commenge, Jean Luc Dubois, Federico Galli, Jean Paul Gueneau de Mussy, Jan Harmsen, Siddharth Kalra, Frerich J. Keil, Ruben Morales-Menendez, Francisco J. Navarro-Brull, Timothy NoëlKim Ogden, Gregory S. Patience, David Reay, Rafael M. Santos, Ashley Smith-Schoettker, Andrzej I. Stankiewicz, Henk van den Berg, Tom van Gerven, Jeroen van Gestel, Michiel van der Stelt, Mark van de Ven, R. S. Weber

Research output: Contribution to journalArticleScientificpeer-review

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

Original languageEnglish
Pages (from-to)15-24
JournalEducation for Chemical Engineers
Publication statusPublished - 2020


  • Chemical engineering
  • Education challenge
  • Entrepreneurship
  • Industry challenge
  • Pedagogy
  • Process design
  • Process intensification
  • Sustainability


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