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Concerns over climate change, air pollution, and oil supply have stimulated the market for battery electric vehicles (BEVs). The environmental impacts of BEVs are typically evaluated through a standardized life-cycle assessment (LCA) methodology. Here, the LCA literature was surveyed with the objective to sketch the major trends and challenges in the impact assessment of BEVs. It was found that BEVs tend to be more energy efficient and less polluting than conventional cars. BEVs decrease exposure to air pollution as their impacts largely result from vehicle production and electricity generation outside of urban areas. The carbon footprint of BEVs, being highly sensitive to the carbon intensity of the electricity mix, may decrease in the nearby future through a shift to renewable energies and technology improvements in general. A minority of LCAs covers impact categories other than carbon footprint, revealing a mixed picture. Up to date little attention is paid so far in LCA to the efficiency advantage of BEVs in urban traffic, the gap between on-road and certified energy consumption, the local exposure to air pollutants and noise and the aging of emissions control technologies in conventional cars. Improvements of BEV components, directed charging, second-life reuse of vehicle batteries, as well as vehicle-to-home and vehicle-to-grid applications will significantly reduce the environmental impacts of BEVs in the future.
A new comprehensive evaluation system presented here allows to compare and to quantify education for a sustainable development (ESD) in degree programs. The evaluation is based on a criteria system working with three hierarchic levels. The highest level considers a list of 35 indicator terms. Primarily, the two most popular undergraduate (bachelor’s) degree programs in Germany (mechanical engineering, ME, and business administration, BA) have been reviewed for ESD contents based on the new evaluation scheme. Additionally we reviewed and quantified ESD subjects and their temporal changes in the entire bandwidth of degree programs of a university (Umwelt-Campus Birkenfeld, University of Applied Sciences Trier), back to 1999. Moreover, a spot check on international ME and BA bachelor’s degree programs was performed. Through our reviews, we found a high number of elective classes dedicated to ESD particularly in BA bachelor programs. However, the percentage of compulsory classes related to ESD is relatively low with 5-6 % in both ME and BA programs, respectively. The spot check on degree programs outside Germany revealed similar results. Analysing the time trend at Umwelt-Campus Birkenfeld, a considerable share of ESD that was part of the original diploma degrees was moved to what are now master’s degrees.