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Purpose
In view of a lack of evidence on the effectiveness of climate change education (CCE) in China, this study aims to evaluate if a CCE course newly designed based on research recommendations and implemented with established pedagogy was effective in changing the beliefs and attitudes of first-year science students.


Design/methodology/approach
This study took a simple longitudinal approach with surveys administered at the beginning and the end of the course and the differences in the responses analyzed with nonparametric statistical analyses.


Findings
The results showed that the course produced significant changes in the beliefs concerning the anthropogenic causes of climate change and vulnerability to its impacts, which results in inequality of the impacts received. However, the course did not produce significant attitudinal changes among the students. Spearman's correlation, which affirmed the belief–attitude association, revealed that the students already had desirable attitudes toward climate change and these attitudes had not been reinforced. The students' perception of the importance of local government in climate action increased by the end of the course. Multimedia-aid learning, debates and discussions were useful in conveying the concepts of responsibility, ethics and vulnerability, but the addition of student-led community projects will increase personal significance of the course.


Research limitations/implications
This study is instrumental for the development of a regional model of CCE in the mainstreaming of education for sustainable development in China, knowing that the regional approach is crucial to address the nuances in climate change knowledge, hence conceptions and beliefs across regions and, even, between different sectors of a region. This regional experience could also serve as a reference for other similar settings, particularly those of the developing countries.


Originality/value
This study presents one of the very few studies dedicated to gauging the effects of CCE in China, particularly of a newly developed climate change course, on the beliefs and attitudes of students. This permits pedagogical development and continuous improvement of CCE in China.

Purpose
The purpose of this study is to investigate the impacts of a sustainable development course on the beliefs, attitudes and intentions of a cohort of engineering students in a university in Miri, Malaysia, towards sustainability.


Design/methodology/approach
Questionnaire survey was conducted among the cohort of students encompassing the three facets mentioned.


Findings
The respondents expressed low to medium agreement towards all the survey items related to beliefs, attitudes and intentions. A sense of moral obligation towards sustainability is linked to higher sustainability awareness, willingness to safeguard sustainability and a sense of responsibility towards sustainable development. The respondents were generally perceived to have fundamental knowledge of sustainable development.


Research limitations/implications
This study shows that a sustainable development course called Engineering Sustainable Development offered in a university in Miri, produced positive impacts on the beliefs, attitudes and intentions of the engineering students towards sustainable development. Sustainable development courses are generally instrumental to impart the value and practices of sustainability among university students.


Originality/value
As limited correlational studies on whether sustainable development courses effectively shape the beliefs and attitudes of students have been previously conducted, this study provides insight into the effectiveness of one of such courses and how the course can be further improved to enhance its effectiveness.

The elevation of waste generation subsequent to population growth has become a severe environmental topic in Malaysia. Since most of the waste is being dumped into a landfill, the open dumpsite, or unsanitary landfills which are not constructed with proper engineering plan, severe impacts on the environment result. The energy demand in Malaysia increased with the growing population, but reliance on fossil fuels to generate electricity has created another greenhouse gas contributor. Alternatively, waste-to-energy technology solves the problem of increasing waste by converting the waste to a renewable energy source. Malaysia has moved towards landfill gas recovery system and incineration for waste energy recovery. The recovery system and refuse-derived fuel plant achieved expectation; however, the incineration plants have failed due to the opposition of the public, lack of funding and technician expertise, and other technical issues. The solid waste management practices lacking separation and recycling sources, become an obstacle for development. The government puts effort into solving the current issue by promoting recycling in the public, enforcing the legislation, and approaching new technologies for better solid waste management practice in the future. This paper aims to discuss the application of energy recovery from municipal solid waste in Malaysia.