Toolkit of guidelines and training materials (Final)

This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement N° 101036838. D8.7 – Toolkit of guidelines and training materials (final) March 2025 Authors: Carlos Serra Castells (UVEG); Alfonso Gallego Valadés (UVEG); Jorge Garcés Ferrer (UVEG) Ref. Ares(2025)6385121 - 05/08/2025 A2C – Deliverable D8.7v1.0 Page 2 І310 Technical references Project Acronym Agro2Circular Project Title TERRITORIAL CIRCULAR SYSTEMIC SOLUTION FOR THE UPCYCLING OF RESIDUES FROM THE AGRIFOOD SECTOR Project Coordinator Fuensanta Monzó CETEC [email protected] Project Duration October 2021 – March 2025 (42 months) Deliverable No. D8.7 D72 Dissemination level* PU Work Package WP 8 – A2C outreach: Communication, dissemination, exploitation, training & policy recommendations Task Task 8.6 Training, knowledge transfer and guidelines/recommendations to promote A2C circular model. Lead beneficiary UVEG Contributing beneficiary/ies All partners Due date of deliverable 31st March 2025 Actual submission date 27th March 2025 * PU = Public PP = Restricted to other programme participants (including the Commission Services) RE = Restricted to a group specified by the consortium (including the Commission Services) CO = Confidential, only for members of the consortium (including the Commission Services) Document history A2C – Deliverable D8.7v1.0 Page 3 І310 V Date Comments v0.1 17/03/2025 First draft of document v0.2 21/03/2025 Revised version based on the comments of Aran Blanco (KVC) and Ana Belén Morales (AGRO) v1.0 27/03/2025 First final version, approved by the WP leader and the project coordinator, (will be) submitted to EC. v1.1 First draft based upon first final version v2.0 Second final version, approved by the WP leader and the project coordinator, (will be) submitted to EC. Document Distribution Log Version Date Distributed to v0.1 17/03/2025 Aran Blanco (KVC), Ana Belén Morales (AGRO) and Fuensanta Monzó (CETEC) V0.2 27/03/2025 Fuensanta Monzó (CETEC), Alba Matamoros (KVC) Verification and approval Name Date Verification Final Draft by WP leader Alba Matamoros 27/03/2025 Approval Final Deliverable by coordinator Fuensanta Monzó 27/03/2025 A2C – Deliverable D8.7v1.0 Page 4 І310 Disclaimer and acknowledgement This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 101036838 Disclaimer This document reflects only the views of the author(s) the European Research Executive Agency (REA) is not responsible for any use that may be made of the information it contains. Whilst efforts have been made to ensure the accuracy and completeness of this document, the A2C consortium shall not be liable for any errors or omissions, however caused. A2C – Deliverable D8.7v1.0 Page 5 І310 Table of contents 1.1. List of figures ....................................................................................................... 7 1.2. List of tables ........................................................................................................ 8 2. List of abbreviations ..................................................................... 9 3. Glossary ..................................................................................... 10 1 Executive summary <abstract> ................................................. 12 2 Introduction ................................................................................ 13 3 Methodology .............................................................................. 15 3.1. Identification of Training Needs and Stakeholders ........................................ 15 3.2. Participant profile and demographic overview ............................................... 16 3.3. Data analysis and results ................................................................................. 17 4. Final list of guidelines and training materials ............................. 27 4.1. Primary Education ............................................................................................. 27 4.2. Secondary Education ........................................................................................ 28 4.3. Higher Education ............................................................................................... 29 4.4. Industry/Businesses ......................................................................................... 30 4.5. Public Sector ...................................................................................................... 31 5. ANNEX I - Training Plan for local actors: Primary education .... 39 5.1. PE1: "The Sustainable Farm" or "The School Garden" ................................. 40 5.2. PE2: The Park Clean-Up Team ......................................................................... 44 5.3. PE3: The Repair Shop ....................................................................................... 49 5.4. PE4: Waste sorting game ................................................................................. 53 5.5. PE5: Online Crossword puzzles ....................................................................... 57 6. ANNEX II - Training Plan for local actors: secondary education/bachelor ......................................................................... 60 A2C – Deliverable D8.7v1.0 Page 6 І310 6.1. SE1: Circular Economy Business Models (CEBM) – Practical Case Study Analysis ........................................................................................................................ 61 6.2. SE2: Brainstorming new circular business models ....................................... 66 6.3. SE3: Educational presentations ....................................................................... 70 6.4. SE4: Debate: circular economy vs lineal economy ........................................ 75 6.5. SE5: Create a prototype business using circular economy principles ........ 78 6.6. SE6: Circular business challenge: sustainable packaging and food products from waste .................................................................................................................... 82 6.7. SE7: Designing a circular economy strategy for a region ............................. 86 6.8. SE8: Exploring circular economy: practical approaches to recycling, repair, and bioremediation ...................................................................................................... 90 6.9. SE9: Career and professions related to the circular economy ...................... 95 7. ANNEX III - Training Plan for local actors: Higher education .. 100 7.1. HE1: Study Modules for Higher Education. Circular Economy Business Models: Analysis and implementation ..................................................................... 101 7.2. HE2: Financial mechanism assessment for the circular economy: study modules ...................................................................................................................... 116 7.3. HE3: Implementing Circular Economy in the agrifood sector: a case study approach ..................................................................................................................... 132 7.4. HE4: Introductory coursework on governance in the circular economy .... 146 7.5. HE5: Evaluating circular economy solutions: Lifecycle based approaches 160 7.6. HE6: A2C Data Integration System (DIS) Training Outline for Computer Science Students ....................................................................................................... 174 8. ANNEX IV – Training Plan for local actors: Industry/business 177 8.1. IB1: Circular Business Models: guidelines & regional success stories ..... 178 8.2. IB2: Guidelines for value chain analysis session on circular business models in the agrifood sector ................................................................................................. 183 8.3. IB3: Industrial symbiosis: guidelines with case studies in the agrifood industry ....................................................................................................................... 193 A2C – Deliverable D8.7v1.0 Page 7 І310 8.4. IB4: Creating value from waste in the agro-industry: cases........................ 198 8.5. IB5: Funding opportunities for the circular economy: infosheet ................ 201 8.6. IB6: Circular Economy regulation in the agrifood sector: infosheet .......... 206 8.7. IB7: Regulation of the circular economy in Spanish industry: a guide for companies. ................................................................................................................. 212 8.8. IB8: Data Integration System (DIS) tool ......................................................... 219 8.9. IB9: Standardisation: guidelines for the agrifood industry ......................... 223 8.10. IB10: Promoting awareness of circular economy at managerial level .... 237 8.11. IB11: Good practice Directory for circular economy in the agrifood sector 240 8.12. IB12: Industry Mentoring Programme ........................................................ 248 9. ANNEX V - Training Plan for local actors: Public Sector ......... 257 9.1. PS1: Circular Public Procurement: guidelines and best practices ............. 258 9.2. PS2: Guidelines for fostering public engagement in circular economy ..... 273 10. Annex VI. References ............................................................. 302 1.1. List of figures Figure 1 - D.8.6 & D.8.7 relationship .................................................................................. 14 Figure 2 - Breakdown of responses per questionnaire section .......................................... 18 Figure 3 - Heatmap illustrating topic relevance for section 2 ............................................. 19 Figure 4 - Relevance of topics in primary education .......................................................... 21 Figure 5 - Relevance of topics in secondary education ..................................................... 23 Figure 6 - Relevance of topics in university education ....................................................... 25 Figure 7 - Business Model Canvas example template ....................................................... 65 Figure 8 - Business Model Canvas example template (2) ................................................ 191 Figure 9 - Final 30 selected good practices ..................................................................... 245 Figure 10 - Quintuple Helix of Stakeholders representation. From van Bueren (2023) .... 277 A2C – Deliverable D8.7v1.0 Page 8 І310 1.2. List of tables Table 1 - Final list of Guidelines and training materials ..................................................... 38 Table 2 - 75 selected good practices for analysis ............................................................ 243 A2C – Deliverable D8.7v1.0 Page 9 І310 2. List of abbreviations A2C – Agro2Circular CE – Circular Economy CIFEA – Integrated Agricultural Training Centres (Centros Integrados de Formación y Experiencias Agrarias) DIS – Digital Integration System EU – European Union GPP – Green Public Procurement LCA – Life Cycle Assessment M – Month (referring to project timeline) NGO – Non-Governmental Organisation SME – Small and Medium-sized Enterprise WP – Work Package A2C – Deliverable D8.7v1.0 Page 16 І310 Respondents were also asked to assess the usefulness of different training formats for each topic, rating them on a scale from 1 (not useful) to 7 (extremely useful). The proposed formats included: • In-person workshops with expert presentations and interactive discussions. • Online interactive sessions with case studies and practical exercises. • Written guides and self-learning materials including case studies and exercises. • Video-based courses with tutor support and structured learning pathways. • Podcasts and expert interviews showcasing real-world examples and experiences. The questionnaire also provided respondents with the opportunity to highlight any specific aspects of the topics that they found particularly relevant or identify additional training needs that were not originally included. 3.2. Participant profile and demographic overview A total of 44 participants responded to the questionnaire, representing a diverse range of sectors and professional backgrounds. The demographic distribution is summarised as follows: • Gender Distribution: The sample included 24 men (54.5%), 19 women (43.2%), and 1 non-binary respondent (2.3%), ensuring a balanced representation of perspectives. • Geographic Distribution: The majority of participants are based in Murcia, Spain (21 respondents, 47.7%), followed by Cartagena (4), Lorca (2), Molina de Segura (2), and Almería (2). Additionally, one participant resides in Leeuwarden, Netherlands, reflecting some international engagement. • Sectoral Representation: The respondents belong to various professional sectors, with the highest representation from: o Academia and Research (17 participants, 38.6%) o Industry (11 participants, 25.0%) o Education (4 participants, 9.1%) o Public Administration (4 participants, 9.1%) o Agri-food Sector (2 participants, 4.5%) o The remaining respondents are affiliated with business associations, civil society, consulting, and technical services. A2C – Deliverable D8.7v1.0 Page 17 І310 • Institutional Affiliation: The participants represent a broad range of organisations, with: o 13 distinct institutions from academia and research o 11 different companies from the industrial sector o 4 institutions from education and public administration each o The rest are spread across agri-food, consulting, and business associations. This diversity in professional backgrounds and expertise has provided a comprehensive perspective on the training needs and priorities for the development of educational materials within the Agro2Circular project. 3.3. Data analysis and results 3.3.1. Sectoral representation of respondents & Institutional affiliation The responses to the questionnaire were distributed across various professional sectors, with academia/research and industry being the most represented categories. These two sectors combined accounted for 24 responses, indicating a strong engagement from research institutions and industrial stakeholders. The respondents represented a diverse array of institutions. The ten most represented organisations illustrate the variety of perspectives incorporated into the study. Among these, Fundación Cajamar and CTNC (Centro Tecnológico Nacional de la Conserva y Alimentación) had the highest number of responses, each with two participants. The remaining institutions contributed individual responses, covering universities, business associations, agri-food foundations, independent consultants, and companies across different industries. 3.3.2. Sections of the Questionnaire Answered The majority of respondents completed Section 2, which focused on training materials for the agri-food industry, businesses, entrepreneurs, vocational training institutions, and CIFEA centres. Notably, all remaining sections received the same number of responses, indicating a relatively balanced interest across different target groups. A2C – Deliverable D8.7v1.0 Page 18 І310 3.3.3. Training Materials for the Agri-Food Industry, Businesses, and Entrepreneurs (Section 2) Relevance of Training Topics A heatmap analysis of the responses illustrates the perceived relevance of various training topics related to the circular economy. Darker tones indicate higher relevance, while lighter tones represent lower perceived importance. • Most relevant topics: o Industrial symbiosis approach: The highest-rated topic, highlighting the strong interest in inter-sectoral collaboration, where waste and by-products from one entity serve as inputs for another. o Creating value through waste in the agri-food industry: Participants emphasised the importance of waste valorisation as a key circular economy strategy for the agri-food sector. o Business models based on circular economy principles: The transformation of business models towards circular economy principles was also perceived as a high-priority area. • Moderately relevant topics: Figure 2 - Breakdown of responses per questionnaire section A2C – Deliverable D8.7v1.0 Page 19 І310 o Technological solutions (DIS tool): The DIS tool for waste management and material traceability received considerable attention, though not as high as the previously mentioned topics. o Financing schemes and opportunities: While considered important, financing mechanisms ranked lower, potentially indicating that industry actors view access to funding as a challenge but not their most immediate concern. • Lower relevance (though still important): o Standardisation o Legal regulation at the EU, national, and regional levels These topics scored slightly lower, suggesting that while regulatory frameworks are important, respondents might already be familiar with these aspects or do not prioritise them in their immediate training needs. Figure 3 - Heatmap illustrating topic relevance for section 2 Preferred Training Formats To further analyse respondents’ preferences, the industrial symbiosis approach, the most highly rated topic, serves as an example. The preferred formats for training materials in this area are: A2C – Deliverable D8.7v1.0 Page 20 І310 • Written guidelines with practical examples: This format was the most favoured across all topics, highlighting a preference for self-learning materials. • Case studies and success stories: Respondents showed a strong interest in learning from real-world applications of circular economy strategies. • Online courses and video materials: While face-to-face training sessions were generally less preferred, online interactive sessions and recorded content were considered useful. Additional Comments Open-ended responses provided further insights, with several key topics emerging as areas of interest for training materials: • Green public procurement and circular public procurement • Energy efficiency and cogeneration with agri-food by-products • Awareness-raising for management on circular economy benefits • Regional-level by-product exchange platforms • End-of-waste status and product design • Waste mapping and value creation through waste These insights have informed the refinement of training materials and the integration of new elements into the Agro2Circular model. 3.3.4. Training Materials for Primary Education (Section 3) Relevance of Training Topics The most relevant topics for primary education respondents highlight the importance of foundational knowledge rather than technical content: • General considerations on the circular economy: Rated as the most important topic, indicating the need to introduce basic circular economy concepts at an early age. • Agri-food, plastics, and circular economy: Ranked second, reflecting concerns over plastic use and food waste, making this an essential educational area. • Agro2Circular project results: Received moderate ratings, showing that while projectspecific content is valuable, respondents prioritise broader educational topics. • Green entrepreneurship and careers in sustainability: Considered important to introduce future career paths related to sustainability and the circular economy. A2C – Deliverable D8.7v1.0 Page 21 І310 • Circular business models: This topic received the lowest rating, suggesting it may be too complex for younger students. Figure 4 - Relevance of topics in primary education The results align closely with recent findings in the literature regarding the role of circular economy (CE) and sustainability education in primary schools. As shown in the heatmap and qualitative feedback, primary-level stakeholders prioritised foundational topics such as general CE principles and the agri-food/plastics nexus, while assigning lower relevance to more technical or complex topics such as business models. This mirrors the findings of Kosta et al. (2025 1 ), who highlighted that CE remains largely absent from primary curricula and emphasised the need to introduce it more systematically at earlier educational stages. Their study revealed that teachers are generally supportive of embedding CE and 1 [1] A. D. Kosta, K. M. Keramitsoglou, and K. P. Tsagarakis, “Circular economy and sustainable development in primary education,” Frontiers in Sustainability, vol. 6, Art. no. 1414055, Feb. 2025. doi: 10.3389/frsus.2025.1414055 A2C – Deliverable D8.7v1.0 Page 22 І310 sustainability concepts into environmental studies, particularly through experiential and playbased methods—an approach echoed in our respondents’ preference for interactive, handson formats like role-playing, workshops, and visual materials. Furthermore, Kosta et al. found that educators’ awareness and personal engagement with sustainability strongly influence their willingness to promote CE content in schools, reinforcing our strategy to design flexible, engaging, and accessible materials that empower teachers as key facilitators of early-stage CE education. Preferred Training Formats Respondents highlighted the importance of interactive and practical learning approaches, including: • Workshops and hands-on activities • Role-playing games • Crossword puzzles and visual materials These formats align with the need for engaging, age-appropriate education on circular economy concepts. 3.3.5. Training Materials for Secondary and High School Education (Section 4) Relevance of Training Topics At the secondary and high school level, training needs become more career-oriented: • Green entrepreneurship and career opportunities: Rated highest, reflecting the importance of preparing students for sustainability-related professions. • General considerations on the circular economy: Maintained a high rating, confirming that foundational knowledge is still critical. • Agri-food, plastics, and circular economy: Highly rated, though slightly lower than in primary education. • Circular business models: Gained relevance at this level, as students begin to engage with economic and business-related concepts. • Evaluation of financial mechanisms for the circular economy: Received the lowest rating, indicating that financial considerations may be more relevant for universitylevel students. A2C – Deliverable D8.7v1.0 Page 23 І310 Figure 5 - Relevance of topics in secondary education Preferred Training Formats • Debates and case studies • Creative assignments (e.g., research papers, investigative projects) • Simulation activities focused on business and finance These formats align with secondary students’ cognitive development, fostering critical thinking and independent learning. Moreover, such interactive, problem-based, and studentcentred methods have been recommended in emerging pedagogies for circular economy education. For instance, Kirchherr and Piscicelli (2019 2 ) propose five core principles for circular economy teaching—interactivity, non-dogmatism, reciprocity, constructive alignment, and problem-based learning—highlighting the value of exercises such as 2 [2] J. Kirchherr and L. Piscicelli, "Towards an education for the circular economy (ECE): Five teaching principles and a case study," Resources, Conservation & Recycling, vol. 150, p. 104406, 2019. DOI: 10.1016/j.resconrec.2019.104406. A2C – Deliverable D8.7v1.0 Page 24 І310 simulations, circular business model design, and critical scenario planning. These approaches are not only well-suited to higher education, but also offer pedagogical benefits when adapted for upper-secondary students preparing for vocational or academic careers in sustainability fields. 3.3.6. Training Materials for University Students (Section 5) Relevance of Training Topics For university students, technical and strategic topics gained prominence: • Technological solutions for circular economy in the agri-food sector: The most highly rated topic, indicating a demand for applied knowledge. • Circular economy business models • Financial mechanisms and funding opportunities • Governance of the circular economy • Natural capital accounting and life cycle assessment • Legal regulation at different levels These rankings demonstrate the importance of providing in-depth, analytical content to university-level learners. A2C – Deliverable D8.7v1.0 Page 25 І310 Preferred Training Formats • Written modules with case studies • Innovation projects and real-world applications • Research-based assignments and policy analysis Respondents also suggested integrating circular economy topics into different academic disciplines, such as engineering and business studies. In the case of environmental sciences, circular economy content is already present to some extent—particularly through courses in waste management, industrial ecology, and sustainability assessment. However, Figure 6 - Relevance of topics in university education A2C – Deliverable D8.7v1.0 Page 31 І310 ID TARGET TOPIC Material - brief description PE1 Primary education Agri-food, plastics, circular economy Guidelines and materials for Role-play "the sustainable farm" or "the school garden": students take on the role of farmers who want to turn their farm into a sustainable farm and learn about the importance of organic farming and waste management. PE2 Primary education Agri-food, plastics, circular economy Guidelines and materials for Role-play "the park clean-up team": students can take on the role of members of a clean-up team who want to reduce the amount of plastics in a park and learn about the importance of waste management and separation of materials. PE3 Primary education Agri-food, plastics, circular economy Guidelines and materials for Role-play "the repair shop": students can take on the role of workers in a repair shop and learn about the importance of reusing and repairing objects. PE4 Primary education General considerations on Circular Economy and its context Guidelines and materials for Role-play: waste sorting game. In this game, students have to sort different types of waste into the corresponding bins in order to understand the importance of waste separation and how it contributes to the circular economy. A2C – Deliverable D8.7v1.0 Page 32 І310 PE5 Primary education General considerations on Circular Economy and its context Crossword puzzle with terms related to the circular economy, sustainability and the ecological transition, such as "recycling", "reuse", "renewable energy", "pollution", etc. SE1 Secondary Education Circular Economy Business Models (CEBM) Practical activity: case study of a company. Students analyse how the company's business model works, what its benefits are and how it differs from other business models. Connected with SE2 & SE3. SE2 Secondary Education Circular Economy Business Models (CEBM) Brainstorming new business models: students work in groups to identify sustainability issues in their community and then come up with ideas for new business models that can address these issues using circular economy principles. Connected with S1 and S3. SE3 Secondary Education Agri-food, plastics, circular economy Slide presentation "from plastics to bioplastics". Students learn about the importance of reducing the use of plastics and the transition to more sustainable materials such as bioplastics. Clear differences between biodegradable and bio-based plastics, the benefits of both and case studies where the benefits of biodegradable plastics and other biodegradable materials as substitutes for standard plastics become clear. + Practical exercise: ask students to propose solutions where it is A2C – Deliverable D8.7v1.0 Page 33 І310 beneficial to replace plastics with alternative materials (including bioplastics) evaluating pros and cons. SE4 Secondary Education General considerations on Circular Economy and its context Debate: Students research and discuss the advantages and disadvantages of the circular economy compared to the linear economy. They may be asked to consider different aspects such as resource efficiency, waste reduction and job creation. SE5 Secondary Education/Bachelor Circular Economy Business Models (CEBM) Creating a prototype business: Students work in teams to develop a prototype business using circular economy principles. This activity would involve the creation of a business plan for a food waste collection and recycling company, linking it to the A2C model. Connected with S1 & S2. SE6 Secondary Education/Bachelor Agri-food, plastics, circular economy Students pretend to be a company or entrepreneurs who, in addition to wanting to produce sustainable and circular packaging, seek to produce circular ingredients or food by making use of food waste. They will have to investigate different materials, technologies and methods of collection and recycling. They will also have to analyse costs and benefits related to the production of these foods and ingredients. They will be challenged to make decisions about which materials to use for packaging design, which foods to design from discards, how to optimise the collection and recycling of waste and by-products, and how to implement strategies to minimise waste throughout the production process. A2C – Deliverable D8.7v1.0 Page 34 І310 SE7 Secondary Education/Bachelor General considerations on Circular Economy and its context Practical activity/work: a hypothetical scenario is presented in which students have to design a circular economy strategy for a company, city or region. Through the scenario, students can understand how the circular economy relates in practice to sustainability and the ecological transition. SE8 Secondary Education/Bachelor General considerations on Circular Economy and its context Practical work/activity: Students will explore various circular practices and technologies. Secondary students will focus on recycling, repair, and reuse. Bachelor students will study mechanical, chemical, and enzymatic recycling, bioremediation biotechnology, and producing high-value products from waste (bioplastics, biodiesel, biofertilisers). SE9 Secondary Education/Bachelor Careers and professions related to the circular economy Slideshow on careers and professions related to the circular economy and the importance of environmentally sensitive entrepreneurship. HE1 Higher Education Circular Economy Business Models (CEBM) Courses or study modules (downloadable written material) including case study analysis of successful companies. Investigation and analysis of an existing circular business model, with emphasis on how the principles of the circular economy are implemented in practice. A2C – Deliverable D8.7v1.0 Page 35 І310 HE2 Higher Education Financial mechanism assessment (public and private funding opportunities) for the circular economy Courses or study modules (downloadable written material) HE3 Higher Education Technological solutions for the introduction of the circular economy in the agrifood business/industry. Case study on how a company has implemented technological solutions to adopt circular economy principles in the agri-food sector. Inclusion of related sectors that provide solutions to waste in the sector without being specifically companies in the sector (recyclers, biotechnology companies, cosmetics sector, etc.): dedicated to business degrees, industrial and chemical engineering, chemistry, biotechnology. HE4 Higher Education Circular economy governance at European, national and regional level. Practical work/activity: Coursework and written modules on governance (including evaluation of the effectiveness of public policies) and legislation + Practical activity: Research on best practices in governance to promote the circular economy. Dedicated to legal/political science degrees, adapted to Environmental Science. HE5 Higher Education Natural Capital Accounting & Life Cycle Assessment Research on the application of Life Cycle Assessment (including Social) and natural capital accounting in a specific industry/process and how this contributes to the circular economy. A2C – Deliverable D8.7v1.0 Page 36 І310 HE6 Higher Education DIS tool Training modules for computer science degree IB1 Industry/Business Circular Economy Business Models (CEBM) Guidelines including regional success stories IB2 Industry/Business Circular Economy Business Models (CEBM) Guidelines for session: value chain analysis for the identification of circularity gaps in business models. IB3 Industry/Business Industrial symbiosis Guidelines with case studies in the agri-food industry IB4 Industry/Business Creating value from waste in agro-industry Guidelines with emphasis on case studies implemented and barriers encountered IB5 Industry/Business Funding Opportunities Infosheet with summaries of funding schemes, including tax breaks and exemptions, and access to additional resources IB6 Industry/Business Circular Economy regulation at EU level Infosheets with practical information on how it affects businesses A2C – Deliverable D8.7v1.0 Page 37 І310 IB7 Industry/Business Circular Economy regulation at national level Infosheets with practical information on how it affects businesses. Including Regional by-product pool. End of waste status. IB8 Industry/Business DIS tool Downloadable written documents summarising the functionality of the DIS and providing basic instructions for use IB9 Industry/Business Standardisation Guidelines for agri-food industry IB10 Industry/Business Public awareness Document to promote public awareness (specifically at management level) of the need for the introduction of the Circular Economy in business processes. IB11 Industry/Business Circular Economy Business Models (CEBM) Directory of good CE practices in the Agri-food sector IB12 Industry/Business Circular Economy Business Models (CEBM) Industry Mentoring Programme PS1 Public Sector Circular Public Procurement Guidelines and consolidated report with best practices A2C – Deliverable D8.7v1.0 Page 38 І310 PS2 Public Sector Public Engagement Guidelines for fostering public engagement in Circular Economy Table 1 - Final list of Guidelines and training materials A2C – Deliverable D8.7v1.0 Page 39 І310 5. ANNEX I - Training Plan for local actors: Primary education A2C – Deliverable D8.7v1.0 Page 40 І310 5.1. PE1: "The Sustainable Farm" or "The School Garden" 5.1.1. Introduction Objective of the Material This educational activity aims to introduce children to the concept of organic farming, sustainable waste management, and circular economy principles through an engaging roleplay exercise. By taking on different roles within a farming community, students will learn about the environmental impact of agricultural practices and explore solutions for reducing waste and promoting sustainability. Target Audience This material is designed for primary school teachers who wish to implement an interactive learning experience on sustainability. It provides a structured role-play activity that allows students to actively participate in discussions on organic farming, waste reduction, and responsible consumption. Contribution to the Circular Economy in the Agri-Food Sector The agri-food sector generates a significant amount of waste, much of which can be repurposed or reduced through sustainable farming techniques. This activity will help students understand that waste is not necessarily rubbish but can be transformed into valuable resources. By composting organic waste, minimising chemical inputs, and promoting biodiversity, students will grasp how circular economy principles contribute to more sustainable food production. 5.1.2. Activity Overview In this interactive role-play, students will become farmers, environmental advocates, or consumers, working together to turn their farm into a sustainable, circular farm. The activity includes setting up a small garden in the school, where children will observe the benefits of composting and organic farming practices. Resources and Materials Needed (Before Implementation) A2C – Deliverable D8.7v1.0 Page 47 І310 • The teacher explains the issue of plastic waste in public spaces and how parks often suffer from pollution. • Students are divided into their assigned roles. 2. Waste Assessment and Clean-Up Plan • The cleaning team evaluates the park’s litter problem and proposes a waste reduction strategy. • Park visitors (some supportive, some resistant) react to the new policies. • The waste managers help ensure proper recycling is implemented. 3. Simulating Different Attitudes • Some park visitors will be environmentally conscious, encouraging others to recycle. • Others will question recycling efforts, arguing against the inconvenience or economic costs. • The cleaning team must educate, convince, and respond to concerns. 4. Developing a Park Clean-Up Strategy After engaging with the park visitors, the clean-up team will: • Identify problems encountered in implementing waste separation. • Suggest improvements (e.g. clearer signage, better bin placement). • Design an awareness campaign with incentives for recycling. 5. Reflection and Evaluation Groups will discuss: • Which arguments were the most convincing? • What changes could make recycling easier and more effective? • How can we apply these lessons at home and in the community? Key Learning Outcomes By participating in this activity, students will: Understand the importance of waste reduction and recycling. Learn about the impact of plastic pollution on the environment. Develop critical thinking and problem-solving skills when addressing real-world challenges. A2C – Deliverable D8.7v1.0 Page 48 І310 Explore ways to encourage recycling in public spaces. Experience different perspectives on waste management and responsibility. A2C – Deliverable D8.7v1.0 Page 49 І310 5.3. PE3: The Repair Shop 5.3.1. Introduction Objective of the Material This activity introduces children to the culture of repair and reuse, helping them understand that not all broken or damaged objects need to be discarded. By assuming different roles in a repair shop, students will learn about practical repair techniques and how small actions can contribute to a circular economy. Target Audience This material is designed for primary school teachers who want to engage students in a hands-on learning experience about repair, reuse, and waste reduction. Contribution to the Circular Economy in the Agri-Food Sector Plastic crates and containers are widely used in the agri-food industry for transporting and storing fruits, vegetables, and other products. Unfortunately, these items are often discarded after minimal use, contributing to unnecessary waste. This activity encourages repairing and reusing these objects instead of throwing them away, promoting a more sustainable and resource-efficient approach. 5.3.2. Activity Overview In this role-play scenario, students will work in a repair shop, assessing and fixing damaged plastic crates commonly used in agriculture and food storage. Through inspection, repair, and labelling, they will learn the importance of prolonging the lifespan of objects rather than disposing of them. Roles for the Activity Each student will be assigned a specific role in the repair process, promoting teamwork and problem-solving skills: Inspection Station – Students check plastic crates for damage (cracks, broken corners) and decide what kind of repair is needed. A2C – Deliverable D8.7v1.0 Page 50 І310 Repair Station – Students apply patches, tape, or glue to fix the damaged crates. Cleaning and Marking Station – Once repaired, the crates are cleaned and labelled as “Repaired” with the type of repair completed. Moderator (Teacher) – Guides the students through the process and resolves any questions. The setting should resemble a repair workshop, with designated areas for inspection, repair, and labelling. Key Themes Explored This activity encourages critical thinking and hands-on learning while introducing students to key environmental topics: 1. Reuse vs Waste • Understanding the negative impact of the “throwaway culture”. • Learning that repairing objects saves money, reduces waste, and protects the environment. 2. Technical Skills • Introduction to basic repair tools and techniques. • Understanding how small repairs can extend the life of objects. 3. Circular Economy • Repair and reuse are essential strategies in a circular economy. • Learning how repairing materials reduces the need for new resources. 4. Responsible Consumption • Encouraging students to think twice before discarding objects. • Discussing how small actions at home and school can help reduce waste. Steps for Implementing the Activity 1. Introduction to the Repair Workshop The teacher introduces the idea that students will work in a repair shop, fixing plastic crates used in the agri-food sector. A2C – Deliverable D8.7v1.0 Page 51 І310 Discussion about why repair is important: "Every crate we repair is one less crate that ends up in the rubbish."; "Repairing saves resources and reduces waste." 2. Repair Process Inspection Station – Students examine each crate for cracks or broken parts and decide on the best repair method. Repair Station – Students use repair tape, mesh patches, or glue to fix the damaged crates. Cleaning and Marking Station – The repaired crates are cleaned and labelled as "Ready to Use." 3. Role Rotation After a set amount of time, students rotate roles to experience all aspects of the repair process. 4. Reflection and Discussion At the end of the activity, the teacher leads a group discussion, asking: • "Why is repairing crates better than throwing them away?" • "How can we apply this at home or school?" • "What other objects can we repair instead of discarding?" Key Learning Outcomes By participating in this role-play, students will: Understand the importance of repair and reuse. Develop basic technical skills for fixing objects. Learn how small repairs contribute to waste reduction. Gain awareness of the circular economy and sustainable consumption. Improve teamwork, creativity, and problem-solving skills. Materials Needed ✔ Mini plastic crates or used containers – Small fruit containers or recycled plastic items. ✔ Strong repair tape – Duct tape or strong adhesive tape for simulating repairs. ✔ Eco-friendly glue for plastics – Safe for children and easy to use. ✔ Plastic mesh patches – Pieces of mesh or stronger plastic to reinforce broken areas. A2C – Deliverable D8.7v1.0 Page 52 І310 ✔ Markers or labels – To tag repaired crates with their fix description. ✔ Small work gloves – Optional, to help students feel like real repair workers. ✔ Work area with basic tools – Safety scissors, rags, and cleaning materials. A2C – Deliverable D8.7v1.0 Page 53 І310 5.4. PE4: Waste sorting game 5.4.1. Introduction Objective of the Material This activity introduces students to waste separation and recycling, helping them understand the role of proper waste management in the circular economy. By engaging in a waste sorting role-play, children will experience first-hand the challenges and benefits of separating waste correctly. Target Audience This material is designed for primary school teachers who want to implement an engaging, interactive learning experience that promotes environmental awareness and responsible waste disposal. Contribution to the Circular Economy in the agrifood sector Proper waste sorting is essential for recycling and resource recovery. When waste is separated correctly, materials such as paper, plastic, glass, and organic waste can be processed and reused rather than being sent to landfills. Teaching children these principles at an early age reinforces sustainable habits that contribute to a more resource-efficient future. 5.4.2. Activity Overview In this role-play scenario, students will take on the roles of waste collectors, sorters, environmental supervisors, and transporters, working together to clean up a simulated public park. They will learn to categorise waste, discuss challenges in recycling, and reflect on how waste management contributes to sustainability. Roles for the Activity Students are divided into four groups, each with specific responsibilities: Collectors – Gather waste from different areas of the simulated classroom or playground and bring it to the recycling area. A2C – Deliverable D8.7v1.0 Page 54 І310 Sorters – Separate waste into its respective categories and place it in the correct container. Environmental Supervisors – Monitor whether the waste is sorted correctly and assist sorters in resolving any doubts or issues. Transporters – Carry the filled containers to the “recycling centre”, a designated area where all collected materials are deposited. To ensure all students experience different aspects of the recycling process, roles can rotate throughout the activity. Key Themes Explored This activity introduces students to essential waste management principles while developing their critical thinking and teamwork skills. 1. Waste Separation and Recycling Understanding the importance of sorting waste for recycling. Recognising how different materials (paper, plastic, glass, organic) should be disposed of correctly. 2. Sustainability and the Circular Economy Learning how recycling conserves resources and reduces landfill waste. Understanding how waste can be transformed into new materials in a circular economic system. 3. Critical Thinking and Debate Students will discuss and evaluate arguments for and against waste sorting, learning to justify their opinions. Developing the ability to weigh up environmental and economic factors in waste management decisions. 4. Teamwork and Problem-Solving Working together to ensure efficient waste sorting. Encouraging collaboration between different roles to achieve a common goal. Steps for Implementing the Activity 1. Introduction to the Circular Economy and Waste Sorting A2C – Deliverable D8.7v1.0 Page 55 І310 The teacher introduces the concept of the circular economy, explaining how proper waste separation contributes to sustainability. Discussion on why recycling is important: "What happens to rubbish if it is not recycled?" "How can sorting waste help the environment?" "What types of materials can be recycled?" 2. Waste Sorting Role-Play The teacher sets up a public park simulation, scattering various types of waste around the area. Students assigned to the Collectors group retrieve waste and bring it to the sorting area. The Sorters group separates the waste into the correct bins. The Environmental Supervisors assess whether waste is being sorted correctly and help correct mistakes. The Transporters move the filled containers to the "recycling centre". 3. Discussion and Debate After the role-play, students engage in a structured discussion reflecting on: • The challenges faced in sorting waste. • The consequences of improper waste management. • The importance of individual responsibility in reducing waste and recycling correctly. • Critics’ Perspectives: Some students will take on the role of waste sorting critics, presenting arguments against recycling, such as effort, cost, or lack of immediate benefits. Other students will counter these arguments, developing their debate and reasoning skills. 4. Reflection and Key Takeaways The activity concludes with a group reflection on what students learned: "Why is recycling important?"; "What would happen if no one sorted waste?"; "What can we do at home and school to improve recycling?" Key Learning Outcomes By participating in this role-play, students will: Understand the importance of waste sorting and recycling. Develop critical thinking and debating skills by discussing waste management. A2C – Deliverable D8.7v1.0 Page 56 І310 Learn to make informed decisions about sustainable waste disposal. Gain teamwork experience, working together towards a common environmental goal. Improve their awareness of circular economy principles. Materials Needed ✔ Simulated Recycling Bins – Containers in different colours for waste separation: • Green – Glass. • Yellow – Plastics and packaging. • Blue – Paper and cardboard. • Brown – Organic waste. • Grey – Non-recyclable waste. ✔ Special Collection Points – Designated spots for batteries, electronics, and hazardous waste. ✔ Simulated or Clean Waste – Objects for sorting, such as: • Paper, plastic bottles, glass jars, cardboard. • Simulated food scraps (e.g., cut-out images or biodegradable materials). • Batteries, old light bulbs, and broken electronic devices for special collection bins. ✔ Informational Cards – Visual guides with images and descriptions of different types of waste. ✔ Critics’ Cards – Argument cards for students taking on the role of waste sorting sceptics. ✔ Role Markers – Vests or tags identifying Collectors, Sorters, Environmental Supervisors, and Transporters. A2C – Deliverable D8.7v1.0 Page 63 І310 • Discuss what they learned about circular economy business models. • Consider how they, as consumers, can support circular businesses. • Brainstorm industries where circular economy principles could be applied further. 6.1.4. Case Study Template: EcoCycle Solutions (Example) 4.1 Introduction EcoCycle Solutions is a fictitious company specialising in the collection and refurbishment of electronic devices to reduce e-waste. The company applies circular economy principles by extending the lifecycle of electronic components, reducing dependency on raw materials, and minimising environmental impact. 4.2 Business Model Analysis Value Proposition: EcoCycle Solutions provides a sustainable alternative for electronic device disposal by refurbishing and reselling components. The company helps consumers, businesses, and institutions responsibly manage electronic waste. Customer Segments: • Technology companies needing sustainable e-waste solutions. • Consumers seeking refurbished electronics at lower prices. • Government agencies and NGOs promoting waste reduction. Distribution Channels: • Digital platform for e-waste collection requests. • Physical and online stores selling refurbished devices. • Retail partnerships for collection points. Customer Relationships: • Loyalty programmes for customers who trade in old electronics. • Personalised services for businesses with bulk disposal needs. • Transparency through online tracking of refurbishment and recycling processes. 6.1.5. Activity Instructions for Students 1. Choose a company (real or fictional) implementing circular economy principles. 2. Identify the key components of its business model: o Value proposition o Target customers A2C – Deliverable D8.7v1.0 Page 64 І310 o Distribution channels o Customer relationships 3. Analyse the advantages of its circular model in comparison to traditional linear models: o Economic benefits (cost savings, new revenue streams). o Environmental impact (waste reduction, resource efficiency). o Competitive advantages (differentiation, compliance with regulations). 4. Present findings through a visual report or group presentation. 6.1.6. Key Discussion Questions After completing the activity, students should reflect on the following: • How does the circular economy model differ from traditional business models? • What are the main benefits and challenges of adopting a circular economy approach? • Can circular economy business models be applied to all industries? Why or why not? • What role do consumers, businesses, and governments play in supporting the transition to a circular economy? 6.1.7. Conclusion This activity helps students understand the real-world application of circular economy concepts by analysing business models that prioritise sustainability and efficiency. By comparing these models to traditional approaches, students develop a critical perspective on how businesses can contribute to a more sustainable future. 6.1.8. Further Reading & References [3] A. T. Braun, O. Schöllhammer, and B. Rosenkranz, "Adaptation of the Business Model Canvas Template to Develop Business Models for the Circular Economy," Procedia CIRP, 2021. [4] Ellen MacArthur Foundation, Resources on Circular Economy Business Models. [Online]. Available: https://ellenmacarthurfoundation.org/resources A2C – Deliverable D8.7v1.0 Page 65 І310 Figure 7 - Business Model Canvas example template A2C – Deliverable D8.7v1.0 Page 66 І310 6.2. SE2: Brainstorming new circular business models 6.2.1. Introduction and Learning Objectives This educational material is designed for secondary school teachers to facilitate a handson learning activity that encourages students to develop innovative business models based on circular economy principles. The activity promotes entrepreneurial thinking, problem-solving, and sustainability awareness, while encouraging students to address realworld sustainability challenges in their communities. Through this activity, students will: • Identify sustainability issues in their local environment. • Apply circular economy principles to create innovative business solutions. • Develop an entrepreneurial mindset by designing business models that are both sustainable and profitable. • Collaborate in teams, strengthening communication and critical thinking skills. This activity is directly connected to SE1 (Case Study Analysis of Circular Economy Business Models) and SE3 (Plastics and Bioplastics in the Circular Economy), helping students build a holistic understanding of how business and sustainability intersect. 6.2.2. Background: Circular Economy and Business Innovation Traditional business models follow a linear structure: extract resources → produce goods → consume → discard waste. This approach wastes valuable materials, contributes to pollution, and puts pressure on natural resources. Circular economy business models aim to close the loop by designing processes that: • Reduce waste by using fewer raw materials. • Reuse existing materials through refurbishing or repurposing. • Recycle waste into valuable products. • Regenerate ecosystems by integrating sustainable and nature-based solutions. Through this brainstorming activity, students will develop their own circular business ideas by identifying local sustainability issues and proposing innovative solutions. A2C – Deliverable D8.7v1.0 Page 67 І310 6.2.3. Structure of the Activity Step 1: Identifying a Local Sustainability Issue Students work in small groups to investigate and choose a real sustainability issue in their local area. The problem could relate to: • Food waste in school cafeterias or local restaurants. • Excessive plastic packaging in supermarkets. • Fast fashion waste from discarded clothes. • E-waste from old smartphones and laptops. • Water pollution due to improper waste disposal. Teachers should guide students in researching their chosen issue by asking: • What are the most common waste materials in our community? • How are these materials currently managed or disposed of? • Could these materials be repurposed, recycled, or used in a different way? Step 2: Applying Circular Economy Principles Once the sustainability issue is defined, students brainstorm business solutions using circular economy strategies. Key questions for idea generation: • How can we convert waste into a valuable resource? • Can we redesign an existing product or service to be more sustainable? • Can we draw inspiration from successful circular economy businesses? Guiding Circular Economy Principles: • Reduce: Minimise resource use and waste production. • Reuse: Find ways to extend product life cycles. • Recycle: Transform waste into new materials. • Regenerate: Use sustainable processes to restore ecosystems. Step 3: Developing a Circular Economy Business Idea Each group develops a business model for their idea, covering: • Problem Statement: What issue is the business solving? • Business Concept: What product/service does the company offer? • Circular Strategies Used: How does the business apply reduce, reuse, recycle, or regenerate principles? • Target Customers: Who will benefit from this business? A2C – Deliverable D8.7v1.0 Page 68 І310 • Revenue Model: How will the business be financially sustainable? Example Business Concepts: 1. Agri-Food Sector o Food Waste Composting: A business that collects food waste from restaurants and turns it into compost for urban gardens. o Upcycled Food Products: Making snacks from imperfect fruits and vegetables that would otherwise be discarded. 2. Fashion and Textiles o Clothing Rental Platforms: A subscription service where people rent clothes instead of buying new ones. o Textile Recycling Hubs: A collection and sorting service that converts used textiles into new fabrics. 3. Technology and E-Waste o Refurbished Electronics Marketplace: A business that repairs and resells used smartphones and laptops. o Modular Gadgets: A company that produces phones and computers with interchangeable parts to reduce electronic waste. 4. Sustainable Cities o Shared Mobility Services: Bicycle or electric scooter sharing with a focus on using recyclable materials. o Recycled Building Materials: A company that produces construction materials from plastic waste. Step 4: Presenting the Business Ideas Each group presents their business model to the class, answering key questions: • What sustainability issue does this business address? • How does the business function? • What impact would this business have on the community? • How is this business different from a traditional (linear) business model? Encourage students to use visuals such as slides, posters, or business model canvases to communicate their ideas clearly. Step 5: Group Discussion and Reflection After the presentations, the class discusses the proposed ideas: A2C – Deliverable D8.7v1.0 Page 69 І310 • Which business models are the most feasible? • What challenges might arise when implementing them? • How can these models inspire real-world change? Encourage students to evaluate the potential impact of their ideas on society and the environment. 6.2.4. Key Takeaways By the end of the activity, students should be able to: • Understand how circular business models work. • Identify real-world sustainability issues. • Apply circular economy principles to develop solutions. • Reflect on the challenges and opportunities of transitioning to a circular economy. This activity fosters creativity, entrepreneurship, and sustainability awareness, equipping students with practical skills to think critically about environmental and business challenges. 6.2.5. Additional Resources for Educators • Ellen MacArthur Foundation: Circular economy education resources – https://www.ellenmacarthurfoundation.org • Circular Economy Club: Best practices and case studies – https://www.circulareconomyclub.com • ScienceDirect: Research articles on circular business models – https://www.sciencedirect.com A2C – Deliverable D8.7v1.0 Page 70 І310 6.3. SE3: Educational presentations The following document provides an overview of four educational presentations developed within the Agro2Circular (A2C) project. These materials aim to introduce students to key concepts in circular economy, bioplastics, plastic recycling, and the valorisation of agri-food waste. Although the presentations are designed for the Spanish educational context and are in Spanish, they can serve as inspiration for educators in other regions to create similar materials. To avoid unnecessary length, the slides accompanying these educational materials have not been included in this document. They are available for consultation on the CORDIS platform at the following link: https://cordis.europa.eu/project/id/101036838/results. 6.3.1. Circular Economy Concept Overview This presentation, developed for secondary education students, introduces the concept of circular economy as an alternative to the traditional linear economy. It provides a broad perspective on the environmental challenges posed by resource depletion, landfill saturation, and greenhouse gas emissions. Key Contents • Linear vs Circular Economy: Explanation of how the traditional 'take-make-dispose' system differs from a circular approach focused on reducing waste, reusing materials, and regenerating natural systems. • Principles of Circular Economy: o Waste and pollution elimination o Maximising resource use through recycling, reuse, and repair o Regenerating natural systems, including sustainable agriculture • European Circular Economy Strategy: A focus on key policy areas such as electronics, textiles, plastics, and food packaging. • Agro2Circular Project: Insights into how circular economy principles apply to the agri-food sector, focusing on fruit, vegetable, and multilayer plastic waste. Application for Educators A2C – Deliverable D8.7v1.0 Page 71 І310 • Discussion Activity: Students can compare real-world examples of circular and linear economy models. • Practical Exercise: Students propose circular solutions for common waste problems in their daily lives. 6.3.2. Biotechnology and Bioplastics Overview This presentation explores the role of biotechnology in sustainable material production, focusing on the development of bioplastics as an alternative to traditional petroleum-based plastics. Key Contents • Introduction to Biotechnology: Definition and applications in various sectors, including agriculture and waste management. • Understanding Bioplastics: Classification of bioplastics into: o Bio-based and biodegradable (e.g., PLA, PHA) o Bio-based but non-biodegradable (e.g., bio-based PET) o Petroleum-based but biodegradable (e.g., certain synthetic polymers) • The Biodegradability Myth: Explanation that biodegradable plastics do not always degrade easily in nature and require specific industrial composting conditions. • Production of Bioplastics: The transformation of biomass into monomers and polymers through thermal, chemical, and biological processes. • Real-world Applications: Case studies on bioplastic production using agro-food waste, particularly in the Agro2Circular project. Application for Educators • Case Study Analysis: Students investigate the advantages and limitations of different bioplastic types. • Experimental Activity: A simple lab-based activity where students compare the degradation process of various plastic materials under controlled conditions. o Suggested procedure: Prepare small samples of various plastic types (e.g. traditional PET, PLA bioplastic, and a starch-based biodegradable film). Place each sample in separate containers with moist soil or compost, replicating A2C – Deliverable D8.7v1.0 Page 72 І310 real-life degradation environments. Ensure equal conditions for all samples (light exposure, humidity, temperature). o Materials needed: Small plastic samples (cut to approx. 3x3 cm), labelled containers, potting soil or compost, water spray bottle, scale (for periodic weighing), gloves. o Time required: Approx. 15–20 minutes setup time. Observations should be recorded weekly over a period of 4–6 weeks. o Learning outcome: Students will observe differences in physical degradation, encouraging critical discussion on the real-world biodegradability of plastics. 6.3.3. Plastic Recycling and Upcycling Overview This presentation provides insights into the challenges of plastic recycling, particularly focusing on complex multilayer plastics used in the agri-food industry. Key Contents • Plastic Pollution Problem: Data on global plastic production and waste accumulation. • Recycling Challenges: o Sorting difficulties due to material composition o Contamination from food residues and additives • Innovative Recycling Solutions: o Optical sorting to separate plastics by composition o Delamination techniques to recover high-value components o Enzymatic treatments to break down polymers for repurposing • The Role of the Agro2Circular Project: Development of new recycling methods to recover valuable resources from plastic waste. Application for Educators • Waste Analysis Activity: Students collect different plastic waste samples and classify them based on their recyclability. • Recycling Process Simulation: A role-play exercise where students act as part of a recycling facility, making decisions on sorting and processing materials. Suggested roles: A2C – Deliverable D8.7v1.0 Page 79 І310 • Create new business opportunities through waste management and recycling. According to Lamolinara et al. (2024), circular business models in agribusiness are still underdeveloped but have high potential for adoption, particularly in food production, processing, and waste management. Barros et al. (2023) highlight that agro-industrial cooperatives play a crucial role in closing resource loops by integrating innovation, collaboration, and new business models. By designing a business model for food waste collection and recycling, students will explore how companies can reduce waste, create value, and promote sustainability. 6.5.3. Structure of the Activity Step 1: Defining the Business Concept Students work in small teams to define their circular economy business prototype. The focus is on creating a food waste collection and recycling business that addresses real sustainability challenges while being economically viable. Each team should research and identify a specific food waste problem, considering: • The source of food waste (households, restaurants, supermarkets, food processing industries). • The scale of the problem (local, regional, national). • The impact of food waste (economic losses, environmental pollution, resource depletion). Once they define the problem, students brainstorm potential solutions, ensuring that their proposed business follows circular economy principles such as: • Waste prevention: reducing food surplus through redistribution. • Upcycling: transforming food waste into new products (e.g., bio-based packaging, natural fertilisers). • Recycling: turning organic waste into compost, biofuels, or biogas. At this stage, students outline the core idea of their business in a problem-solution format, summarising: • The issue being addressed. • The innovative solution proposed. • The expected impact of the business. A2C – Deliverable D8.7v1.0 Page 80 І310 Educators should encourage students to justify their choices, linking them to real-world sustainability concerns. Step 2: Business Model Development Students structure their business idea using a Business Model Canvas, covering the following key components: 1. Value Proposition – What problem does the business solve? What products/services does it offer? How does it incorporate circular economy principles? 2. Customer Segments – Who are the primary customers? What needs or pain points does the business address? 3. Distribution Channels – How will the business collect food waste? How will it sell or distribute the recycled products? 4. Revenue Streams – How will the business generate income? (e.g., waste collection fees, sales of recycled products, government incentives) 5. Key Resources – What technologies, infrastructure, or partnerships are needed? 6. Key Activities – What are the core operations of the business? (e.g., waste collection, processing, marketing, sales) 7. Key Partnerships – Which organisations or stakeholders could support the business? (e.g., local government, waste management firms, research institutions) 8. Cost Structure – What are the main costs associated with running the business? Once the Business Model Canvas is completed, teams should refine and validate their ideas by: • Researching existing similar businesses for insights and inspiration. • Identifying challenges and risks in the implementation phase. • Estimating costs, profitability, and scalability. Step 3: Presenting the Business Plan Each team presents their prototype business plan, focusing on: • The identified problem and solution. • The circular economy approach integrated into the business model. • Potential customers and market feasibility. • Expected economic and environmental benefits. • Challenges and limitations. Presentation formats can include: A2C – Deliverable D8.7v1.0 Page 81 І310 • Pitch presentations with slides. • Posters or infographics summarising key business elements. • Short videos or mock advertisements showcasing their business idea. Evaluation Criteria Educators should evaluate projects based on: • Innovativeness and creativity – How original is the business idea? • Feasibility and scalability – Can the model realistically be implemented? • Impact and sustainability – How well does the business address food waste challenges? • Quality of presentation and teamwork – Is the idea communicated clearly and effectively? After all teams have presented, educators should facilitate a discussion, asking students: • Which business model was the most promising? Why? • What challenges might these businesses face in real-world implementation? • What role do governments, businesses, and consumers play in making circular businesses successful? 6.5.4. Key Takeaways By the end of the activity, students should: • Understand how circular economy business models function. • Recognise the economic, environmental, and social benefits of food waste recycling. • Develop entrepreneurial and problem-solving skills. • Gain insights into real-world applications of circular business strategies. This activity bridges theory with practice, enabling students to think critically about sustainability challenges and business opportunities in the agri-food sector. 6.5.5. 5. References [9] B. Lamolinara, M. S. Teixeira, C. G. Marreiros, V. H. S. Ferreira, and A. Pérez-Martínez, "An overview of circular business models in agribusiness," in Entrepreneurship, Technological Change and Circular Economy for a Green Transition, C. Rego et al., Eds. Cham: Springer, 2024, pp. 1–18. [Online]. Available: https://doi.org/10.1007/978-3-03148079-9_7 A2C – Deliverable D8.7v1.0 Page 82 І310 [10] M. V. Barros, R. H. G. Jesus, B. S. Ribeiro, and C. M. Piekarski, "Going in circles: Key aspects for circular economy contributions to agro-industrial cooperatives," Circular Economy and Sustainability, vol. 3, pp. 861–880, 2023. [Online]. Available: https://doi.org/10.1007/s43615-022-00211-8 6.6. SE6: Circular business challenge: sustainable packaging and food products from waste 6.6.1. Introduction Objective of the Material This project-based learning activity introduces students to the circular economy by challenging them to design a business plan focused on sustainable packaging and food products made from food waste. Students will research materials, production technologies, and recycling processes while evaluating costs, benefits, and business strategies for implementing a circular approach in the agri-food sector. Target Audience This material is designed for secondary school and baccalaureate teachers who wish to promote entrepreneurial skills, critical thinking, and sustainability awareness among students. Contribution to the Circular Economy Through this challenge, students will: • Understand the problem of food waste and its economic and environmental impacts. • Explore solutions for circular packaging and food product development from waste. • Analyse real-world strategies to optimise waste collection, processing, and recycling. • Apply sustainable production and consumption principles to minimise environmental impact. A2C – Deliverable D8.7v1.0 Page 83 І310 6.6.2. Activity Guide: Creating a Circular Business Plan Students will develop a business plan for a company focused on circular food production and packaging solutions. The class will be divided into four groups, each responsible for a different phase of the project. 1. Research Phase Identifying the Problem ✔ What types of food waste exist in the agri-food sector? ✔ What are the environmental and economic problems linked to food waste? ✔ Why is transitioning to circular packaging and food products necessary? Investigating Materials and Technologies ✔ Explore sustainable materials for packaging and their properties (e.g., compostable bioplastics). ✔ Research methods for collecting food waste and recycling technologies. ✔ Investigate food waste transformation techniques (e.g., turning fruit peels into flour or byproducts). Cost-Benefit Analysis ✔ Calculate the costs of production, considering raw materials, technology, and logistics. ✔ Evaluate economic and environmental benefits, such as material cost savings, reduced waste disposal costs, and added value of sustainable products. Case Studies ✔ Identify existing companies producing packaging or food products from waste. ✔ Examine their business models and innovation strategies. 2. Product Design and Development Sustainable Packaging Design ✔ Select eco-friendly materials (recyclable, biodegradable, reusable). A2C – Deliverable D8.7v1.0 Page 84 І310 ✔ Ensure packaging reduces waste, such as minimalist or plastic-free designs. Food Waste Transformation ✔ Choose a type of food waste (e.g., vegetable scraps, fruit peels). ✔ Develop a food product incorporating waste (e.g., juices, dried snacks, sauces). Collection and Recycling Logistics ✔ Plan an efficient collection system for food waste. ✔ Assess waste recycling options to maximise resource efficiency. 3. Waste Minimisation Strategies in Production Optimisation and Recycling in the Process ✔ Identify waste points in production and eliminate inefficiencies. ✔ Implement a "zero waste" policy, ensuring all by-products are reused. Circular Economy Implementation ✔ Design a system to extend the lifespan of products and facilitate recycling or reuse. ✔ Reduce water and energy consumption throughout the process. Consumer Education and Awareness ✔ Develop marketing strategies to promote circular food products. ✔ Create campaigns to educate consumers on sustainable purchasing habits. 4. Business Plan Development and Presentation Each group will present their business plan, including: ✔ Business model and target audience. ✔ Cost-benefit analysis of materials and production. ✔ Sustainable packaging and food waste innovation. ✔ Marketing and consumer engagement strategy. ✔ Distribution and sales plan for the circular products. A2C – Deliverable D8.7v1.0 Page 85 І310 Evaluation Criteria Students will be assessed based on: ✔ Research and Innovation: Depth of research and creativity in proposed solutions. ✔ Feasibility and Practicality: Realistic application of circular economy principles. ✔ Business Plan Clarity: Organisation, logic, and clarity in presenting ideas. ✔ Use of Evidence and Data: Integration of relevant case studies, examples, and economic data. ✔ Communication and Collaboration: Teamwork, effective presentation skills, and engagement. 6.6.3. Suggested References Circular Business and Sustainability [11] L. Blanco, "The importance of implementing a sustainability strategy in companies," Atisa, Feb. 2, 2024. [12] L. Caorsi, "Circular food: How to reduce waste and protect the environment," Eroski Consumer, Jun. 7, 2022. [13] R. Apd, "¿Qué estrategias de sostenibilidad empresarial puedes empezar a implementar en tu empresa?," APD España, Jun. 19, 2023. [Online]. Available: https://www.apd.es/estrategias-sostenibilidad-empresarial/ [14] L. Blanco, "La importancia de implementar una estrategia de sostenibilidad en las empresas," Atisa, Feb. 2, 2024. [Online]. Available: https://atisa.es/blog/estrategiasostenibilidad/ [15] P. Pérez, "Estrategias de Economía Circular para empresas - Nueva ISO 14001," Nueva ISO 14001, Feb. 12, 2024. [Online]. Available: https://www.nueva-iso14001.com/2024/01/estrategias-de-economia-circular-para-empresas/ Food Waste and Recycling [16] H. Fraga, "Recycling: Everyday objects we can reuse," Gestán Conteco, Jun. 25, 2020. A2C – Deliverable D8.7v1.0 Page 86 І310 6.7. SE7: Designing a circular economy strategy for a region 6.7.1. Introduction Objective of the Material This activity enables students to design a circular economy strategy tailored to a city or region. By analysing local characteristics, exploring circular economy principles, and proposing feasible solutions, students will gain practical insights into sustainability and the ecological transition. Target Audience This material is designed for secondary school and baccalaureate teachers looking to introduce students to circular economy planning, regional development, and sustainability strategy design. Contribution to the Circular Economy This activity helps students: • Understand the complexity of circular economy transitions at a regional level. • Analyse environmental, social, and economic factors affecting sustainability. • Develop feasible strategies for waste reduction, resource efficiency, and economic resilience. 6.7.2. Activity Guide: Creating a Circular Economy Strategy Students will simulate the process of designing a circular economy action plan for a city or region. They will consider local resources, infrastructure, policies, and socioeconomic conditions to formulate a realistic and effective strategy. 1. Selection and Research of the City or Region ✔ Selecting a location: Students will choose a city or region as their case study. ✔ Understanding the local context: They will research the region’s economic activities, environmental challenges, and waste management practices. A2C – Deliverable D8.7v1.0 Page 87 І310 ✔ Identifying key resources: Students should explore local industries, renewable energy potential, and existing circular economy initiatives. 2. Analysis of Regional Characteristics Students will analyse how their chosen region can transition to a circular economy by considering key factors: Environmental Factors ✔ How is waste currently managed? ✔ Are there systems for waste valorisation, recycling, and water efficiency? ✔ What environmental challenges does the region face (e.g., pollution, biodiversity loss)? Socioeconomic Factors ✔ What industries dominate the regional economic structure? ✔ What is the region’s capacity for business innovation and workforce upskilling? ✔ How do local cultural attitudes influence circular economy adoption? Governance and Policy ✔ Are there existing circular economy policies or action plans? ✔ How engaged are public authorities, businesses, and civil society in circular initiatives? ✔ Are there financial incentives or regulatory barriers for circular economy adoption? Students should document their findings and use data sources, case studies, or policy examples where possible. 3. Strategy Design and Implementation ✔ Formulating a circular economy strategy based on the research phase. ✔ Incorporating key circular economy principles, such as: • Waste reduction, reuse, repair, and recycling. • Efficient water and energy use. • Sustainable business models. ✔ Aligning with the A2C Model to structure the strategy effectively. A2C – Deliverable D8.7v1.0 Page 88 І310 Key Challenge: Would the Agro2Circular model be applicable to this region? Students must justify their decision based on the local conditions. 4. Observations on Implementation ✔ Simulating the effects of their strategy by considering: • Expected economic and environmental benefits. • Potential barriers or limitations. ✔ Proposing solutions for identified weaknesses. ✔ Adjusting the strategy based on observations. 5. Group Discussion and Reflection ✔ Presenting findings: Each group presents its strategy, highlighting: • Key research findings. • Chosen circular economy approach. Expected benefits and implementation challenges. ✔ Class debate: • Could the A2C model be successfully applied to the region? Why or why not? • What are the biggest challenges in implementing circular strategies at a regional level? • Which strategies were the most innovative and feasible? ✔ Voting on the most effective strategy based on how well it applies circular economy principles. • Integration of the Agro2Circular (A2C) Model • Students will be introduced to the Agro2Circular (A2C) model, which serves as a framework for evaluating regional circular economy readiness. They should assess whether their selected region meets the key dimensions of the A2C model: Key Dimensions of the A2C Model Environmental: Waste valorisation, resource efficiency, climate adaptation. Socioeconomic: Business innovation, workforce skills, local engagement. A2C – Deliverable D8.7v1.0 Page 95 І310 6.9. SE9: Career and professions related to the circular economy 6.9.1. Introduction Objective of the Material This material introduces students to green jobs and professions linked to the circular economy, showing how various careers contribute to sustainability, resource efficiency, and environmental protection. Target Audience This material is designed for secondary school and baccalaureate teachers to educate students on career opportunities in the circular economy and sustainable entrepreneurship. Contribution to the Circular Economy Encourages students to explore green careers that promote sustainable economic growth. Illustrates the role of different professions in transitioning from a linear to a circular economy. Raises awareness of the need for innovation, sustainability, and responsible resource management across industries. materials. To avoid unnecessary length, the slides accompanying these educational materials have not been included in this document. They are available for consultation on the CORDIS platform at the following link: https://cordis.europa.eu/project/id/101036838/results. 6.9.2. Professions in the Circular Economy This section outlines key professions linked to the circular economy, which students can explore as potential career paths. 1. Circular Economy Specialist A2C – Deliverable D8.7v1.0 Page 96 І310 ✔ Role: Develops and advises companies on transitioning from a linear to a circular economy by optimising resource use, minimising waste, and promoting reuse and recycling. ✔ Key Tasks: Identifying inefficiencies, designing circular economy strategies, and implementing sustainable production models. ✔ Relevance: Essential for companies seeking to align with circular economy principles and reduce environmental impact. 2. Sustainability Consultant ✔ Role: Advises businesses and institutions on implementing environmental and social responsibility practices. ✔ Key Tasks: Conducting sustainability assessments, designing strategies to reduce emissions and optimise resource use, and integrating circular economy models into business operations. ✔ Relevance: Helps organisations meet sustainability targets and comply with environmental regulations. 3. Environmental Engineer ✔ Role: Designs and implements environmental protection projects, including waste management, pollution control, and clean technology development. ✔ Key Tasks: Reducing environmental footprints, developing waste recycling systems, and optimising resource efficiency. ✔ Relevance: Plays a critical role in ensuring sustainability in industrial processes. 4. Recycling and Waste Engineer ✔ Role: Specialises in waste management, from collection to treatment and recycling. ✔ Key Tasks: Designing efficient waste recovery processes, minimising landfill dependency, and integrating recycled materials back into production. ✔ Relevance: Key in developing closed-loop production cycles that align with circular economy goals. A2C – Deliverable D8.7v1.0 Page 97 І310 5. Renewable Energy Specialist ✔ Role: Develops clean and renewable energy sources, such as solar, wind, hydroelectric, and biomass. ✔ Key Tasks: Reducing dependency on fossil fuels, implementing sustainable energy solutions, and lowering greenhouse gas emissions. ✔ Relevance: Ensures that the transition to circularity is powered by clean energy sources. 6. CSR (Corporate Social Responsibility) Manager ✔ Role: Integrates sustainability into business strategies, ensuring social and environmental responsibility. ✔ Key Tasks: Implementing circular economy practices within companies, such as waste reduction, resource efficiency, and recycling initiatives. ✔ Relevance: Helps companies align with sustainable development goals (SDGs) and consumer expectations. 7. Environmental Auditor ✔ Role: Evaluates whether an organisation meets environmental regulations and sustainability standards. ✔ Key Tasks: Conducting audits, identifying areas for improvement, and ensuring compliance with circular economy principles. ✔ Relevance: Ensures that companies are operating in an environmentally responsible manner. 8. Circular Product Designer ✔ Role: Designs products with circularity in mind, ensuring they are durable, repairable, and recyclable. ✔ Key Tasks: Selecting sustainable materials, creating modular and repair-friendly designs, and promoting product lifecycle extension. ✔ Relevance: Fundamental for reducing waste at the design stage, supporting product reuse and recycling. A2C – Deliverable D8.7v1.0 Page 98 І310 6.9.3. Suggested References for Further Reading General Overview of Circular Economy Careers FormaZion Web (2023). ¿Qué salidas profesionales hay en la economía circular? Link: https://www.mastermania.com/noticias_masters/que-salidas-profesionales-hay-en-laeconomia-circular-org-7828.html Circular Economy and Green Job Market Trends Morales, S. (2021). La economía circular genera millones de nuevos perfiles profesionales. Qué! Link: https://www.que.es/2021/12/22/economia-circular-genera-millones-nuevos-perfilesprofesionales/?utm_campaign=twitter Promateriales. (2024). Profesiones que impulsan un futuro más sostenible. Link: https://prosostenible.es/profesiones-que-impulsan-un-futuro-mas-sostenible/ ILO Reports on Green Jobs and Youth Employment Green Jobs for Youth: Boosting Decent Jobs for Young People, Greening the Economy. Link: https://www.decentjobsforyouth.org/wordpress/wpcontent/uploads/2017/08/ThematicPlan-4-Green-Jobs.pdf Growing Green: Fostering a Green Entrepreneurial Ecosystem for Youth (ILO Report). Link: https://www.youthforesight.org/resource-details/Publications/466 ILO Report on Green Jobs and Sustainability in Business. Link: https://www.ilo.org/wcmsp5/groups/public/--- ed_emp/documents/publication/wcms_755851.pdf A2C – Deliverable D8.7v1.0 Page 99 І310 6.9.4. How to Use This Material in a Slideshow Teachers can structure their slideshow as follows: Option 1: presentation: ✔ Slide 1: Title and Introduction – Brief explanation of why green jobs are important. ✔ Slide 2-10: Each profession on a separate slide, including a short description, key tasks, and relevance. ✔ Slide 11: Future Job Market Trends – Emphasising the growth of circular economy careers. ✔ Slide 12: Discussion Questions – Encouraging students to reflect on which careers interest them most and why. ✔ Slide 13: References and Further Reading – Providing students with sources to explore deeper. Option 2: student presentations: Design a class activity in which students research these professions and give presentations to explain them to their classmates, including tasks, competencies, how to obtain the diploma, etc. for each profession. A2C – Deliverable D8.7v1.0 Page 100 І310 7. ANNEX III - Training Plan for local actors: Higher education A2C – Deliverable D8.7v1.0 Page 101 І310 7.1. HE1: Study Modules for Higher Education. Circular Economy Business Models: Analysis and implementation Target Audience: Undergraduate students in Business Administration, Economics, and Environmental Sciences. Course Duration: 8 weeks Course Objectives: • Understand the concept of Circular Economy Business Models (CEBM). • Learn how to analyse a company's business model in terms of circularity. • Develop skills to propose strategies to transition a business towards a more circular approach. • Gain practical insights through case studies and real-world applications. 7.1.1. Module 1: Introduction to Circular Economy Business Models (CEBM) Objective: Understand what Circular Business Models are and how they differ from linear models. Topics: 1. Definition of Business Models o What is a business model? o Business Model Canvas (BMC) framework overview. 2. Transition from Linear to Circular Business Models o Linear vs. Circular: Key differences. o The role of circularity in business strategy. 3. Main Types of Circular Economy Business Models (CEBM) o Product-as-a-Service (PaaS). o Resource recovery models. o Sharing economy models. o Extended product life-cycle models (repair, remanufacturing). o Closed-loop supply chains. A2C – Deliverable D8.7v1.0 Page 102 І310 4. Key Drivers and Barriers to Circular Business Models o Economic, environmental, and regulatory factors. o Organisational and market challenges. Activity: • Case study discussion: Analyse an example of a company that has successfully implemented a circular business model. To enrich the discussion of case studies on companies that have successfully implemented circular business models, it is proposed to select a company from the Directory of Good Practices in Circular Economy in the Agri-Food Sector developed by the Agro2Circular project. Once the company has been selected, it is suggested that an interview be conducted with a representative or manager of the company to learn more about their experience in implementing circular economy practices. Below are some items that could guide the interview: 1. Initial Motivations: o What factors prompted the company to adopt a business model based on the circular economy? o Were there any specific issues they were seeking to resolve through this approach? 2. Implementation Process: o What key steps did you take to integrate circular economy practices into your operations? o What challenges did you face during the transition from a linear to a circular model? 3. Innovations and Strategies: o What outstanding innovations have you implemented to close the loop on your products or services? o How have you redesigned your supply chain to align with the principles of the circular economy? 4. Impact and Benefits: A2C – Deliverable D8.7v1.0 Page 103 І310 o What economic, environmental and social benefits have you observed following the adoption of circular practices? o How has this transformation influenced the perception of the brand by customers and other stakeholders? 5. Lessons Learned and Recommendations: o What key lessons have you learned throughout the implementation process? o What recommendations would you offer to other companies in the agri-food sector interested in adopting circular business models? 6. Future and Sustainability: o What are the next steps or projects you are planning to continue advancing in the circular economy? o How do you ensure the sustainability and scalability of your circular practices in the long term? 7.1.2. Module 2: Analytical Frameworks for Assessing Circular Business Models Objective: Learn how to systematically evaluate a business model’s level of circularity. Topics: 1. Business Model Canvas (BMC) for Circularity o How to adapt BMC to include circular components. o Circular Value Proposition & Circular Revenue Streams. What is a Business Model Canvas (BMC)? The Business Model Canvas (BMC) is a strategic tool used to visualize and design business models. Developed by Osterwalder and Pigneur (2010), it consists of nine building blocks that define how a business creates, delivers, and captures value. Adapting the Business Model Canvas for the Circular Economy Traditional business models are linear, following a "take-make-dispose" approach. In contrast, a Circular Business Model Canvas (CBMC) integrates sustainability by closing resource loops and creating value from waste and by-products. Nine Key Components of the Circular Business Model Canvas 1. Customer Segments A2C – Deliverable D8.7v1.0 Page 104 І310 o Who are the key stakeholders benefiting from circular solutions? o Examples: Sustainable food retailers, eco-conscious consumers, food processing companies needing by-products. 2. Value Proposition o What unique value does the business offer in terms of circularity? o Examples: Zero-waste production, upcycled food products, sustainable packaging solutions. 3. Channels o How does the business reach its customers? o Examples: Direct sales, online platforms, circular supply chains. 4. Customer Relationships o How does the business engage customers in circular practices? o Examples: Deposit-refund systems, subscription models for reusable packaging. 5. Revenue Streams o How does the company generate revenue from circularity? o Examples: Selling waste-derived products, leasing equipment instead of selling, extended producer responsibility programs. 6. Key Resources o What resources are essential for implementing a circular model? o Examples: Waste valorization infrastructure, renewable energy, local sourcing networks. 7. Key Activities o What processes ensure circularity in the business model? o Examples: Reverse logistics, product take-back systems, composting or biogas production. 8. Key Partnerships o Who are the external stakeholders supporting the circular economy transition? o Examples: Agricultural cooperatives, waste management firms, research institutions. 9. Cost Structure A2C – Deliverable D8.7v1.0 Page 111 І310 Key Steps: 1. Identify a Market Gap or Circular Opportunity o Analyse existing circular trends in various sectors (e.g., agri-food, manufacturing, retail). o Research waste streams, inefficiencies, and potential circular interventions. o Use PESTLE Analysis (Political, Economic, Social, Technological, Legal, Environmental) to identify drivers and barriers. 2. Define the Circular Business Value Proposition o Use the Value Proposition Canvas to determine how the business will create environmental and economic value. o Consider different Circular Business Models, such as: ▪ Product-as-a-Service (PaaS). ▪ Sharing economy models. ▪ Closed-loop supply chains. ▪ Upcycling and waste valorisation. Deliverable: 1-page Circular Business Concept Statement, including a problem-solution definition and initial value proposition. 7.1.3.2. Phase 2: Market Strategy Development Objective: Define a clear business model and market approach. Key Steps: 1. Develop the Business Model Canvas (BMC) for Circularity o Adapt Osterwalder & Pigneur’s Business Model Canvas to integrate circular principles (e.g., circular value chain, take-back systems, secondary markets). o Include Revenue Models for circularity (e.g., leasing, pay-per-use, remanufacturing fees). 2. Target Market & Customer Segments o Use Segmentation, Targeting, and Positioning (STP) analysis. o Define key customer needs and willingness to adopt circular solutions. 3. Competitive Analysis & Differentiation o Conduct a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats). o Identify direct and indirect competitors in the circular economy space. A2C – Deliverable D8.7v1.0 Page 112 І310 Deliverable: Circular Business Model Canvas & Market Strategy Report (3-4 pages). 7.1.3.3. Phase 3: Developing a Sustainable Supply Chain Objective: Design an efficient supply chain that integrates circularity principles. Key Steps: 1. Circular Supply Chain Mapping o Define raw material sourcing (recycled, bio-based, upcycled). o Identify partners for industrial symbiosis. o Map logistics, reverse logistics, and waste management strategies. 2. Sustainable Production & Distribution o Analyse energy efficiency, waste minimisation, and eco-design principles. o Consider digitalisation (blockchain for traceability, AI for resource optimisation). 3. Stakeholder Engagement & Partnerships o Identify key actors in the value chain (suppliers, recyclers, logistics providers). o Develop collaboration strategies to enhance circularity. Deliverable: Supply Chain Blueprint & Partnership Strategy (2-3 pages). 7.1.3.4. Phase 4: Environmental & Economic Impact Assessment Objective: Evaluate the potential environmental and economic performance of the business model. Key Steps: 1. Circularity Gap Analysis o Identify inefficiencies and potential improvements. o Calculate waste reduction, energy savings, and resource efficiency gains. 2. Impact-Feasibility Matrix o Rank proposed circular interventions based on their impact and implementation difficulty. 3. Economic Feasibility & Investment Needs o Estimate cost structures and revenue streams. A2C – Deliverable D8.7v1.0 Page 113 І310 o Identify potential funding sources (EU grants, impact investors, green financing). Deliverable: Impact Assessment Report (3-5 pages), including Circularity Metrics and Feasibility Matrix. 7.1.3.5. Final Submission & Presentation Objective: Present the Circular Business Innovation Project to a panel (professors, industry experts, policymakers). Final Deliverables (Week 8-9) Final Project Report (10-12 pages) including: • Circular Business Concept. • Business Model & Market Strategy. • Sustainable Supply Chain Design. • Impact & Feasibility Assessment. PowerPoint Pitch (10 slides max) for a 5-10 minute presentation. Q&A Session with feedback from peers and instructors. Assessment Criteria Criteria Weight (%) Description Innovation & Circularity 30% How well does the business model integrate circular principles? Feasibility & Market Readiness 25% Is the model economically viable and competitive? Sustainability & Impact Assessment 20% Does the business contribute to environmental and social sustainability? Quality of Analysis & Research 15% Depth of market analysis, supply chain mapping, and feasibility study. Presentation & Report Quality 10% Clarity, structure, and persuasiveness of the final pitch and report. A2C – Deliverable D8.7v1.0 Page 114 І310 Key Learning Outcomes ✔ Ability to design an innovative circular business model using structured frameworks. ✔ Application of analytical tools to assess circularity, impact, and feasibility. ✔ Development of strategic skills in market positioning and supply chain management. ✔ Experience in interdisciplinary collaboration (business, economics, sustainability). This project provides students with hands-on experience in circular business design while fostering problem-solving, strategic thinking, and impact-driven innovation. 7.1.4. References [17] M. V. Barros, R. H. Gomes de Jesus, B. S. Ribeiro, and C. M. Piekarski, "Going in circles: Key aspects for circular economy contributions to agro-industrial cooperatives," Circular Economy and Sustainability, vol. 3, pp. 861–880, 2023. [Online]. Available: https://doi.org/10.1007/s43615-022-00211-8 [18] N. Bocken and P. Ritala, "Six ways to build circular business models," Journal of Business Strategy, vol. 43, no. 3, pp. 184–192, 2022. [Online]. Available: https://doi.org/10.1108/JBS-11-2020-0258 [19] A.-T. Braun, O. Schöllhammer, and B. Rosenkranz, "Adaptation of the business model canvas template to develop business models for the circular economy," Procedia CIRP, vol. 99, pp. 698–702, 2021. [Online]. Available: https://doi.org/10.1016/j.procir.2021.03.093 [20] A. Daou, C. Mallat, G. Chammas, N. Cerantola, S. Kayed, and N. A. Saliba, "The Ecocanvas as a business model canvas for a circular economy," Journal of Cleaner Production, Art. no. 120938, 2020. [Online]. Available: https://doi.org/10.1016/j.jclepro.2020.120938 [21] M. Donner et al., "Circular bioeconomy for olive oil waste and by-product valorisation: Actors’ strategies and conditions in the Mediterranean area," Journal of Environmental Management, vol. 321, Art. no. 115836, 2022. [Online]. Available: https://doi.org/10.1016/j.jenvman.2022.115836 A2C – Deliverable D8.7v1.0 Page 115 І310 [22] B. Lamolinara, M. S. Teixeira, C. G. Marreiros, V. H. S. Ferreira, and A. Pérez-Martínez, "An overview of circular business models in agribusiness," in Entrepreneurship, Technological Change and Circular Economy for a Green Transition, C. Rego et al., Eds. Cham: Springer, 2024. [Online]. Available: https://doi.org/10.1007/978-3-031-48079-9_7 A2C – Deliverable D8.7v1.0 Page 116 І310 7.2. HE2: Financial mechanism assessment for the circular economy: study modules 7.2.1. Introduction The transition to a circular economy is becoming a key strategic priority for businesses, policymakers, and researchers worldwide. As industries face increasing environmental challenges and resource constraints, understanding circular economy principles and the financial mechanisms that enable their implementation is crucial. This course module is designed to provide higher education students and educators with a structured approach to understanding the financial dimension of the circular economy, equipping them with the necessary knowledge to navigate funding opportunities and integrate sustainability into business decision-making. This material is particularly relevant for students enrolled in business-related degrees, including finance, economics, and management, as it explores how financial instruments can be leveraged to support circular business models. It also serves as a valuable complementary resource for students in technical and environmental science programmes, providing insight into how sustainability initiatives can be financed and scaled within the private and public sectors. By bridging financial knowledge with environmental and technological innovation, this module helps future professionals develop a multidisciplinary perspective on sustainability transitions. Additionally, this resource is intended for university instructors seeking to introduce circular economy financing into their courses. It provides structured content that can be integrated into lectures, case studies, and discussions, helping educators incorporate circular economy financing into broader topics such as corporate sustainability, sustainable business strategies, and innovation management. The course material is structured to gradually introduce key concepts, beginning with an overview of the circular economy, followed by an analysis of the role of funding in its implementation. It then delves into international financial schemes, covering European Union funding programmes, global financial institutions, and private investment mechanisms that support circular economy projects. The national financial schemes section focuses on a case study from the Region of Murcia, Spain, providing concrete examples of funding opportunities at the regional level. A2C – Deliverable D8.7v1.0 Page 117 І310 By engaging with this material, students and educators will gain a comprehensive understanding of: • The core principles of the circular economy and its relevance to sustainable development. • The importance of financial support in implementing circular economy models. • The different types of funding mechanisms available at international, national, and regional levels. • Practical examples of funding schemes and how businesses and public institutions can access them. Ultimately, this resource aims to enhance financial literacy in circular economy projects, helping students and professionals make informed decisions about funding strategies that promote sustainability. Whether used as part of a business curriculum or as a complementary module in technical or environmental sciences, this material provides essential insights into how financial mechanisms can drive the shift toward a more sustainable and resource-efficient economy. 1. Circular Economy Concept The concept of circular economy has gained increasing attention as a response to the limitations of the traditional linear economic model, which follows a "take-make-dispose" approach. The origins of the circular economy concept can be traced back to different schools of thought, including industrial ecology, cradle-to-cradle design, and biomimicry, which emphasize resource efficiency, waste reduction, and regenerative practices. Over time, these ideas have been consolidated into a coherent framework that seeks to close material loops and maintain the value of products, materials, and resources for as long as possible. The main characteristics of circular economy include designing out waste and pollution, keeping products and materials in use, and regenerating natural systems. Unlike the linear model, where economic growth is often associated with resource depletion and environmental degradation, circular economy models promote sustainability by integrating reuse, refurbishment, remanufacturing, and recycling strategies into production and consumption cycles. The implementation of circular economy practices is not only relevant A2C – Deliverable D8.7v1.0 Page 118 І310 for reducing environmental impacts but also for enhancing economic resilience, improving resource security, and fostering innovation across industries. From a sustainable development perspective, circular economy aligns with several of the United Nations Sustainable Development Goals (SDGs), particularly those related to responsible consumption and production, climate action, and life on land and below water. By reducing waste generation, improving resource efficiency, and promoting sustainable industrial practices, circular economy contributes to a more sustainable and regenerative economic system. Many governments, businesses, and institutions worldwide have started to integrate circular economy principles into their strategies to transition towards greener and more resource-efficient economies. 7.2.2. 2. Relevance of Funding for Implementing Circular Economy Models One of the key enablers of circular economy implementation is the availability of adequate financial resources. Funding plays a crucial role in transforming circular business models from theoretical concepts into practical, scalable solutions. Circular economy projects often require investment in new technologies, infrastructure, and business models that differ significantly from traditional approaches. In this context, both public and private funding mechanisms are essential to drive the transition. Public funding is often provided through government grants, subsidies, and incentives that support research, development, and implementation of circular solutions. International institutions such as the European Union, the World Bank, and national governments have introduced financial instruments to encourage circular economy initiatives. These funds help businesses and local governments overcome financial barriers that might otherwise prevent them from adopting sustainable practices. Private funding also plays an important role, particularly for businesses looking to innovate and scale circular economy solutions. Venture capital, impact investment, and green bonds are among the financial mechanisms available for companies with sustainable business models. Private investors are increasingly recognizing the long-term economic benefits of circular business practices, which can reduce costs, improve supply chain resilience, and open new market opportunities. A well-structured financial ecosystem that includes both public and private sources of funding is necessary to support the circular economy transition. By ensuring access to A2C – Deliverable D8.7v1.0 Page 119 І310 capital, financial mechanisms can enable businesses, municipalities, and research institutions to develop innovative solutions, test new models, and expand successful practices to a larger scale. The effective allocation of funding towards circular initiatives will be essential to achieving a sustainable economic transformation. 7.2.3. 3. International Financial Schemes Implementing circular economy projects often requires substantial financial resources, as they involve developing new business models, technologies, and infrastructure to enhance resource efficiency and waste reduction. International financial schemes play a fundamental role in supporting such initiatives by providing grants, loans, equity financing, and other financial mechanisms. These schemes come from supranational institutions such as the European Union, international financial institutions like the World Bank, and private investors specialising in sustainability-oriented projects. The availability of financial resources from international sources ensures that circular economy projects can be scaled up beyond national or regional boundaries, benefiting from cross-border collaboration, innovation, and knowledge-sharing. Many of these schemes are structured to promote sustainability, climate resilience, and green growth, aligning closely with circular economy principles. 7.2.3.1. European Union Funds The European Union has established multiple funding programmes to support the transition towards a circular economy across different sectors, including industry, urban planning, waste management, agriculture, and innovation. These funds help businesses, researchers, and public authorities implement sustainable practices by providing financial assistance tailored to different needs and project scales. Horizon Europe Horizon Europe is the EU’s primary research and innovation programme for 2021-2027, with a total budget of €95.5 billion. It supports projects that develop new technologies, materials, and processes aligned with circular economy principles, such as waste minimisation, ecodesign, and industrial symbiosis. Horizon Europe includes several thematic clusters relevant to circular economy projects: A2C – Deliverable D8.7v1.0 Page 120 І310 • Cluster 4 (Digital, Industry, and Space): Supports circular manufacturing, sustainable materials, and resource-efficient production methods. • Cluster 5 (Climate, Energy, and Mobility): Funds research on energy efficiency, sustainable cities, and alternative materials to replace non-renewable resources. • Cluster 6 (Food, Bioeconomy, Natural Resources, Agriculture, and Environment): Focuses on reducing waste in the food and agricultural sectors and developing bio-based alternatives. Within Horizon Europe, the European Innovation Council (EIC) plays a key role in funding high-risk, high-reward innovations, including those related to circular economy. The EIC Accelerator specifically supports startups and SMEs working on breakthrough sustainability solutions, offering blended financing (grants and equity investments). Additionally, the Missions Programme under Horizon Europe includes sustainabilityfocused missions, such as “A Soil Deal for Europe” and “Restore our Ocean and Waters”, which intersect with circular economy efforts by promoting regenerative practices and waste reduction. Regional Policy Support The EU’s Regional Policy provides funding to member states and regions to promote sustainable economic growth, infrastructure development, and environmental protection. The two key funding mechanisms in this area are: • European Regional Development Fund (ERDF): Finances projects that enhance sustainability, resource efficiency, and innovation in different European regions. It supports businesses and public authorities in adopting circular economy models. • Cohesion Fund: Targets EU member states with lower GDP levels, focusing on waste management, energy efficiency, and green urban infrastructure to align with circular economy principles. These funds play a critical role in regional circular economy action plans, helping local authorities implement waste reduction strategies, circular business models, and ecoinnovation projects. A complementary initiative is the Just Transition Fund (JTF), which assists regions with economies heavily reliant on fossil fuels or resource-intensive industries in transitioning towards circular and sustainable alternatives. Interreg Europe A2C – Deliverable D8.7v1.0 Page 127 І310 These funds can take various forms, including venture capital funds, private equity funds, and impact investment funds. • Venture capital funds target high-growth startups, often focusing on early-stage companies with innovative circular solutions. Venture capitalists provide not only financial support but also strategic guidance, helping companies scale and commercialize their technologies. • Private equity funds invest in more established businesses, often restructuring operations, scaling production, or facilitating acquisitions to enhance circular business models. • Impact investment funds specifically allocate capital to businesses generating positive environmental and social impacts while maintaining financial returns. These funds often align with the United Nations’ Sustainable Development Goals (SDGs), particularly those related to responsible consumption and production. Several notable investment funds dedicated to circular economy businesses include: • Circularity Capital: A venture capital firm exclusively focused on circular economy businesses, investing in companies that create closed-loop systems and reduce resource consumption. • Blue Horizon Fund: Specialises in funding companies that develop sustainable food systems, particularly plant-based and waste-reducing technologies. • Breakthrough Energy Ventures: Backed by Bill Gates and other investors, this fund targets innovative technologies that contribute to sustainability and circular economy practices. Many of these funds work in collaboration with public financing schemes, leveraging blended finance structures where public grants de-risk private investment. 7.2.4.3. Crowdfunding Crowdfunding provides an alternative approach to financing circular economy projects by raising capital from a large number of individual investors or donors, often through online platforms. This method is particularly useful for startups, social enterprises, and small businesses that may struggle to secure traditional financing. There are three main types of crowdfunding relevant to circular economy initiatives: A2C – Deliverable D8.7v1.0 Page 128 І310 • Reward-based crowdfunding: Investors contribute money in exchange for a nonfinancial reward, such as early access to products. This is common for consumerfacing circular economy products, such as reusable packaging innovations or upcycled fashion brands. Platforms: Kickstarter, Indiegogo. • Equity crowdfunding: Investors receive shares in the company in return for their financial contribution. This approach is useful for startups seeking to raise capital without relying on traditional venture capital. Platforms: Crowdcube, Seedrs. • Debt-based crowdfunding (peer-to-peer lending): Businesses receive loans from individual investors, repaying them with interest over time. This can be an alternative to bank loans, particularly for circular economy businesses with high upfront costs. Platforms: Funding Circle, Kiva. Crowdfunding has proven to be an effective tool for financing circular economy businesses, particularly those with strong consumer appeal. Successful crowdfunding campaigns can also serve as a market validation tool, demonstrating demand for sustainable products and services before scaling up production. Key Takeaways • Asset management firms provide capital for larger, more established companies, often through sustainable investment funds that integrate circular economy principles. • Investment funds, including venture capital, private equity, and impact investment funds, play a crucial role in supporting both early-stage and mature circular economy businesses. • Crowdfunding offers an accessible financing route for startups and small enterprises, allowing them to raise capital directly from consumers and investors while validating market demand. 7.2.5. 5. National Financial Schemes – The Region of Murcia The Region of Murcia offers various public and private funding opportunities to support circular economy initiatives, with mechanisms available for businesses, research institutions, and entrepreneurs. These financial schemes aim to encourage innovation, sustainability, and economic transformation by providing grants, loans, and investment opportunities tailored to circular business models. A2C – Deliverable D8.7v1.0 Page 129 І310 This section outlines the key financial resources available in Murcia, focusing on public grants, research and development (R&D) support, and banking sector initiatives. 7.2.5.1. Grant Programmes from INFO Murcia and Regional Government of Murcia The Instituto de Fomento de la Región de Murcia (INFO Murcia) plays a central role in supporting business growth and economic development in the region. It provides financial assistance for companies, startups, and entrepreneurs, offering direct grants and facilitating access to European funding opportunities. The Regional Government of Murcia also complements these efforts by implementing funding schemes aligned with sustainability, green growth, and circular economy objectives. Key grant programmes supporting circular economy initiatives include: • Sustainability Vouchers: This programme provides financial support for businesses conducting carbon footprint calculations (at both company and product levels), water footprint assessments, and eco-design evaluations. The funding covers the costs of implementing resource-efficient and circular economy strategies. • Energy Efficiency Grants: These grants target businesses aiming to reduce their energy consumption and environmental impact. Funding is provided for energy audits, efficiency upgrades, and the adoption of renewable energy solutions. • Eco-innovation and Circular Economy Grants: This initiative funds businesses developing circular products and services, supporting projects that incorporate waste reduction, recycling, and sustainable materials into their production processes. • Support for SME Internationalisation: While not exclusively circular economyfocused, these grants help businesses expand into international markets, particularly those offering green and sustainable solutions. Additionally, Murcia’s regional authorities work closely with European Structural and Investment Funds (ESIF) to channel resources toward green transition projects, supporting businesses in complying with EU sustainability policies. 7.2.5.2. R&D Support Research and development play a crucial role in advancing circular economy solutions, particularly in sectors such as waste management, sustainable agriculture, and resource- A2C – Deliverable D8.7v1.0 Page 130 І310 efficient manufacturing. Murcia has several R&D funding schemes designed to support innovation in these fields. Key R&D funding sources in the region include: • INFO Murcia R&D Grants: These grants are available for research projects that promote sustainable practices, improve industrial efficiency, and develop new circular technologies. They are open to SMEs, research centres, and universities. • Technology Centres and University Research Support: Murcia’s technological institutes, such as CETENMA (Technological Centre for Energy and Environment), CTNC (National Centre for Food Technology and Safety), and CETEC (Centre for Plastic Technologies), offer funding and research collaboration opportunities for businesses working on circular economy innovations. Additionally, Murcia’s public universities (UMU and UPCT) provide funding opportunities through innovation and technology transfer programmes. • CDTI (Centre for the Development of Industrial Technology) Support: Nationally managed but accessible in Murcia, CDTI provides grants and soft loans for R&D projects focused on industrial innovation and sustainability. Businesses can apply for funding to develop new processes, materials, and business models in the circular economy sector. • European R&D Funding Facilitation: INFO Murcia assists businesses and research centres in applying for European funding opportunities, including Horizon Europe and Interreg projects that promote circular economy innovation. 7.2.5.3. Banks in the Region of Murcia The banking sector in Murcia plays an essential role in financing circular economy projects, offering loans, green financing, and impact investment products. Several financial institutions have developed funding instruments specifically aimed at businesses transitioning toward sustainable practices. Key banks supporting circular economy initiatives in Murcia include: • Cajamar Cooperative Group: As a cooperative bank with strong ties to the agrifood sector, Cajamar provides specialised financing solutions for businesses adopting circular production methods. It has also secured funding from the European Investment Bank (EIB) to support green investment projects, particularly in rural and A2C – Deliverable D8.7v1.0 Page 131 І310 agricultural sectors. Cajamar's financial products include sustainability-linked loans and funding for eco-innovation initiatives. • CaixaBank: This bank offers a range of green financing options, including loans linked to sustainability performance indicators, green loans for renewable energy and waste reduction projects, and eco-financing for SMEs investing in resource-efficient solutions. CaixaBank also provides advisory services to help businesses align with ESG criteria. • BBVA: BBVA supports circular economy initiatives through green mortgages, sustainable business loans, and impact investment funds. Its financing schemes prioritise projects in renewable energy, recycling, and resource efficiency. BBVA also collaborates with research institutions and public entities to fund large-scale sustainability projects. • Unicaja Banco: With a growing commitment to sustainability, Unicaja offers ecoefficiency loans for businesses investing in green technologies, circular economy initiatives, and waste management solutions. It also provides investment funds focusing on environmental, social, and governance (ESG) criteria. Key Takeaways • Murcia provides public funding opportunities through INFO Murcia and the regional government, with specific grants for circular economy initiatives. • The region supports R&D and innovation in circular economy through university research programmes, technology centres, and national funding schemes. • Several banks in Murcia offer tailored financing solutions, including green loans, sustainability-linked investment funds, and impact financing options for circular economy businesses. A2C – Deliverable D8.7v1.0 Page 132 І310 7.3. HE3: Implementing Circular Economy in the agrifood sector: a case study approach 7.3.1. Introduction The circular economy is emerging as a key model for sustainable industrial transformation, particularly in sectors that generate large amounts of waste, such as the agri-food industry. Traditionally, food production and processing have relied on linear economic models, where resources are extracted, used, and discarded. However, increasing environmental pressures and regulatory demands are driving a shift towards circular practices, where waste is minimised, and by-products are upcycled into valuable resources. This case study explores how the Agro2Circular (A2C) project has implemented technological solutions to recover and transform agri-food waste into high-value materials. The initiative integrates innovative extraction technologies, biotechnology applications, and industrial collaborations, demonstrating a multi-sectoral approach to circular economy implementation. Beyond the direct stakeholders in the agri-food sector, the case study also highlights the role of supporting industries, such as recyclers, biotechnology companies, and cosmetics manufacturers. These non-food sectors contribute expertise and infrastructure to maximise resource efficiency and create new market opportunities for upcycled materials. Through this case study, students will explore: • How companies can implement circular economy principles in the agri-food industry. • The role of technological innovation in waste valorisation. • The collaboration between different industries to enhance sustainability. • The challenges and opportunities of scaling up circular solutions. The following sections provide a structured guide for educators to use this case study in the classroom, facilitating critical thinking, problem-solving, and application of circular economy concepts. 7.3.2. Teacher’s Guide 7.3.2.1. Objectives of the Case Study This case study is designed to help students: A2C – Deliverable D8.7v1.0 Page 133 І310 1. Understand how circular economy principles can be applied in the agri-food industry. 2. Analyse the technological processes used to transform waste into valuable products. 3. Identify cross-sectoral collaborations that support circular business models. 4. Evaluate the scalability and economic viability of circular solutions. 5. Discuss the barriers and policy frameworks influencing circular economy adoption. 7.3.2.2. Target Audience This case study is suited for students in: • Business and management (circular business models, sustainability strategies). • Industrial and chemical engineering (process optimisation, technology scale-up). • Biotechnology and chemistry (waste valorisation, bio-based innovations). 7.3.2.3. Implementation Formats This case study can be used in different educational settings: • Classroom Discussion: Analysing the case study in small groups and presenting insights. • Problem-Solving Workshop: Designing strategies for improving the circular processes described. • Industry Simulation: Assigning students different stakeholder roles (e.g., agri-food company, biotech firm, regulator) and having them negotiate solutions. • Individual/Group Assignment: Writing a report evaluating the business and technical feasibility of the A2C approach. 7.3.2.4. Suggested Activities 1. Understanding Circular Economy in Practice o Before reading the case study, students should research basic circular economy concepts. o Discussion: How does the circular model differ from traditional waste management approaches? A2C – Deliverable D8.7v1.0 Page 134 І310 2. Technical and Business Feasibility Analysis o Students will analyse the technological innovations in A2C and discuss their feasibility at a commercial scale. o Task: Identify potential barriers to upscaling (e.g., financial, technical, regulatory). 3. Cross-Sector Collaboration Mapping o Task: Identify the key players involved in the A2C project. o Discussion: Why is collaboration between the agri-food, biotech, and recycling industries necessary? 4. Policy and Market Impact Evaluation o Students will research relevant EU and national policies supporting circular economy initiatives. o Task: Propose policy recommendations to enhance circular economy adoption in the agri-food sector. 5. Strategic Business Development Exercise o Students will develop a business proposal for a startup that uses upcycled agrifood waste to produce a new product. o Deliverable: A pitch presentation outlining the product, market potential, and sustainability impact. 7.3.2.5. Assessment and Discussion Questions 1. What are the key circular economy principles applied in the A2C project? 2. How do extraction and stabilisation technologies contribute to waste valorisation? 3. What challenges could arise when scaling up these solutions to an industrial level? 4. How can biotechnology support sustainable material recovery in the agri-food sector? 5. In what ways can cross-sector partnerships enhance circular economy adoption? 6. What policy incentives could help companies transition to circular models? 7.3.3. Case study: the A2C solution The Agro2Circular (A2C) project is an ambitious European initiative under the Horizon 2020 Research & Innovation Programme (GA No. 101036838), aimed at developing A2C – Deliverable D8.7v1.0 Page 135 І310 territorial circular solutions for upcycling waste generated by the agrifood industry. The project focuses on two main types of waste streams in the Murcia region, Spain: 1. Multilayer-multi-material metallised plastic films, widely used in food packaging but difficult to recycle. 2. Fruit and vegetable waste, generated in large quantities by the agrifood sector. The project integrates innovative technological solutions to recover valuable resources from these waste streams, transforming them into secondary raw materials that can be reintroduced into the industrial cycle. By implementing multiple pilot-scale demonstrators (DEMOs), Agro2Circular showcases practical applications of circular economy principles in real-world industrial settings, proving the feasibility of waste valorisation at a territorial level. 2. Objectives of Agro2Circular The primary goals of Agro2Circular are: • To develop and demonstrate upcycling technologies for difficult-to-recycle plastics and organic waste from the agrifood industry. • To enhance resource efficiency by creating high-value secondary raw materials for reintroduction into industrial processes. • To support the transition towards a circular economy through advanced traceability and data integration systems for efficient waste management. • To reduce the environmental footprint of the agrifood industry by minimising waste sent to landfills and optimising the use of raw materials. • To foster industrial collaboration by creating regional circular economy models that can be replicated in other European territories. 3. Technological innovations and pilot demonstrators Agro2Circular integrates multiple cutting-edge technologies into a series of DEMOs, each focused on a different aspect of waste upcycling and resource recovery. These demonstrators showcase novel processes and technological advancements aimed at creating sustainable and profitable circular economy models. 3.1 DEMO 1: Upcycling multilayer/multi-material metallised packaging One of the greatest challenges in plastic recycling is the aseptic multilayer packaging, widely used in the food industry. This type of packaging consists of multiple layers of plastics and aluminium, making it difficult to separate and recycle. The Agro2Circular project has developed a multi-step recycling process to overcome these challenges: A2C – Deliverable D8.7v1.0 Page 136 І310 • Collection, cutting, washing, and drying: Using the GWC recycling process, waste is prepared for further separation. • Optical sorting technology: The IRIS system identifies and separates metallised from non-metallised plastic fractions using advanced spectroscopic techniques (NIR-HSI and LIBS spectroscopy). • Delamination technology: The saperatec process efficiently removes aluminium from plastics and separates different plastic layers, making them suitable for reintroduction into packaging production. • Enzymatic degradation: Epoch Biodesign has developed engineered enzymes that break down certain plastic fractions into their monomers and oligomers, which can be repurposed in bioprocesses. This approach enables the recovery of polyethylene (PE), polyethylene-amide (PE-PA), and polyethylene-ethylene vinyl alcohol (PE-EVOH), which can be reused as secondary raw materials in the packaging industry, reducing reliance on virgin materials. 3.2 DEMO 2: Biotechnological conversion of plastic waste and organic residues into cosmetic ingredients This demonstrator focuses on converting enzymatically degraded PET waste and fruit and vegetable residues into valuable cosmetic ingredients, using advanced microbial biotechnology processes: • Microbial biotransformation of ethylene glycol (EG) into glycolic acid (GA): The University of Milano-Bicocca has demonstrated that specific yeast strains can efficiently convert EG into GA, a key ingredient in cosmetic formulations. • Microbial oil production: Oleaginous yeast species can accumulate microbial oils when grown on fruit and vegetable waste. These oils serve as sustainable alternatives to fossil-derived and plant-based oils commonly used in the cosmetics industry. • Green solvent extraction: Environmentally friendly solvents are used for oil extraction, ensuring that the process aligns with circular economy principles and minimises environmental impact. 3.3 DEMOs 3 & 4: Recovery of bioactive compounds and dietary fibres from fruit and vegetable waste A2C – Deliverable D8.7v1.0 Page 143 І310 To ensure that the extracts met regulatory and industrial standards, comprehensive characterisation was performed on both fibre and phenolic extracts: • Microbiological testing confirmed absence of pathogens (Salmonella, Listeria, E. coli). • Chemical composition analysis verified that extracted compounds retained their bioactivity and purity. • Quality assessment for food and nutraceutical applications demonstrated compliance with EU food safety regulations. 4. Industrial Applications and Market Readiness Following successful pilot-scale validation, the upcycled agrifood materials have demonstrated significant potential for industrial adoption across multiple sectors: 1. Food Industry: o Fibre extracts can be incorporated into functional foods, such as high-fibre veggie burgers, enriched juices, and dietary supplements. o Polyphenol extracts serve as natural antioxidants in food preservation. 2. Nutraceutical Industry: o Polyphenol-rich extracts can be used in dietary supplements with proven antioxidant activity. o Extracts from lemon, artichoke, and grape have shown potential as alternatives to synthetic antioxidants in commercial nutraceutical formulations. 3. Cosmetic Industry: o Phenolic compounds with high antioxidant capacity are suitable for skin-care formulations, although further studies are required to refine stability and efficacy. 7.3.3.3. Integration of Circular Solutions for Agrifood and Plastic Waste Valorisation The Agro2Circular (A2C) project advances a holistic approach to waste valorisation by integrating innovative technologies for both agrifood and plastic waste streams. While previous sections have detailed the technological developments in organic waste upcycling and bioactive compound extraction, this section highlights the convergence of these solutions with the sorting and recycling of multilayer plastic residues. The integration of these A2C – Deliverable D8.7v1.0 Page 144 І310 processes ensures that both organic and plastic waste are recovered efficiently, contributing to the overall sustainability and circularity of the agrifood sector. 1. Cross-Sectoral Integration of Waste Valorisation Technologies A key objective of A2C is to establish synergies between the recovery of bioactive compounds from agrifood waste and the recycling of multilayer plastic residues. To achieve this, the project has developed complementary strategies that align organic waste treatment with advanced plastic sorting and recycling techniques. The following cross-sectoral integrations have been implemented: • Shared Pre-Treatment Infrastructures: Agrifood waste conditioning and plastic waste shredding facilities have been co-located to optimise resource efficiency and minimise logistical costs. • Optimised Separation of Organic and Plastic Fractions: Advanced sorting technologies, including optical detection and enzymatic delamination, ensure that plastics contaminated with organic residues are effectively cleaned and processed. • Coordinated Extraction and Purification Processes: The purification of bioactive compounds from agrifood waste aligns with the decontamination and modification of recycled plastics, enabling their use in food-safe applications. 2. Valorisation of Organic By-Products in Plastic Recycling One of the most promising intersections between agrifood and plastic waste valorisation is the recovery and reuse of organic by-products in plastic recycling processes. Within A2C, the following advancements have been achieved: • Organic Fraction Recovery for Bioplastic Production: Wastewater generated during plastic washing contains organic matter with potential for biopolymer synthesis, particularly Polyhydroxyalkanoates (PHA). This represents a novel approach to transforming agrifood residues into biodegradable plastics. • Mitigation of Microplastic Contamination in Wastewater: Pilot-scale ultrafiltration and electrocoagulation have been tested to remove microplastics from water used in plastic washing, reducing environmental pollution and ensuring cleaner processes. • Use of Recovered Polyphenols in Plastic Formulation: Extracted polyphenols from citrus, artichoke, and grape residues exhibit antioxidant properties that could enhance the stability of recycled plastic products, extending their lifespan and reducing degradation. A2C – Deliverable D8.7v1.0 Page 145 І310 3. Pilot-Scale Validation and Industrial Readiness To ensure the feasibility of integrating agrifood and plastic waste valorisation, A2C has initiated pilot-scale validation of these processes. The main activities include: • Demonstration of Plastic Delamination and Enzymatic Modification: The separation of aluminum-plastic composites through enzymatic treatment has been optimised to facilitate the recycling of multi-layer plastic residues. • Implementation of a Counter-Current Washing System: Reducing water and energy consumption in plastic decontamination while ensuring the removal of agrochemical residues. • Assessment of Industrial Applications: Extracted fibres and polyphenols have been tested for food, nutraceutical, and plastic applications, while recycled plastics have been evaluated for use in packaging, cosmetics, and biodegradable polymer formulations. 4. Sustainability and Circular Economy Contributions The integration of agrifood and plastic waste valorisation within A2C aligns with the principles of circular economy by: • Closing Nutrient and Material Loops: Converting waste into valuable bioactive compounds, functional fibres, and recyclable plastics. • Enhancing Resource Efficiency: Optimising energy and water use across both agrifood and plastic processing chains. • Reducing Environmental Footprint: Minimising landfilling and greenhouse gas emissions through innovative waste recovery technologies. A2C – Deliverable D8.7v1.0 Page 146 І310 7.4. HE4: Introductory coursework on governance in the circular economy 7.4.1. About this course This course provides a structured and comprehensive examination of governance in the circular economy, offering insights into key policies, regulatory frameworks, and governance models that facilitate the transition from a linear to a circular economic system. It is designed as an academic resource for legal and political science students, with adaptations for those studying environmental science, and aims to equip learners with the conceptual and analytical tools needed to understand and evaluate circular economy governance. Through coursework, written modules, and practical research activities, this material enables students to explore best practices in governance and assess the effectiveness of public policies in fostering circular economy initiatives. The course also examines how multilevel governance, stakeholder engagement, financial mechanisms, and cultural and political contexts shape circular economy policies across different regions and sectors, with a particular focus on the agri-food industry. 7.4.2. Objectives of this course The course is structured to achieve the following objectives: • Introduce key governance concepts in the context of the circular economy, differentiating between hierarchical, network, and polycentric governance models. • Explore legal and regulatory frameworks that facilitate or hinder circular economy adoption, with a focus on waste management, extended producer responsibility (EPR), and resource efficiency policies. • Examine financial mechanisms and incentives, such as green subsidies, tax benefits, and circular investment funds, that support circular business models. • Assess the role of public and private actors in the governance of the circular economy, analysing collaboration between governments, businesses, and civil society. • Investigate best practices in circular economy governance, drawing from case studies of countries that have successfully implemented circular policies, such as Finland and the Netherlands. A2C – Deliverable D8.7v1.0 Page 147 І310 • Evaluate policy effectiveness, using governance indicators and impact assessment methods to measure the success of circular economy initiatives. • Encourage practical application through research-based activities where students analyse governance models, policy frameworks, and institutional arrangements supporting the circular economy. 7.4.3. Intended audience and usage This course is designed for higher education institutions and instructors teaching legal, political, and environmental science disciplines. It serves as a structured teaching tool that can be incorporated into university curricula, offering: • Lecture material for courses on governance, sustainability, and environmental policy. • Coursework assignments, enabling students to develop analytical skills through case studies, policy evaluations, and comparative governance analysis. • Research activities, guiding students in conducting independent research on best practices in circular economy governance. • Assessment tools, including discussion prompts and policy evaluation frameworks to support critical thinking and policy analysis. By integrating theoretical concepts with practical applications, this material provides students with a solid foundation in circular economy governance while fostering their ability to critically assess policies and propose innovative solutions for sustainable development. This course material is intended to be flexible and adaptable, allowing instructors to tailor its content according to their specific teaching objectives and the academic level of their students. 7.4.4. Course on Governance in the Circular Economy 7.4.4.1. Introduction to the circular economy The circular economy is an economic model that aims to reduce waste and maximise resource efficiency by implementing strategies such as reuse, recycling, and regeneration of products and materials within a closed-loop system. This approach contrasts with the traditional linear economy, which follows a “take, make, use, and dispose” model. The circular economy seeks to extend the life cycle of materials and products through strategies A2C – Deliverable D8.7v1.0 Page 148 І310 such as eco-design, industrial symbiosis, and waste valorisation, with the overarching objective of minimising environmental impact and fostering long-term sustainability. The fundamental principles of the circular economy include: • Preservation and enhancement of natural capital, ensuring efficient resource management and the adoption of renewable energy sources. • Optimisation of resource use by promoting maintenance, repair, and reuse of products. • Improvement of system efficiency, reducing negative externalities and ensuring closed loops of material and energy flows in production processes. 1.1 Differences between the linear and circular economy The linear economy is based on a production and consumption model where natural resources are extracted, processed, consumed, and ultimately discarded. This model presents several limitations, including resource overexploitation, environmental pollution, and excessive waste generation. Moreover, it creates a strong dependency on finite and increasingly scarce raw materials. Conversely, the circular economy fosters a system in which materials are continuously reused and recycled, preventing waste generation. Key strategies for this transition include the servitisation of products, the extension of product life cycles, and the increased use of secondary raw materials in industrial processes, thereby reducing reliance on virgin materials and mitigating environmental pollution. 1.2 Economic, environmental, and social benefits The adoption of circular economy principles generates multiple benefits across economic, environmental, and social dimensions: • Economic benefits: Enhances business competitiveness, fosters innovation, and creates new employment opportunities in sectors such as recycling, sustainable production, and remanufacturing. • Environmental benefits: Reduces the extraction of natural resources, minimises waste generation, and lowers carbon emissions, thereby contributing to environmental sustainability. • Social benefits: Supports social equity by generating employment in emerging sectors, improves quality of life by reducing pollution, and strengthens community resilience to environmental and economic challenges. A2C – Deliverable D8.7v1.0 Page 149 І310 7.4.4.2. 2. Governance and its role in the circular economy 2.1 Defining governance in the circular economy Governance in the circular economy refers to the mechanisms, policies, and regulations established to manage and coordinate the transition towards circular production and consumption models. This governance framework involves multiple actors, including governments, the private sector, civil society, and international organisations, all of whom play a role in shaping and implementing policies that support circularity. 2.2 Models of governance Governance models in the circular economy can be classified into the following categories: • Hierarchical governance: Based on state-led regulations and policies, following a top-down approach with strict regulatory frameworks. • Network governance: Characterised by collaboration among diverse stakeholders, fostering public-private partnerships, citizen participation, and strategic alliances. • Polycentric governance: Involving multiple centres of decision-making with relative autonomy, enabling cooperation across different levels of government and economic sectors to achieve common objectives. 2.3 Key factors for effective governance in the circular economy For governance to be effective in promoting circular economy initiatives, the following factors must be considered: • Strong governmental leadership, providing clear regulatory frameworks and strategic direction. • Participation of multiple stakeholders, ensuring an inclusive decision-making process. • Transparency and access to information, enhancing accountability and public trust. • Economic and financial incentives, supporting circular innovation and investment. 7.4.4.3. 3. Key factors in circular economy governance Formal governance mechanisms have the potential to enhance overall sustainability performance, ensure legitimacy, and exercise control over the technological transition towards the circular economy. Governments play a central role in this process by designing A2C – Deliverable D8.7v1.0 Page 150 І310 and implementing legislation, regulatory frameworks, public policies, and economic incentives to support circular practices. Effective governance in the circular economy requires strong governmental leadership to formulate clear policies and provide structured guidance for their implementation. Strong leadership is essential for mobilising resources, setting objectives, and driving initiatives that facilitate the transition to circular models. Countries with robust governmental leadership tend to develop more dynamic circular economy policies, ensuring broader engagement from industries and local governments. In contrast, those with weaker governmental leadership often struggle to implement effective circular economy measures, relying primarily on proactive businesses to drive initiatives. Beyond governmental action, ensuring that all relevant actors—including businesses— possess the necessary skills and knowledge is fundamental to the effective implementation of circular economy practices. This necessitates support for education and training programmes that focus on the principles of circularity, enabling stakeholders to engage meaningfully in governance processes and decision-making. 3.1 Participation of public and private actors Active participation from stakeholders across different sectors, particularly industry, is crucial to the governance of the circular economy. Broad stakeholder engagement ensures that policies are informed by diverse perspectives and that a collective commitment to circular economy objectives is established. Collaborative approaches, facilitated through networks and partnerships, help align efforts and promote shared ownership of circular economy goals. However, limited stakeholder engagement can hinder the effectiveness of circular economy implementation. A lack of diverse inputs and broad-based support may result in fragmented strategies, delays in policy adoption, and reduced effectiveness in achieving long-term circular economy objectives. The success of circular governance depends on collaboration between public and private sectors, as well as civil society. Businesses, non-governmental organisations (NGOs), and citizens must work together to develop sustainable circular solutions, improve resource efficiency, and facilitate knowledge exchange. Effective governance structures should also provide mechanisms for cooperation, encouraging the development and dissemination of best practices across sectors and geographical regions. A2C – Deliverable D8.7v1.0 Page 151 І310 3.2 Governance networks and interinstitutional collaboration Governance networks play a critical role in fostering knowledge exchange and the dissemination of best practices across countries, cities, and industrial sectors. These collaborative structures help scale circular solutions, enhance policy coherence, and strengthen the resilience of production systems. Network governance should complement traditional public governance models, enabling greater flexibility and inclusivity. By promoting partnerships among different stakeholders, networked governance can drive innovation, improve coordination, and enhance community participation in circular economy initiatives. 3.3 Influence of cultural and political contexts Circular economy strategies must be adapted to the cultural and political contexts of each country to ensure their feasibility and acceptance by society. The sociopolitical environment influences how circular economy policies are formulated, implemented, and received by stakeholders. Several factors shape circular economy governance, including government structure (e.g., centralised vs. decentralised governance models) and societal attitudes towards collaboration. For example, consensus-oriented governance systems—such as those in Northern European countries—tend to experience fewer barriers in adopting networked governance approaches. In contrast, societies with more polarised governance structures or autocratic tendencies may face greater challenges in fostering stakeholder collaboration. These contextual differences influence how stakeholders interact and cooperate within circular economy governance frameworks. Policymakers must therefore tailor governance strategies to align with local institutional settings, ensuring that circular economy initiatives are effectively integrated into existing political and administrative structures. 3.4 Financial incentives and regulations The availability of financial resources and incentives plays a crucial role in stimulating innovation and encouraging businesses and communities to participate in circular economy initiatives. Financial mechanisms must be strategically aligned with circular economy objectives to ensure effective implementation and long-term viability. Key financial instruments include: • Green subsidies and grants, supporting businesses and municipalities in adopting circular solutions. A2C – Deliverable D8.7v1.0 Page 152 І310 • Favourable loan schemes and tax incentives, reducing the financial burden on companies transitioning to circular business models. • Public-private funding partnerships, enabling shared investments in circular infrastructure and technology development. In addition to financial incentives, well-designed regulatory frameworks are essential for ensuring compliance with circular economy principles. Effective regulations should facilitate the safe reuse of materials, promote extended producer responsibility, and establish clear standards for waste reduction and resource efficiency. The development and enforcement of such regulations help create an enabling environment for circular economy practices, ensuring that businesses and consumers adopt sustainable behaviours in a structured and consistent manner. 7.4.4.4. Governance in the agri-food sector and the circular economy The agri-food sector presents unique challenges in transitioning to a circular economy due to the complexity of its value chain and the imperative to ensure food security. As a resourceintensive sector with significant waste generation, its integration into circular economy strategies is crucial for achieving sustainability goals. The implementation of circular models in agri-food systems focuses on optimising water use, reducing food waste, and promoting soil regeneration. These measures contribute to improving resource efficiency while minimising environmental impacts. Adopting circular principles in this sector requires addressing structural constraints such as supply chain fragmentation, logistical challenges, and regulatory barriers. Moreover, ensuring that circular practices align with food safety and quality standards is fundamental for their successful integration. 4.1 Integrating circularity into agri-food production The circular economy in agri-food production involves a series of practices aimed at reducing waste, maximising resource efficiency, and promoting sustainable agricultural systems. Key strategies include: • Valorisation of by-products: Repurposing agricultural residues for new uses, such as animal feed, biogas production, or organic fertilisers. A2C – Deliverable D8.7v1.0 Page 255 І310 • Secure financial support through grants, sustainability funds, or impact investment opportunities. Example: • Fundación Primafrio required partnerships with plastics recyclers and external feasibility assessors to advance its project. Step 4: develop and test circular solutions • Implement pilot projects to test circular strategies in a low-risk, controlled environment. • Perform life cycle assessments (LCA) to evaluate the economic and environmental impact. • Iterate based on feedback from operations, customers, and supply chain partners. Example: • Mocitos tested biodegradable and recycled plastics for packaging but required additional research due to material degradation issues. Step 5: scale circular economy innovations • Expand successful pilot projects into full-scale implementation. • Integrate circular strategies into company-wide policies and production processes. • Leverage digitalisation for continuous monitoring and performance tracking. Example: • Reciplast successfully expanded its reusable packaging initiative to include 10 clients, demonstrating scalability. Step 6: monitor, evaluate, and improve • Establish a long-term monitoring plan using KPIs and data analytics. • Conduct periodic evaluations and adjust strategies based on new technological advancements and market conditions. • Share best practices and lessons learned with industry networks and policymakers to drive sector-wide transformation. Example: • The Agro2Circular Digital Information System (DIS) is being evaluated to measure the traceability of circular materials and assess long-term impact. 3. Relevance for advancing the circular economy in the agri-food sector A2C – Deliverable D8.7v1.0 Page 256 І310 This mentoring programme demonstrated the practical application of circular economy principles in the agri-food industry. The lessons and methodology outlined here provide a scalable framework that can be replicated by other companies to accelerate sustainability transitions. Why is this approach valuable? • Enhances resource efficiency by reducing waste and improving material recovery. • Drives cost savings and operational efficiency through process optimisation. • Improves sustainability compliance with EU policies and green regulations. • Fosters innovation by identifying new revenue streams from by-products and waste. • Strengthens supply chain resilience by diversifying resource sourcing and minimising waste dependencies. A2C – Deliverable D8.7v1.0 Page 257 І310 9. ANNEX V - Training Plan for local actors: Public Sector A2C – Deliverable D8.7v1.0 Page 258 І310 9.1. PS1: Circular Public Procurement: guidelines and best practices Green public procurement (GPP) is a strategic tool that enables governments to acquire goods and services with a reduced environmental impact. In the agri-food sector, it plays a crucial role in promoting organic production, minimising food waste, and fostering sustainable supply chain practices. By leveraging public purchasing power, authorities can drive market transformation towards greater sustainability and resource efficiency. • The role of organic products in GPP Integrating organic products into GPP policies offers multiple benefits, making it a key mechanism for enhancing sustainability in public procurement. • Reducing pollution and protecting biodiversity Organic farming eliminates the use of synthetic pesticides and fertilisers, reducing soil and water contamination while supporting healthier ecosystems. • Enhancing food quality Research indicates that organic produce tends to contain higher levels of antioxidants and lower concentrations of heavy metals such as cadmium, contributing to better nutritional value. • Supporting local and sustainable economies GPP frameworks prioritising organic produce benefit small-scale farmers and reduce carbon emissions by shortening supply chains. Given that public procurement accounts for approximately 14% of the European Union’s GDP, its influence is significant in steering the agri-food market towards sustainability. 9.1.1. Benefits of green public procurement in the agri-food sector Implementing GPP in agri-food procurement generates multiple economic, social, and environmental advantages. Economic value • Reduces long-term costs by cutting food waste and improving resource efficiency. • Encourages innovation in sustainable food production and processing. Social value A2C – Deliverable D8.7v1.0 Page 259 І310 • Provides access to healthier food options in public institutions such as schools, hospitals, and care facilities. • Strengthens local economies by connecting producers with public sector buyers. • Raises awareness about sustainability, ethical food production, and responsible consumption. Sustainable agricultural practices • Encourages environmentally responsible farming methods free from synthetic chemicals. • Incentivises regenerative agriculture and agroecological principles that improve soil health and biodiversity. Fostering green communities • Strengthens community ties by prioritising local suppliers, reinforcing engagement and social cohesion. • Supports initiatives that promote regional food networks and food sovereignty. Regulatory compliance • Ensures alignment with EU legislative frameworks and sustainability targets in public procurement. • Helps public institutions meet obligations under environmental policies and circular economy strategies. Building consumer trust • Enhances the public perception of institutions by demonstrating commitment to sustainability. • Influences consumer behaviour, encouraging greater support for sustainable initiatives. Environmental impact • Lowers pollution and greenhouse gas emissions associated with conventional food production. • Improves resource management by reducing waste and optimising the circular use of materials. A2C – Deliverable D8.7v1.0 Page 260 І310 9.1.2. Steps for implementing circular criteria in Public Procurement for the agri-food sector 9.1.2.1. Defining sustainable procurement criteria A robust framework for circular public procurement begins with clear and measurable sustainability criteria. These should be aligned with EU regulations and best practices to promote resource efficiency and environmental responsibility. 9.1.2.2. Set minimum organic product requirements • Establish a mandatory percentage of organic products in procurement contracts (e.g., at least 30% of purchased food products must be certified organic). • Prioritise seasonal and locally produced organic goods to reduce the carbon footprint associated with transportation. Require eco-certifications and compliance with EU standards • Suppliers must provide valid organic certifications in accordance with Regulation (EU) 2018/848 on organic production and labelling of organic products. • Encourage compliance with additional standards, such as GlobalG.A.P., EU Ecolabel, and ISO 14001 for environmental management systems. • Include sustainability metrics such as carbon footprint reduction targets, water use efficiency, and waste minimisation. Promote packaging circularity • Mandate minimal or recyclable packaging, avoiding single-use plastics. • Encourage innovative solutions such as compostable or reusable packaging made from agrifood waste. Encourage sustainable farming and animal welfare • Preference should be given to producers adopting regenerative agriculture practices, agroecology, and biodiversity conservation. • Consider higher welfare standards for animal products by prioritising suppliers certified under EU animal welfare legislation. A2C – Deliverable D8.7v1.0 Page 261 І310 9.1.2.3. Integrating circular criteria into tendering processes Once sustainability criteria have been established, they must be incorporated into procurement tenders to ensure their enforcement. Modify tender specifications to include circularity requirements • Require bidders to submit proof of environmental certifications, traceability records, and sustainability reports. • Award points for suppliers offering additional waste reduction initiatives, food surplus redistribution programmes, or innovative circular economy solutions. Apply weighted scoring for environmental impact • Develop a procurement scoring system that assigns a significant percentage of evaluation points to sustainability criteria (e.g., 30–40% of the total score). • Use life-cycle costing (LCC) approaches to assess environmental impact across the product’s lifespan, from production to disposal. Favour short supply chains and local suppliers • Specify a preference for regional producers to strengthen local economies and reduce emissions linked to long-distance transportation. • Encourage direct procurement from farmers’ cooperatives and social enterprises engaged in sustainable food systems. 9.1.2.4. Monitoring and verifying compliance To ensure that suppliers meet sustainability commitments, robust monitoring and evaluation mechanisms must be put in place. Implement supplier audits and inspections • Conduct periodic site visits to verify sustainable production practices and ethical sourcing. • Require suppliers to undergo independent third-party audits for compliance with environmental and food safety standards. Establish digital traceability systems • Use blockchain-based platforms or digital product passports (DPPs) to track food products from farm to fork. A2C – Deliverable D8.7v1.0 Page 262 І310 • Require suppliers to provide transparent data on production methods, emissions, and waste generation. Mandate sustainability reporting • Contracted suppliers should submit annual sustainability performance reports detailing their impact on waste reduction, carbon emissions, and ethical sourcing. • Implement corrective measures if non-compliance is detected, including contract termination for repeated violations. 9.1.2.5. Educating and raising awareness Capacity-building efforts are essential to ensure that procurement officers, suppliers, and stakeholders understand the importance of circular procurement principles. Training for public procurement officers • Organise workshops and e-learning sessions on circular economy practices, environmental regulations, and sustainable food procurement. • Develop guidelines and toolkits tailored to municipalities, public institutions, and procurement professionals. Engagement with suppliers and producers • Offer training programmes for food suppliers on how to align their business models with circular procurement requirements. • Create incentives for SMEs to adopt sustainable practices by providing funding, certification support, or reduced administrative burdens. Public awareness campaigns • Run information campaigns in schools, hospitals, and public canteens to highlight the benefits of organic and sustainably sourced food. • Engage citizens in sustainable food initiatives, such as farm-to-table programmes or zero-waste school meal projects. 9.1.3. Ensuring compliance with organic procurement criteria For public administrations to successfully implement organic procurement criteria, robust monitoring and verification mechanisms are essential. Compliance with EU regulations, transparency in supply chains, and the use of digital tools can ensure that organic food procurement aligns with sustainability objectives. A2C – Deliverable D8.7v1.0 Page 263 І310 9.1.3.1. Official certifications and regulatory compliance To be classified as organic within public procurement, food products must meet strict EU regulations, ensuring sustainable agricultural practices and responsible sourcing. EU organic certification – Regulation (EU) 2018/848 • This regulation defines the principles of organic production in the European Union, covering environmental sustainability, biodiversity conservation, and chemical-free farming. • All organic food suppliers must comply with this standard to be eligible for public contracts. Mandatory labelling for transparency • Organic products must display the EU organic logo, verifying that they adhere to rigorous environmental and food safety standards. • Labels should provide clear traceability details, including certification numbers and origin information, ensuring public buyers can identify authentic organic products. 9.1.3.2. Audits and supplier controls Public procurement bodies must establish verification mechanisms to ensure that suppliers maintain compliance throughout the contract period. Regular supplier audits • Conduct scheduled and random inspections to verify that suppliers meet organic certification requirements. • Require third-party certification bodies to validate supplier claims. Traceability and documentation checks • Suppliers should submit detailed documentation on product origin, farming practices, and distribution routes. • Public institutions can request periodic reports on sustainability indicators, including carbon footprint and pesticide-free production. 9.1.3.3. Digital verification platforms Technology plays a key role in enhancing transparency and efficiency in organic procurement. A2C – Deliverable D8.7v1.0 Page 264 І310 Electronic monitoring systems • Implement digital procurement platforms to track organic food purchases and verify compliance in real-time. • Require suppliers to use blockchain-based or cloud-based traceability systems that allow authorities to cross-check certification data. Best practice example: Denmark’s digital organic procurement system • The Danish government has developed a digital system that monitors the percentage of organic food in public procurement. • Institutions can use this data to adjust procurement policies and increase the share of organic products over time. 9.1.4. Circular criteria in green public procurement (GPP) Incorporating circular economy principles into green public procurement (GPP) strengthens environmental sustainability while ensuring resource efficiency in public purchasing. 1. Environmental performance Public procurement should prioritise low-impact products and services that contribute to environmental sustainability. • Reduce carbon, water, and material footprints associated with food production and supply chains. • Optimise energy efficiency in production, storage, and distribution, favouring suppliers who use renewable energy sources. • Implement life-cycle assessments (LCA) to evaluate and compare environmental impacts across different procurement options. 2. Use of recycled and recyclable materials A core principle of circular public procurement is ensuring that materials remain in circulation for as long as possible. • Establish a minimum percentage of recycled content in packaging and food service materials. • Prioritise products designed for recyclability, including compostable or biodegradable food packaging alternatives. • Require suppliers to demonstrate commitments to circular material use through certifications such as Cradle to Cradle, EU Ecolabel, or ISO 14021. A2C – Deliverable D8.7v1.0 Page 271 І310 • Urduña is characterised by small-scale, non-specialised farms, focusing on local livestock and crop production. • Traditional extensive livestock farming supports regional biodiversity and local food networks. Sustainability approach: • The procurement strategy prioritises local food supply chains, ensuring higher profit margins for farmers. • Short supply chains enhance economic resilience while reducing transport-related emissions. Performance indicators: • The initiative successfully diversified food sources, promoting sustainable farming practices. • The case study highlights the effectiveness of local food procurement in enhancing rural economic sustainability. 2. Case study: El Vallès (Catalonia) Green public procurement in a medium-sized agricultural region Agricultural context: • The region is characterised by medium to small-sized municipalities, with a focus on Mediterranean crops such as cereals, legumes, and some intensive pig farming. GPP model: • Public food procurement is outsourced to a catering company that manages food supply and preparation for schools. • The contract integrates ecological criteria, promoting organic and local produce. Challenges and opportunities: • While the procurement model supports sustainability, it faces challenges in food sovereignty. • A significant portion of organic food is sourced from outside Catalonia, limiting local agricultural participation. • Quality control depends on catering services, reducing direct engagement with local farmers. A2C – Deliverable D8.7v1.0 Page 272 І310 9.1.9. References [40] European Commission: Directorate-General for Research and Innovation, E. Katrakis, G. Nacci, and N. Couder, Eds., Incentives to boost the circular economy: A guide for public authorities. Luxembourg: Publications Office, 2021. [Online]. Available: https://data.europa.eu/doi/10.2777/794570 [41] European Commission: Joint Research Centre, R. Rodriguez Quintero, M. Gama Caldas, A. Boyano, O. Wolf, N. Espinosa, and B. Neto, EU GPP criteria for food procurement, catering services and vending machines. Luxembourg: Publications Office, 2019. [Online]. Available: https://data.europa.eu/doi/10.2760/748165 [42] E. Lioutas, A. Michailidis, C. Charatsari, D. Aidonis, P. Prosperi et al., "Green public procurement of agrifood products: A business model view," presented at the 17th EAAE Congress: Agri-food Systems in a Changing World: Connecting Science and Society, Rennes, France, Aug. 2023, pp. 1–22. [43] Gómez-Ramos and M. Rico Gonzalez, "The contribution of green public food procurement to sustainability: Evidence from two case studies in Spain," Agroecology and Sustainable Food Systems, vol. 47, no. 8, pp. 1158–1185, 2023. [Online]. Available: https://doi.org/10.1080/21683565.2023.2223555 A2C – Deliverable D8.7v1.0 Page 273 І310 9.2. PS2: Guidelines for fostering public engagement in circular economy 9.2.1. 1. Introduction These guidelines aim to identify effective ways to foster public engagement for each of the four key stakeholder groups involved in circular economy projects. Whenever relevant, a particular focus will be placed on the agrifood sector. To ensure a structured approach to stakeholder engagement, we recommend referring to the CCRI Methodology, which offers specific guidance on involving stakeholders in the development of Circular Systemic Solutions (CSSs). A CSS is a project designed to achieve overall sustainability in a local context by applying innovative circular economy models. CSSs facilitate the transition towards a circular economy by addressing factors beyond resource management and waste recovery, considering all aspects that enable or hinder circularity at the local/regional level. The CCRI Methodology presents a comprehensive framework to support project promoters, policymakers, and decision-makers in advancing CSSs and broader circular economy initiatives at local and regional scales. Given that the methodology is extensive, we do not reproduce it in full here, but we highlight its key phases as they complement these guidelines: • MAP: This initial phase focuses on analysing the local context and identifying key stakeholders. It involves stakeholder mapping, regulatory framework assessment, and resource and challenge evaluation, ensuring a robust knowledge base for decision-making. • DESIGN: This phase determines priority intervention areas for circularity and develops specific CSS cases. Stakeholders collaborate to co-create solutions that address local needs, define objectives and monitoring indicators, and refine the project through iterative feedback. • IMPLEMENT: This final phase ensures financial resource availability and activates the circular system. It involves preparing for financing, monitoring project performance, adapting systems in real time, and maintaining transparent communication to secure ongoing stakeholder support. Further details on the CCRI Methodology can be accessed at this link. A2C – Deliverable D8.7v1.0 Page 274 І310 The following sections outline key strategies for fostering public engagement in the circular economy, with a specific focus on the agri-food value chain. Drawing on existing research and project-backed activities, it presents policy recommendations and stakeholder roles, highlighting both regulatory and community-driven approaches to advancing circular practices. 9.2.2. What is Public Engagement: introduction and value Public engagement refers to the process of involving individuals and communities in activities that influence collective decision-making and societal change. Emerging in the 1990s, public engagement became a key element in democratic governance and civic participation, involving citizens in governmental, scientific, and business activities. Public engagement has been essential in tackling environmental issues, particularly climate change and increasingly the circular economy (CE). In the context of the circular economy, public engagement plays a crucial role in shifting behaviours and encouraging participation in sustainable practices. As society moves from a linear economy—based on "take, make, waste"—towards circular models, engaging the public as active stakeholders in adopting and promoting these new systems is essential. This shift demands not just technological innovations but also changes in public attitudes and practices. Kumpu (2022) draws on existing research to outline two key dimensions of public engagement: 1) Personal engagement: Personal engagement refers to the cognitive, emotional, and behavioural connection an individual has with an issue. In terms of the circular economy, this involves understanding and embracing circular practices, such as reducing waste or choosing durable products. For example, adopting sustainable consumer habits—like repairing items rather than replacing them or selecting products made from recycled materials—demonstrates personal engagement with circular economy principles. 2) Civic engagement: Civic engagement focuses on collective actions, such as participating in decision-making and problem-solving. This form of engagement encourages public involvement in shaping policies and creating systems that support circular models. Research highlights that public consultations, citizen juries, and participatory design processes are vital for fostering this type of engagement. Civic engagement in the circular A2C – Deliverable D8.7v1.0 Page 275 І310 economy context may include collaboration with local governments, businesses, and NGOs to develop sustainable waste management systems or promote circular business practices. Both personal and civic engagement are seen as pathways to societal change in the fight against climate change and in fostering a circular economy. The key objective is to encourage a societal shift where public engagement becomes a driver for sustainability. However, this requires more than just raising awareness—it also demands public involvement in decision-making and policy formation. Engagement leads to broader societal transformation when individuals and communities take ownership of sustainability issues and collaborate on solutions. In particular, civic engagement emphasizes collective problemsolving and democratic participation, ensuring that public policies and initiatives reflect the diverse perspectives of the population. 9.2.2.1. Stakeholder collaboration as a driver for CE implementation • Stakeholder collaboration is critical for the successful implementation of circular economy initiatives, aligning with sustainability concepts and stakeholder theory (Hörisch et al., 2020). • Active involvement of stakeholders throughout the supply chain fosters shared responsibility for sustainability goals and enhances circular system performance. • Collaboration between firms, particularly in complex sectors such as healthcare waste management, is often necessary for establishing CE practices (Mishra et al., 2021; Kleine Jäger C Piscicelli, 2021). • Supply chain collaboration has a positive correlation with environmental sustainability performance (Hussain C Malik, 2020). • Collaboration not only improves environmental performance but also creates opportunities for economic and social benefits, involving local businesses and communities working together (Ibn-Mohammed et al., 2021). • Long-term organizational engagement with sustainability concepts increases the likelihood of adopting a circular economy system (Barreiro-Gen C Lozano, 2020). A2C – Deliverable D8.7v1.0 Page 276 І310 9.2.3. Stakeholders: who is to be engaged? In the transition towards a Circular Economy, it is essential to involve a wide range of stakeholders from the beginning of the decision-making process, ensuring collaborative action to achieve shared goals. Stakeholders refer to people and organisations with a direct or indirect interest in circular economy initiatives and who participate in activities that facilitate their implementation. The Quintuple Helix Model is a comprehensive framework used to understand the interactions between different stakeholders involved in the transition to a sustainable Circular Economy (CE). This model extends the traditional Triple Helix Model, which focused on the collaboration between government, industry, and academia, by adding two additional critical dimensions: civil society and the natural ecosystem. Together, these five helices represent key stakeholders that drive innovation, ecoinnovation, and sustainable practices through their interconnected roles and influences. The five main stakeholders in the Quintuple Helix are: • Government: Public administrations and local authorities that play a key role in governance and oversight of the circular economy. • Industry: Businesses and firms across various sectors that are essential to driving economic activity and innovation. • Academia: Universities and research institutions that contribute through the generation of knowledge and education. • Civil society: Consumers, non-governmental organisations (NGOs), and community groups that represent societal interests and advocate for sustainable practices. • Ecosystem: The natural environment, which serves as the foundation for all human and economic activities by providing essential resources and environmental services (van Bueren, 2023). 9.2.3.1. Roles of Key Stakeholders in the Circular Economy In the transition to a Circular Economy, different stakeholders play essential roles in enabling and sustaining circular practices. The Quintuple Helix Model provides a useful framework to understand these roles, highlighting the contributions of government, industry, academia, civil society, and the natural ecosystem. A2C – Deliverable D8.7v1.0 Page 277 І310 Public Administration and Local Entities Public administrations shape the regulatory environment and provide the necessary infrastructure and incentives for circular economy initiatives. Their key roles include: • Regulation and enforcement: Introducing and enforcing policies such as waste separation, extended producer responsibility, and minimum recycled content requirements. • Financial support: Creating funding schemes and subsidies for circular initiatives, fostering investment in circular business models. • Public procurement and awareness: Promoting circular public procurement and running campaigns to increase consumer acceptance of circular products. • Business facilitation: Reducing bureaucratic obstacles and fostering public-private partnerships (PPPs) to scale circular economy solutions. Industry and Business Figure 10 - Quintuple Helix of Stakeholders representation. From van Bueren (2023) A2C – Deliverable D8.7v1.0 Page 278 І310 Businesses and industries drive circularity through innovation, resource efficiency, and new business models. Their key roles include: • Circular business models: Shifting towards reuse, refurbishment, remanufacturing, and recycling to minimise waste and extend product lifecycles. • Supply chain transformation: Incorporating circular principles into production, logistics, and sourcing practices. • Industrial symbiosis: Collaborating with other industries to optimise resource use and reduce waste. Civil Society Consumers, NGOs, and community groups play a fundamental role in shaping demand for circular products and advocating for sustainable policies. Their key roles include: • Sustainable consumption: Adopting reuse, repair, and sharing economy practices to extend product lifecycles. • Advocacy and awareness: NGOs and community groups promote circular economy policies and engage in capacity-building initiatives. • Behavioural shifts: Societal influences, including media and culture, help normalise circular behaviours and drive systemic change. Academia and Technological Organisations Universities and research institutions contribute to the Circular Economy by generating knowledge, developing innovations, and providing education. Their key roles include: • Research and innovation: Advancing circular economy solutions, such as biodegradable materials and sustainable production techniques. • Education and capacity-building: Training professionals and raising awareness of circular principles in society and industry. • Knowledge transfer: Collaborating with businesses and governments to scale up circular innovations. Ecosystem The natural environment serves as the foundation for human and economic activities, providing essential resources and absorbing waste. Its key roles include: • Resource regeneration: Maintaining the natural cycles of water, air, and materials necessary for sustainability. A2C – Deliverable D8.7v1.0 Page 279 І310 • Carbon sequestration: Acting as a natural carbon sink through forests, peatlands, and wetlands. • Biodiversity support: Ensuring ecological balance by preserving ecosystems that sustain circular resource flows. 9.2.4. Public Sector: guidelines for fostering circular economy projects in agrifood Below is a set of guidelines for fostering public engagement (understood as both personal and civic engagement) in the circular economy, adapted to the agrifood value chain. Based on the evidence presented in the study by Alonso-Almeida et al. (2020), public sector efforts to promote CE can be classified into soft and hard initiatives, each influencing circular consumption and market competitiveness differently. • Soft initiatives focus on raising awareness and providing information to consumers. These include campaigns that highlight CE benefits, labels that enhance product credibility, and educational programmes to reduce consumer uncertainty. These measures have been found to positively influence circular consumption and market competitiveness by increasing consumer trust and demand for circular products. • Hard initiatives involve regulatory and financial incentives that directly shape market behaviour. These include differentiated taxation levels for resource-efficient products, extended producer responsibility schemes, and green public procurement (GPP) to stimulate industry engagement. Research suggests that while hard initiatives significantly drive circular consumption, they do not always translate into improved market competitiveness. A key finding from Alonso-Almeida et al. (2020) is that stakeholder responses to these initiatives vary. While businesses and professional associations value soft initiatives for their impact on competitiveness, consumers respond more positively to financial incentives and extended guarantees, which underscores the need for tailored policy approaches that align with stakeholder priorities. 1. Examples of soft initiatives A2C – Deliverable D8.7v1.0 Page 280 І310 o Awareness campaigns: Large-scale communication efforts to inform the public about CE principles, benefits, and practical applications. These should highlight success stories and make CE engagement more tangible for citizens. o Consumer education: Integrating CE concepts into formal education and public workshops to increase understanding and acceptance of circular consumption practices. o Transparency and labelling: Ensuring clear, credible, and standardised information about CE products, such as product lifespan, recyclability, and environmental impact. o Incentivising voluntary participation: Encouraging public involvement through recognition schemes, certifications, or small-scale financial rewards for pro-circular behaviours (e.g., waste sorting, product returns). 2. Examples of hard initiatives o Regulatory frameworks: Implementing extended producer responsibility (EPR) schemes, minimum recyclability requirements, and tax incentives for circular business models. o Green public procurement (GPP): Setting sustainability criteria in public tenders to increase demand for circular products, indirectly influencing private sector adoption. o Financial incentives: Implementing tax reductions or subsidies for consumers who purchase circular products or services, making sustainable choices economically attractive. o Infrastructure investments: Developing CE-friendly urban infrastructure, such as collection points for food waste, repair and refurbishment centres, and local bio-waste processing facilities. 9.2.4.1. Recommendations to foster public engagement in the Circular Economy: 1. Enhance Consumer Awareness and Information Accessibility o Implement large-scale awareness campaigns to educate consumers on the benefits of CE. A2C – Deliverable D8.7v1.0 Page 287 І310 Rethinking circular economy policies from a socio-cultural perspective Evidence from the study: Ortega et al. (2022) argue that the dominant technocentric approach to CE fails to question consumerism as a structural issue. Instead, mainstream CE discourse often promotes business-led strategies that reinforce market growth, rather than tackling the underlying overconsumption problem. Their findings show that alternative CE models—such as community sharing, cooperative ownership, and non-market exchanges—challenge this paradigm but receive little institutional support. Policy implication: Public administrations should: • Shift from growth-based CE models towards sufficiency-driven policies that prioritise waste prevention, reuse, and social inclusion. • Support non-market circular practices (e.g., tool libraries, skill-sharing platforms, and community resource banks). • Recognise CE as a cultural and institutional transformation, not just an economic opportunity. Considering the agrifood value chain Policy implication: Public administrations should: • Shift from waste valorisation strategies to sufficiency-driven policies, prioritising food waste prevention, short food supply chains, and regenerative farming. • Support non-market circular food practices, such as gleaning networks, cooperative food hubs, and direct farm-to-consumer models. • Recognise circular food systems as a cultural and institutional transformation, not just an economic opportunity. 9.2.4.4. Social media for fostering public engagement The increasing use of social media for stakeholder engagement presents opportunities for public institutions to enhance participation in circular economy initiatives. Evidence from the agri-food sector indicates that digital platforms can serve as effective tools to promote awareness, foster dialogue, and encourage collective action towards sustainability. Based on findings from an analysis of Twitter discussions on circular economy and agri-food A2C – Deliverable D8.7v1.0 Page 288 І310 (Esposito, B., et. al, 2023), the following recommendations outline how the public sector can strengthen its engagement strategies. Recommendations 1. Integrate social media into public engagement strategies: Public authorities should incorporate social media channels into their broader communication frameworks for circular economy initiatives. Engagement strategies should move beyond traditional one-way information dissemination and prioritize interactive content that facilitates dialogue and participation. 2. Promote a balanced approach to circular economy communication: Public discourse on circular economy in the agri-food sector is heavily focused on recycling, with less attention given to reduction and redesign strategies. Public institutions should ensure that all pillars of the circular economy are equally addressed, emphasizing waste prevention, resource efficiency, and systemic innovation alongside recycling efforts. 3. Encourage two-way communication with stakeholders: Posts that invite interaction generate higher levels of engagement. Public institutions should design digital campaigns that encourage responses, discussions, and user-generated content. Mechanisms such as moderated Q&A sessions, citizen consultations, and participatory decision-making forums can increase public involvement. 4. Facilitate cross-sectoral collaboration through digital platforms: Governments and municipal authorities should use social media to connect businesses, researchers, and civil society organizations working on circular economy initiatives. Publicly accessible digital platforms can help disseminate best practices, showcase local projects, and foster multi-stakeholder cooperation. 5. Develop sector-specific guidelines for effective digital engagement: Public authorities should provide tailored guidelines on how businesses, municipalities, and organizations can communicate their circular economy efforts effectively. These guidelines should include recommendations on tone, content structure, and best practices for engaging diverse audiences, including consumers and industry stakeholders. 6. Monitor and evaluate public engagement efforts: Tracking engagement metrics, such as interaction rates, public sentiment, and participation levels, is essential for A2C – Deliverable D8.7v1.0 Page 289 І310 refining outreach strategies. Public institutions should establish mechanisms to assess the effectiveness of their digital engagement initiatives and adapt their approaches based on public response and emerging trends. 9.2.5. The Role of Civil Society Organisations (CSOs) in fostering public engagement in the Circular Economy Civil society organisations (CSOs) play a crucial role in fostering public engagement in the circular economy (CE) by acting as intermediaries, knowledge disseminators, and advocates for systemic change. Drawing inspiration from the interplay between CSOs and businesses in CE transitions, we outline three key approaches through which CSOs can enhance public engagement in circular economy initiatives: 1. Awareness and campaign-based engagement CSOs can mobilise communities through targeted awareness campaigns that highlight the urgency of transitioning to a circular economy. Public engagement strategies such as educational workshops, community clean-up events, and digital advocacy campaigns can help citizens understand CE principles and their relevance to everyday life. These initiatives often rely on social pressure and media amplification to promote sustainable behaviours. However, while awareness campaigns increase visibility, their long-term impact depends on sustained efforts and follow-up actions that translate knowledge into tangible behavioural change. 2. Resource efficiency and behavioural change initiatives Beyond raising awareness, CSOs can facilitate public engagement by promoting practical interventions that encourage waste reduction, reuse, and repair. Initiatives such as repair cafés, tool-sharing schemes, and zero-waste consumption challenges provide opportunities for citizens to directly participate in circular practices. CSOs can collaborate with local businesses and policymakers to co-design incentive schemes, such as deposit-return systems or tax benefits for sustainable consumer choices. The key challenge in this approach is maintaining engagement beyond initial enthusiasm, which requires integrating CE-friendly practices into local economies and social norms. 3. Collaborative circular design and policy co-creation For deeper engagement, CSOs can position themselves as co-creators of circular economy policies and initiatives, involving citizens in participatory decision-making processes. This A2C – Deliverable D8.7v1.0 Page 290 І310 approach aligns with the concept of ‘boundary work,’ where CSOs mediate between policymakers, businesses, and communities to develop CE solutions that reflect local needs. Examples include citizen assemblies on waste management, co-design of circular urban planning strategies, and participatory budgeting for CE projects. This model fosters longterm commitment and system-level change, but it requires strong institutional partnerships and resource allocation to support sustained involvement. 9.2.5.1. Recommendations for CSOs’ relationships with business/industry 1. Adopt a multi-strategy approach to engagement o CSOs should recognize that engagement with businesses can take multiple forms, including collaboration and contestation. Based on Ho et al. (2022), CSOs can engage in three types of CE boundary work: ▪ Campaign-based approach: Using public campaigns and advocacy to exert pressure on businesses to address end-of-life product issues. ▪ Resource efficiency-based approach: Partnering with businesses to improve efficiency in resource use, with a focus on incremental and pragmatic CE transitions. ▪ Circular design-based approach: Deep collaborations where CSOs work directly with firms to redesign products and services to eliminate waste and embed circularity. 2. Use boundary work strategies to enhance collaboration o CSOs should engage in boundary work to create, maintain, or disrupt existing practices and norms in businesses. This includes: ▪ Competitive boundary work: Differentiating their CE agenda and advocating for sustainable alternatives. ▪ Collaborative boundary work: Aligning with businesses on shared CE goals and developing joint initiatives. ▪ Configurational boundary work: Bridging diverse actor perspectives to facilitate systemic change. 3. Leverage campaign-based activism for initial engagement o As demonstrated by the Beach Guardian campaign against PepsiCo, public pressure can be effective in forcing businesses to take responsibility for their A2C – Deliverable D8.7v1.0 Page 291 І310 waste streams. However, CSOs should aim to transition from confrontation to collaboration when opportunities arise. 4. Facilitate resource efficiency initiatives o CSOs can provide businesses with tools, knowledge, and practical strategies to improve resource efficiency, such as reducing packaging waste or implementing refill schemes. The Plastic Free Communities initiative by Surfers Against Sewage illustrates how grassroots mobilization can successfully engage local businesses in waste reduction. 5. Engage in circular design collaborations o CSOs should seek partnerships with firms that go beyond incremental changes and instead aim for systemic CE innovation. The collaboration between A Grain of Sand and The Wave highlights how deep integration of sustainability expertise within a company can result in fundamental changes to business models and production processes. 6. Act as knowledge brokers and intermediaries o CSOs should position themselves as intermediaries in CE transitions, translating technical knowledge and sustainability principles into actionable strategies for businesses. This role is critical in aligning different stakeholders and facilitating cross-sectoral collaboration. 7. Combine contestation with cooperation o Rather than seeing collaboration and contestation as mutually exclusive, CSOs should strategically navigate both approaches depending on context. Campaign-based activism can open the door for dialogue, while direct collaboration can lead to long-term CE integration within businesses. 9.2.6. The role of business/industry in fostering public engagement Strengthening CSR as a catalyst for the circular economy Companies in the agrifood sector should integrate CSR principles into their business strategies to support circular economy (CE) initiatives, as CSR-driven actions enhance resource efficiency, waste reduction, and sustainable production practices. The study highlights that firms that actively incorporate CSR models tend to be more oriented towards circularity, demonstrating a higher commitment to sustainability goals. A2C – Deliverable D8.7v1.0 Page 292 І310 Encouraging stakeholder engagement Businesses should actively engage with stakeholders, including consumers, suppliers, policymakers, and local communities, to foster collaboration on circular economy practices. According to the study, transparency in sustainability efforts strengthens consumer trust and encourages broader participation in CE initiatives, ensuring long-term engagement from various actors. Investing in innovation and sustainable practices Companies should allocate resources to R&D for the development of innovative, ecofriendly packaging, sustainable sourcing, and waste valorisation, as these elements have been identified as key drivers in the transition towards a circular economy. The research findings suggest that circular business models, such as product-as-a-service and closed-loop supply chains, contribute significantly to the reduction of environmental impact and resource conservation. Leveraging policy support and incentives Businesses should align their CSR and CE strategies with existing policies and regulatory frameworks to maximise impact, as regulatory alignment facilitates smoother implementation of circular economy principles. The study underscores the role of government incentives, such as tax reductions or funding mechanisms, in encouraging businesses to transition towards more sustainable operations and long-term adherence to CE practices. Measuring and communicating impact Companies should adopt clear metrics and key performance indicators (KPIs) to assess the impact of CSR and circular economy initiatives, as the research highlights that effective impact measurement can enhance corporate accountability. Transparent reporting and regular communication of sustainability progress not only reinforce corporate commitment but also serve as a model for industry-wide adoption, leading to greater overall sustainability in the agrifood sector. A2C – Deliverable D8.7v1.0 Page 293 І310 9.2.7. 7. Successful cases in stakeholder engagement 9.2.7.1. Stakeholder engagement in a centrally coordinated circular economy (CE) ecosystem: Case A – publicly organised regional endeavour in Tampere, Finland Steps for achieving stakeholder engagement Step 1: Identifying, prioritizing, and selecting CE ecosystem stakeholders In the context of Tampere, the city has adopted a broad and inclusive approach to stakeholder identification. By organizing open seminars, the city attracts diverse potential stakeholders without limiting selection by strict criteria. The focus is on engaging companies, research institutions, and public organizations that share an interest in solving the environmental issue posed by the by-product. This strategy emphasizes transparency and inclusivity, ensuring a wide net is cast for potential collaborations. Step 2: Reaching out to stakeholders and securing their interests The city, in collaboration with local research organizations, works to secure stakeholder interest by sharing state-of-the-art knowledge and openly marketing the problem and potential solutions. Open seminars and events provide a platform for engaging stakeholders, while research organizations actively interview potential participants to gauge their interest and expertise. Information is shared through local media and personal contacts at relevant conferences, ensuring widespread dissemination of the CE goal. Step 3: Interacting, building relationships, and encouraging learning Once stakeholders are engaged, the city encourages continued collaboration by fostering an environment of mutual learning and relationship building. Pilot projects serve as an experimental space for companies and organizations to test CE solutions and explore partnerships. The city supports these pilots by providing resources and commissioning research studies, ensuring all stakeholders have access to the necessary data and technical support. This phase strengthens trust and solidifies partnerships, as participants work toward shared goals. Step 4: Evaluating stakeholder engagement outcomes and processes Evaluation is a critical component of the CE ecosystem in Tampere. The city assesses the feasibility of proposed solutions using its public procurement criteria, ensuring that projects are both sustainable and cost-effective. This step is essential for refining the solutions developed during the pilot phase and determining their potential for long-term A2C – Deliverable D8.7v1.0 Page 294 І310 implementation. The continuous evaluation process also serves as a feedback mechanism to improve future stakeholder engagement efforts. 9.2.7.2. Stakeholder engagement in a centrally coordinated circular economy (CE) ecosystem: Case B – national beverage packaging recycling in Finland Case B highlights the development of a deposit-based recycling ecosystem for beverage packaging in Finland, led by a non-profit organization, Suomen Palautuspakkaus Ltd. (Palpa), along with other key stakeholders from the brewery and retail industries, consumers, and material utilizers. The system-level goal of the CE ecosystem is to build a sustainable and efficient recycling system. Although beverage packaging recycling is legislated, the initiative was first introduced in the 1950s by the proactive efforts of the brewery industry. Over time, this CE ecosystem has evolved into a widely recognized national institution that many stakeholders naturally seek to join. The boundaries of the ecosystem are primarily national and industry-based, centred around the brewery and retail industries. Key stakeholders, including the brewery industry, retail industry, recycling operators, and logistics providers, collaborate through a centralized hub. The hub, owned by major national companies from these industries, supervises and manages the recycling system while balancing competing interests, ensuring that the system remains efficient and consumerfriendly: "Palpa's role is to oversee the operational side of the return system and to balance the interests of retail and brewery industries to maintain efficiency and consumer-friendliness." (Manager, brewery industry). As the ecosystem grows, stakeholders not originally covered by legislation, such as juice producers, now seek to join and promote the circular economy. Steps for achieving stakeholder engagement Step 1: Identifying, prioritizing, and selecting CE ecosystem stakeholders In this national CE ecosystem, stakeholders often self-identify the potential benefits of membership and actively approach the hub to apply for inclusion in the system. The hub has established clear criteria to select stakeholders who meet the requirements of the ecosystem, ensuring alignment with the recycling and sustainability goals of the initiative. Since the system is embedded in national institutions and culture, it has become self-evident A2C – Deliverable D8.7v1.0 Page 295 І310 and highly visible to potential stakeholders, making identification and selection more straightforward. Step 2: Reaching out to stakeholders and securing their interests The hub effectively communicates the benefits of joining the ecosystem through a wide range of marketing and educational materials available on its website and in the media. The long-standing presence of the ecosystem, embedded in national culture and institutional frameworks, naturally attracts stakeholders from various sectors, including consumers, beverage producers, retailers, and material recyclers. The hub’s reputation as a trusted and efficient entity ensures that stakeholders recognize the value of collaboration within this wellestablished CE system. Step 3: Interacting, building relationships, and encouraging learning The hub plays a critical role in balancing the sometimes-competing interests of its stakeholders, such as the brewery and retail industries. Regular meetings are organized to discuss common goals and ensure smooth cooperation. Stakeholders actively participate in co-developing the CE ecosystem by sharing trade secrets, legal aspects, and other sensitive information with the mutually trusted hub. This openness fosters strong relationships and encourages a collaborative learning environment. The hub also establishes common guidelines for stakeholders, building trust and ensuring the continued success of the ecosystem. Step 4: Evaluating stakeholder engagement outcomes and processes The hub collects operational data and shares it with relevant authorities, such as regional bodies, to ensure compliance and enable further support for stakeholders. Based on the hub’s reports, regional authorities can approve and facilitate the fulfilment of stakeholders’ interests, including economic benefits like tax exemptions. This evaluative process allows the hub to track the performance of the CE ecosystem and ensure that it continues to meet the needs of its stakeholders while remaining aligned with broader sustainability goals. 9.2.7.3. Stakeholder engagement in a centrally coordinated circular economy (CE) ecosystem: Case C – global sustainable fast-food business Steps for achieving stakeholder engagement Step 1: Identifying, prioritizing, and selecting CE ecosystem stakeholders A2C – Deliverable D8.7v1.0 Page 296 І310 In this global CE ecosystem, Hesburger identifies stakeholders based on their potential contribution to the fast-food industry’s value chains. The hub prioritizes those that align with its sustainability requirements, values, and long-term relationship potential, ensuring a focus on stakeholders who can support its global sustainability objectives. By selecting stakeholders such as packaging suppliers, research partners, and regulators, Hesburger ensures that the ecosystem remains aligned with both environmental and economic goals. Step 2: Reaching out to stakeholders and securing their interests To attract and engage key stakeholders, the hub utilizes joint research projects, industry associations, and broad marketing campaigns that highlight its commitment to sustainability. The company promotes its CE goals by sparking general discussion and raising awareness about food sustainability within society. By publicly aligning its operations with sustainable practices, Hesburger not only secures the interest of environmentally conscious stakeholders but also encourages traditional business partners to adapt to new CE goals. Step 3: Interacting, building relationships, and encouraging learning Hesburger fosters long-term relationships with its stakeholders by promoting mutual learning and collaboration through joint circular economy projects. The hub provides platforms for stakeholders to share ideas, including a digital platform where individual representatives can contribute their perspectives on CE solutions. Moreover, the company actively works to engage stakeholders with divergent interests by educating them on the benefits of CE practices. This proactive dissemination of information ensures that all stakeholders remain informed and involved, even if their initial priorities are not fully aligned with the sustainability goals. Step 4: Evaluating stakeholder engagement outcomes and processes To assess the success of the ecosystem, Hesburger evaluates stakeholder engagement outcomes based on both sustainability and economic criteria. By focusing on these dual measures of success, the company ensures that the CE initiatives are both environmentally beneficial and profitable, promoting the long-term viability of the ecosystem. This continuous evaluation process allows Hesburger to refine its engagement strategies and optimize the value of its stakeholder relationships. A2C – Deliverable D8.7v1.0 Page 303 І310 [11] L. Blanco, "The importance of implementing a sustainability strategy in companies," Atisa, Feb. 2, 2024. [12] L. Caorsi, "Circular food: How to reduce waste and protect the environment," Eroski Consumer, Jun. 7, 2022. [13] R. Apd, "¿Qué estrategias de sostenibilidad empresarial puedes empezar a implementar en tu empresa?," APD España, Jun. 19, 2023. [Online]. Available: https://www.apd.es/estrategias-sostenibilidad-empresarial/ [14] L. Blanco, "La importancia de implementar una estrategia de sostenibilidad en las empresas," Atisa, Feb. 2, 2024. [Online]. Available: https://atisa.es/blog/estrategiasostenibilidad/ [15] P. Pérez, "Estrategias de Economía Circular para empresas - Nueva ISO 14001," Nueva ISO 14001, Feb. 12, 2024. [Online]. Available: https://www.nueva-iso14001.com/2024/01/estrategias-de-economia-circular-para-empresas/ [16] H. Fraga, "Recycling: Everyday objects we can reuse," Gestán Conteco, Jun. 25, 2020. [17] M. V. Barros, R. H. Gomes de Jesus, B. S. Ribeiro, and C. M. Piekarski, "Going in circles: Key aspects for circular economy contributions to agro-industrial cooperatives," Circular Economy and Sustainability, vol. 3, pp. 861–880, 2023. [Online]. Available: https://doi.org/10.1007/s43615-022-00211-8 [18] N. Bocken and P. Ritala, "Six ways to build circular business models," Journal of Business Strategy, vol. 43, no. 3, pp. 184–192, 2022. [Online]. Available: https://doi.org/10.1108/JBS-11-2020-0258 [19] A.-T. Braun, O. Schöllhammer, and B. Rosenkranz, "Adaptation of the business model canvas template to develop business models for the circular economy," Procedia CIRP, vol. 99, pp. 698–702, 2021. [Online]. Available: https://doi.org/10.1016/j.procir.2021.03.093 [20] A. Daou, C. Mallat, G. Chammas, N. Cerantola, S. Kayed, and N. A. Saliba, "The Ecocanvas as a business model canvas for a circular economy," Journal of Cleaner A2C – Deliverable D8.7v1.0 Page 304 І310 Production, Art. no. 120938, 2020. [Online]. Available: https://doi.org/10.1016/j.jclepro.2020.120938 [21] M. Donner et al., "Circular bioeconomy for olive oil waste and by-product valorisation: Actors’ strategies and conditions in the Mediterranean area," Journal of Environmental Management, vol. 321, Art. no. 115836, 2022. [Online]. Available: https://doi.org/10.1016/j.jenvman.2022.115836 [22] B. Lamolinara, M. S. Teixeira, C. G. Marreiros, V. H. S. Ferreira, and A. Pérez-Martínez, "An overview of circular business models in agribusiness," in Entrepreneurship, Technological Change and Circular Economy for a Green Transition, C. Rego et al., Eds. Cham: Springer, 2024. [Online]. Available: https://doi.org/10.1007/978-3-031-48079-9_7 [23] A. Alchian and H. Demsetz, "Production, information costs and economic organization," American Economic Review, vol. 62, no. 5, pp. 777–795, 1972. [24] S. Bourdin and M. Maillefert, "Introduction. Circular economy: Modes of governance and territorial development," Natures Sciences Sociétés, vol. 28, no. 2, pp. 101–107, 2020. [Online]. Available: https://shs.cairn.info/journal-natures-sciences-societes-2020-2-page101?lang=en [25] R. G. Cong and M. Thomsen, "Review of ecosystem services in a bio-based circular economy and governance mechanisms," Ecosystem Services, vol. 50, Art. no. 101298, 2021. [26] J. Cramer, "Effective governance of circular economies: An international comparison," Journal of Cleaner Production, vol. 343, Art. no. 130874, 2022. [27] P. Y. De Rongé and A. Lienard, "Quels sont les modes de gouvernance utilisés par les autorités pour promouvoir l'intégration de l'économie circulaire dans un territoire?" [Unpublished or non-indexed source, formatting may vary depending on publication status], 2016. [28] B. Esposito, M. R. Sessa, D. Sica, and O. Malandrino, "Towards circular economy in the agri-food sector: A systematic literature review," Sustainability, vol. 12, no. 18, Art. no. 7401, 2020. [Online]. Available: https://doi.org/10.3390/su12187401 A2C – Deliverable D8.7v1.0 Page 305 І310 [29] ICEX España Exportación e Inversiones, "Las ciudades finlandesas están formando una amplia red para trabajar por la economía circular." [Online]. Available: https://www.icex.es/es/quienes-somos/sala-de-prensa/sala-de-prensa/detalle.ciudadesfinlandia-economia-circular.news049202101 [30] A. Wolf, "The circular economy: How Finland is leading the way in sustainable solutions," ECOFINLANDIA, Jul. 20, 2023. [Online]. Available: https://ecofinland.net/es/sostenibilidad/the-circular-economy-how-finland-is-leading-theway-in-sustainable-solutions/ [31] N. Bocken and P. Ritala, "Six ways to build circular business models," Journal of Business Strategy, vol. 43, no. 3, pp. 184–192, 2022. [Online]. Available: https://doi.org/10.1108/JBS-11-2020-0258 [32] B. Lamolinara, M. S. Teixeira, C. G. Marreiros, V. H. S. Ferreira, and A. Pérez-Martínez, "An overview of circular business models in agribusiness," in Entrepreneurship, Technological Change and Circular Economy for a Green Transition, C. Rego et al., Eds. Cham: Springer, 2024. [Online]. Available: https://doi.org/10.1007/978-3-031-48079-9_7 [33] M. V. Barros, R. H. Gomes de Jesus, B. S. Ribeiro, and C. M. Piekarski, "Going in circles: Key aspects for circular economy contributions to agro-industrial cooperatives," Circular Economy and Sustainability, vol. 3, pp. 861–880, 2023. [Online]. Available: https://doi.org/10.1007/s43615-022-00211-8 [34] M. Bijon et al., "Towards a sustainable bioeconomy through industrial symbiosis: Current situation and perspectives," Journal of Cleaner Production, 2022. [35] M. Hamam, A. Choudhary, M. K. Tiwari, and S. Das, "Industrial symbiosis and agri-food system: Themes, links, and relationships," Journal of Cleaner Production, vol. 390, Art. no. 136113, 2023. [Online]. Available: https://doi.org/10.1016/j.jclepro.2023.136113 [36] M. Kostyshak et al., "Enhancing circular economy in food supply chains using industrial symbiosis," E3S Web of Conferences, vol. 581, Art. no. 01037, 2024. [Online]. Available: https://doi.org/10.1051/e3sconf/202458101037 A2C – Deliverable D8.7v1.0 Page 306 І310 [37] S. Sbaffoni et al., "Industrial symbiosis potential on specific agri-food and metallurgical value chains in Lombardy region," Environmental Engineering and Management Journal, vol. 21, no. 10, pp. 1709–1720, 2022. [Online]. Available: https://doi.org/10.30638/eemj.2022.152 [38] S. Abbate, P. Centobelli, R. Cerchione, G. Giardino, and R. Passaro, "Coming out the egg: Assessing the benefits of circular economy strategies in the agri-food industry," Journal of Cleaner Production, vol. 385, Art. no. 135665, 2023. [Online]. Available: https://doi.org/10.1016/j.jclepro.2022.135665 [39] N. McDougall, B. Wagner, and J. MacBryde, "Competitive benefits & incentivisation at internal, supply chain & societal level circular operations in UK agri-food SMEs," Journal of Business Research, vol. 144, pp. 1149–1162, 2022. [Online]. Available: https://doi.org/10.1016/j.jbusres.2022.02.060 [40] European Commission: Directorate-General for Research and Innovation, E. Katrakis, G. Nacci, and N. Couder, Eds., Incentives to boost the circular economy: A guide for public authorities. Luxembourg: Publications Office, 2021. [Online]. Available: https://data.europa.eu/doi/10.2777/794570 [41] European Commission: Joint Research Centre, R. Rodriguez Quintero, M. Gama Caldas, A. Boyano, O. Wolf, N. Espinosa, and B. Neto, EU GPP criteria for food procurement, catering services and vending machines. Luxembourg: Publications Office, 2019. [Online]. Available: https://data.europa.eu/doi/10.2760/748165 [42] E. Lioutas, A. Michailidis, C. Charatsari, D. Aidonis, P. Prosperi et al., "Green public procurement of agrifood products: A business model view," presented at the 17th EAAE Congress: Agri-food Systems in a Changing World: Connecting Science and Society, Rennes, France, Aug. 2023, pp. 1–22. [43] Gómez-Ramos and M. Rico Gonzalez, "The contribution of green public food procurement to sustainability: Evidence from two case studies in Spain," Agroecology and Sustainable Food Systems, vol. 47, no. 8, pp. 1158–1185, 2023. [Online]. Available: https://doi.org/10.1080/21683565.2023.2223555 A2C – Deliverable D8.7v1.0 Page 307 І310 [44] M. M. Alonso-Almeida, J. M. Rodríguez-Antón, L. Bagur-Femenías, and J. Perramon, "Sustainable development and circular economy: The role of institutional promotion on circular consumption and market competitiveness from a multistakeholder engagement approach," Business Strategy and the Environment, vol. 29, no. 6, pp. 2803–2814, 2020. [Online]. Available: https://doi.org/10.1002/bse.2544 [45] B. Berger, "Political theory, political science and the end of civic engagement," Perspectives on Politics, vol. 7, no. 2, pp. 335–350, 2009. [Online]. Available: https://doi.org/10.1017/S153759270909080X [46] A. Carvalho, M. van Wessel, and P. C. Maeseele, "Communication practices and political engagement with climate change: A research agenda," Environmental Communication, vol. 11, no. 1, pp. 122–135, 2017. [Online]. Available: https://doi.org/10.1080/17524032.2016.1241815 [47] B. Esposito, D. Sica, M. R. Sessa, and O. Malandrino, "Circular economy engagement in the agri-food industry during the Covid-19: Evidence from the Twitter debate," in Research and Innovation Forum 2022, A. Visvizi, M. D. Lytras, and E. Damiani, Eds. Cham: Springer, 2023, pp. 557–567. [Online]. Available: https://doi.org/10.1007/978-3-031-19560-0_47 [48] K. A. Johnston and M. C. Taylor, "Engagement as communication," in The Handbook of Communication Engagement, K. A. Johnston and M. C. Taylor, Eds. Hoboken, NJ: John Wiley & Sons, Inc., 2018, pp. 1–15. [49] C.-H. Ho, S. Böhm, and D. Monciardini, "The collaborative and contested interplay between business and civil society in circular economy transitions," Business Strategy and the Environment, vol. 31, no. 6, pp. 2714–2727, 2022. [Online]. Available: https://doi.org/10.1002/bse.3001 [50] A. Heikkinen and A. Blomberg, Eds., Stakeholder Engagement in a Sustainable Circular Economy. Cham: Palgrave Macmillan, 2023. [Online]. Available: https://doi.org/10.1007/978-3-031-31937-2_7 [51] J. Kaipainen, J. Uusikartano, L. Aarikka-Stenroos, L. Harala, J. Alakerttula, and E. L. Pohls, "How to engage stakeholders in circular economy ecosystems: The process.” A2C – Deliverable D8.7v1.0 Page 308 І310 [52] V. Kumpu, "What is public engagement and how does it help to address climate change? A review of climate communication research," Environmental Communication, vol. 1c, no. 3, pp. 304–316, 2022. [Online]. Available: https://doi.org/10.1080/17524032.2022.2055601 [53] I. Lorenzoni, S. Nicholson-Cole, and L. Whitmarsh, "Barriers perceived to engaging with climate change among the UK public and their policy implications," Global Environmental [] Change, vol. 17, no. 3, pp. 445–459, 2007. [Online]. Available: https://doi.org/10.1016/j.gloenvcha.2007.01.004 [54] D. Morea, S. Fortunati, F. Cappa, and R. Oriani, "Corporate social responsibility as a catalyst of circular economy? A case study perspective in agri-food," Journal of Knowledge Management, vol. 27, no. 7, pp. 1787–1809, 2023. [Online]. Available: https://doi.org/10.1108/JKM-06-2022-0451 [55] I. A. Ortega Alvarado, I. N. Pettersen, and T. Berker, "Contesting consumerism with a circular economy?" Circular Economy and Sustainability, vol. 2, no. 4, pp. 1409–1438, 2022. [Online]. Available: https://doi.org/10.1007/s43615-022-00218-1 [56] G. Rowe and L. J. Frewer, "A typology of public engagement mechanisms," Science, Technology, & Human Values, vol. 30, no. 2, pp. 251–290, 2005. [Online]. Available: https://doi.org/10.1177/0162243904271724 [57] J. Stilgoe, S. J. Lock, and J. Wilsdon, "Why should we promote public engagement with science?" Public Understanding of Science, vol. 23, no. 1, pp. 4–15, 2014. [Online]. Available: https://doi.org/10.1177/0963662513518154 [58] B. J. A. van Bueren, K. Argus, U. Iyer-Raniga, and M. A. A. M. Leenders, "The circular economy operating and stakeholder model 'eco-5HM' to avoid circular fallacies that prevent sustainability," Journal of Cleaner Production, vol. 391, Art. no. 136096, 2023. [Online]. Available: https://doi.org/10.1016/j.jclepro.2023.136096 [59] K. Verleye, A. De Keyser, N. Raassens, A. A. Alblas, F. C. Lit, and J. C. C. M. Huijben, "Pushing forward the transition to a circular economy by adopting an actor engagement A2C – Deliverable D8.7v1.0 Page 309 І310 lens," Journal of Service Research, vol. 27, no. 1, pp. 69–88, 2024. [Online]. Available: https://doi.org/10.1177/10946705231175937 [60] L. Whitmarsh, S. O’Neill, and I. Lorenzoni, "Public engagement with climate change: What do we know and where do we go from here?" International Journal of Media & Cultural Politics, vol. 9, no. 1, pp. 7–25, 2013. [Online]. Available: https://doi.org/10.1386/macp.9.1.7_1