P ac ice Pape
Recommended ci a ion: Shinde, R., & Josa, I. (2025). B idging The Gap in
Sus ainable Enginee ing Educa ion: Expe -D i en Redesign o an Open LCA Tool
Fo Indus y-Aligned Lea ning. In Kangaslampi, R., Langie, G., Jä inen, H.-M., &
Nagy, B. (Eds.), SEFI 53 d Annual Con e ence. Eu opean Socie y o Enginee ing
Educa ion (SEFI), Tampe e, Finland. DOI: 10.5281/zenodo.17631425.
This Con e ence Pape is b ough o you o open access by he 53 d Annual Con e ence
o he Eu opean Socie y o Enginee ing Educa ion (SEFI) a Tampe e Uni e si y in
Tampe e, Finland. This wo k is licensed unde a C ea i e Commons
A ibu ion-NonComme cial-Sha e Alike 4.0 In e na ional License.
BRIDGING THE GAP IN SUSTAINABLE ENGINEERING EDUCATION:
EXPERT-DRIVEN REDESIGN OF AN OPEN LCA TOOL FOR
INDUSTRY-ALIGNED LEARNING
R Shinde a,
1
,
2
, I Josa b
a KLH Sus ainabili y, London, UK, 0000-0003-3435-3202
b I ene Josa, Uni e si y College o London, London, UK, 0000-0002-1538-4567
Con e ence Key A eas: Sus ainabili y and socie y in enginee ing, Cu iculum
de elopmen and eme ging cu iculum models in enginee ing
Keywo ds: Li e Cycle Assessmen (LCA), Sus ainabili y, Excel-based ool,
Cu iculum edesign, Indus y-expe in e iews
ABSTRACT
This pape p esen s an expe -in o med e alua ion and edesign o an open, Excel-
based Li e Cycle Assessmen (LCA) ool ini ially de eloped o add ess c i ical gaps in
sus ainabili y educa ion h ough an Excel-based LCA ool e alua ed wi h academic
and indus y expe eedback. While p op ie a y LCA so wa e domina es indus y
p ac ice, i s cos and opaci y limi e ec i e pedagogical applica ion. The p esen ed
ool—implemen ed in TEDI-London “Ecological Design” module—employs
anspa en , sca olded calcula ions wi hin a p ojec -based lea ning amewo k,
enabling s uden s o analyse eal-wo ld case s udies like building eno a ions.
Th ough mixed-me hods esea ch in ol ing wo kshops wi h 10 indus y p o essionals
and in e iews wi h 3 academic expe s, his s udy iden i ies he ool’s s eng hs in
os e ing concep ual unde s anding h ough s ep-by-s ep anspa ency,
in e disciplina y collabo a ion, and indus y-aligned documen a ion. Howe e , expe s
highligh ed key a eas o imp o emen , including enhanced suppo o di e se
lea ne s h ough inclusi e design (e.g., mul imodal u o ials), s eamlined e minology,
and hyb id modules b idging manual calcula ions wi h p op ie a y so wa e wo k lows.
Findings demons a e how open educa ional ools can balance pedagogical cla i y wi h
p o essional p epa edness, o e ing a eplicable model o in eg a ing LCA in o
enginee ing cu icula while add essing equi y, indus y ele ance, and scalable
eedback mechanisms. The s udy concludes wi h a phased edesign s a egy
p io i izing e minology simpli ica ion, EDI enhancemen s, and s uc u ed ansi ions o
indus y-s anda d ools.
1
R Shinde
hy hima.shinde@klhsus ainabili y.com
2
P e ious a ilia ion (basis o his s udy) – TEDI-London
1 INTRODUCTION AND BACKGROUND
The inc easing u gency o in eg a e Educa ion o Sus ainable De elopmen (ESD)
wi hin enginee ing cu icula has highligh ed signi ican challenges and oppo uni ies
o educa o s. Cen al o sus ainable enginee ing educa ion is he Li e Cycle
Assessmen (LCA) me hodology, a c i ical app oach ha e alua es en i onmen al
impac s h oughou he li ecycle o p oduc s and se ices.
LCA p o ides comp ehensi e insigh s in o en i onmen al impac s and suppo s
in o med decision-making c ucial o sus ainabili y educa ion in enginee ing
(Hauschild, 2018; Kamp, 2006; Pieka ski, N., A aújo, Ba os, & Sal ado , 2019).
Howe e , common p op ie a y ools (e.g., Simap o
3
, GaBi
4
, Umbe o
5
, OpenLCA
6
)
o en es ic educa ional accessibili y due o licensing and cos s (Vie e, e al., 2021).
Despi e i s impo ance, e ec i e in eg a ion o LCA educa ion is hinde ed by he
complexi y and p op ie a y na u e o exis ing ools, which o en ope a e as "black
boxes," limi ing anspa ency and s uden unde s anding. Resea ch indica es
anspa en , inqui y-based ools enhance concep ual lea ning and p ac ical applica ion
(Biggs & Tang., 2011; Cha l on, Magoulas, & Lau illa d, 2012).
To add ess his challenge, an open, Excel-based LCA ool was p e iously de eloped
and implemen ed in an unde g adua e "Ecological Design" module a TEDI-London.
The ini ial Excel-based ool de eloped by au ho add essed hese ba ie s, allowing
s uden s o unde s and LCA h ough anspa en manual calcula ions aligned wi h eal-
wo ld p ojec con ex s (Shinde, 2024). The ool guides s uden s h ough he en i e LCA
p ocess, om de ining goals and scope o analysing embodied and ope a ional
emissions and inally e alua ing end-o -li e scena ios. The ool had ollowing key
ea u es:
● P ojec -based lea ning (PBL): By in eg a ing eal-wo ld case s udies in a PBL
amewo k i.e. he sus ainable eno a ion o a la ge e en enue space o o ice
wo kspace, he ool b idges heo e ical knowledge wi h p ac ical applica ion,
os e ing deepe engagemen and unde s anding.
● In e disciplina y con ex : Also, he ool was designed i e a i ely, aligning wi h a
T-shaped lea ning model (Ninan, He ogh, & Liu, 2022; Sa iano, Polese, Capu o,
& Walle zký, 2016)- combining deep disciplina y expe ise (e.g., mechanical
enginee ing o ope a ional emissions) wi h b oad in e disciplina y skills (e.g.,
en i onmen al enginee ing o li ecycle impac s). This enabled collabo a ion
ac oss mechanical, en i onmen al, and ci il enginee ing disciplines, mi o ing he
collabo a i e na u e o p o essional sus ainabili y p ojec s.
● Sca olded lea ning: The Excel-based LCA ool inco po a ed a s uc u ed
wo k low, o ganized in o nine dis inc shee s, each co esponding o a c i ical
s age o he LCA p ocess— om de ining goals and scope, compiling li e cycle
in en o ies, and calcula ing embodied emissions o alida ing ope a ional impac s
and e alua ing end-o -li e scena ios. This s ep-by-s ep amewo k ensu ed
s uden s sys ema ically de elop hei unde s anding while pe o ming hands-on
3
h ps://simap o.com/
4
h ps://sphe a.com/p oduc -sus ainabili y-so wa e/
5
h ps://www.i u.com/umbe o/
6
h ps://www.openlca.o g/
calcula ions. The ool’s design accommoda es lea ne s a a ying le els, om
seconda y educa ion o unde g adua e s udies, wi h adjus able complexi y and
sca olded guidance adap ed om li e a u es e.g. (Tabe , 2018).
Figu e 1 Elemen s o Excel-based LCA ool (Shinde, 2024)
Ini ial implemen a ion o he Excel-based LCA ool yielded aluable insigh s om
s uden eedback, highligh ing bo h successes and a eas o e inemen . S uden s
p aised he ool’s anspa ency and s epwise app oach, which deepened hei
unde s anding o LCA p inciples compa ed o p op ie a y "black-box" so wa e.
Collabo a i e use in g oup p ojec s u he demons a ed i s p ac icali y. While s uden
eedback has p o en ins umen al in e ining he ool’s usabili y, i also e ealed
b oade gaps in sus ainabili y educa ion ha demand a mo e sys emic app oach.
The challenges s uden s aced—such as na iga ing complex da a sou ces (e.g.,
p io i izing among as ness o emission ac o s o simila p oduc s) and econciling
heo e ical LCA p inciples wi h indus y applica ions—poin o a c i ical ques ion:
How can an Excel-based LCA ool, co-de eloped wi h academia and indus y,
es uc u e sus ainabili y educa ion o b idge he gap be ween class oom
lea ning and p o essional p ac ice?
While his wo k aligns wi h b oade goals in LCA educa ion, he scope o his pape
ocuses speci ically on he de elopmen and e alua ion o a anspa en Excel-based
ool embedded in a p ojec -based lea ning cu iculum. This ques ion e lec s he need
o a edesigned cu iculum ha no only imp o es he digi al ool bu also aligns
sus ainabili y educa ion wi h e ol ing indus y s anda ds. To ensu e he ool’s
obus ness and long- e m ele ance, deepe engagemen wi h expe s—including
sus ainabili y p ac i ione s, enginee ing educa o s, and cu iculum designe s—is
essen ial.
2 METHOD
While s uden eedback p o ided aluable insigh s o ini ial e inemen s, hei
pe spec i es, a e inhe en ly limi ed by hei no ice expe ience wi h LCA ools and
me hodologies. Thus, a mo e comp ehensi e e iew p ocess was implemen ed o
ensu e he ool's con inued de elopmen aligned wi h bo h educa ional objec i es and
indus y p ac ices. This shi ecognized ha while s uden pe spec i es a e c ucial o
usabili y, inco po a ing expe iewpoin s om academia and indus y would o e a
mo e holis ic assessmen o he ool's pedagogical e ec i eness and p o essional
ele ance. In e iews we e conduc ed wi h a di e se g oup as ollows:
● Indus y Expe s (10 p o essionals): Ranging om junio g adua es o senio
di ec o s, p o iding insigh s on p ac ical indus y equi emen s and ool
applicabili y.
● Academic Educa o s (3 educa o s om Uni e si y College London): Expe s in
esponsible inno a ion, s uc u al and sa e y enginee ing, and sus ainable
cons uc ion, o e ing heo e ical and pedagogical pe spec i es.
The da a collec ion p ocess a ound he wo kshops and in e iews employed a mixed-
me hods app oach o ensu e comp ehensi e eedback. Pa icipan s e iewed he
exis ing Excel-based ool h ough (semi-)s uc u ed discussions add essing s eng hs,
a eas o imp o emen , and ecommenda ions o alignmen wi h p o essional
p ac ice. Wo kshops we e conduc ed in 2 small g oups o 4 and 6 pa icipan s each
(based on hei senio i y in indus y) o os e in e ac i e discussions, wi h au ho
guiding hema ic b eakou sessions ocused on speci ic aspec s o he ool's design
and applica ion. Complemen ing hese g oup discussions, one-on-one in e iews we e
held wi h 3 academic expe s o del e deepe in o indi idual pe spec i es and
specialized knowledge; hese sessions we e eco ded wi h pa icipan consen o
subsequen hema ic analysis. Following da a collec ion, he au ho sys ema ically
syn hesized he eedback in o ac ionable insigh s, which we e hen p io i ized based
on hei po en ial impac and easibili y o implemen a ion in he ool's edesign. The
ollowing subsec ions lis he guiding ques ions and hemes discussed du ing he
wo kshops and in e iews, espec i ely.
2.1 Wo kshop guiding ques ions and hemes
Tool e iew & compa a i e analysis
● Wha has been you expe ience wo king wi h Excel-based LCA ools compa ed
o p op ie a y so wa e (e.g., One-Click LCA, SimaP o)?
● Wha ad an ages o disad an ages do you see wi h his Excel-based app oach,
pa icula ly in educa ional se ings?
● How does anspa ency in manual calcula ions impac lea ning e sus eliance
on au oma ed ou pu s om comme cial ools?
P ac ical applica ion & indus y adap a ion
● How could an o ganiza ion like you s in eg a e his / excel based LCA ools in o
i s wo k lows?
● Wha a e he ad an ages o open, lexible ools like his o aining pu poses?
● A e he e speci ic unc ionali ies ha would make i mo e use ul o indus y
p ac i ione s?
Usabili y & in e ac ion design
● Which pa s o he Excel-based ool a e challenging, unin ui i e, o unclea o
p o essional o educa ional use s?
● How could he in e ace be imp o ed (e.g., na iga ion, da a inpu ,
isualiza ion)?
● A e he e ea u es ha should be added o s eamlined o educe cogni i e
load?
Scalabili y & in e disciplina y use
● How well does he ool suppo in e disciplina y collabo a ion (e.g., be ween
ci il, mechanical, and en i onmen al enginee s)?
● Wha ba ie s exis in applying i o di e en p ojec ypes (e.g., buildings s.
in as uc u e)?
2.2 In e iew guiding ques ions and hemes
Sca olding & lea ning design
● How can he ool balance challenge and suppo o main ain concep ual cla i y
wi hou o e -simpli ying?
● Wha sca olding (e.g., u o ials, example da ase s) would help s uden s
ansi ion om basic o ad anced applica ions?
Equi y, Di e si y, and Inclusion (EDI)
● How can he ool be e suppo s uden s wi h a ying le els o ma hema ical o
Excel p o iciency?
● A e he e inclusi e design adjus men s (e.g., al e na i e da a isualiza ion,
guided ins uc ions and o he s e.g. in (Go schalk & Weise, 2023)) ha could
imp o e accessibili y?
Indus y-aligned compe encies
● Which LCA compe encies a e mos c i ical o g adua es en e ing sus ainabili y-
d i en oles?
● How can he ool be e simula e eal-wo ld decision-making (e.g., ade-o
analysis, s akeholde communica ion)?
Cu iculum in eg a ion
● A wha s age should LCA be in oduced in enginee ing p og ams o maximize
impac ?
● How can sus ainabili y challenges be embedded ea lie in he cu iculum using
his ool?
This expanded e alua ion amewo k, u ilizing s uc u ed expe in e iews and
wo kshops, was designed o: (1) alida e usabili y o he ool and i s impac on he
sus ainabili y educa ional ou comes agains indus y s anda ds, (2) iden i y
oppo uni ies o enhanced knowledge ans e be ween class oom and wo kplace
applica ions, and (3) s eng hen he ool's abili y o p epa e s uden s o eal-wo ld
sus ainabili y challenges. This dual-pe spec i e app oach ensu es he ool e ol es o
mee he needs o all s akeholde s in enginee ing educa ion o sus ainable
de elopmen .
3 RESULTS AND DISCUSSION
3.1 Posi i e Feedback
T anspa ency & explo a o y lea ning: The expe eedback e ealed s ong
consensus on he ool’s educa ional alue while iden i ying key a eas o e inemen .
Expe s unanimously p aised he ool’s anspa ency, no ing how i s s ep-by-s ep
calcula ion me hodology demys i ied LCA p ocesses ha a e ypically obscu ed in
p op ie a y so wa e. The clea isibili y o calcula ions enabled s uden s o ollow he
ma hema ical easoning behind sus ainabili y decisions, os e ing deepe concep ual
unde s anding compa ed o con en ional black-box ools. Fo example, as no ed by
one o lec u e s, “Wi h his ool, s uden s can see exac ly how he numbe s change—
his kind o immedia e eedback is c ucial o unde s anding cause and e ec in
sus ainabili y.” This anspa ency was pa icula ly aluable o explo a o y lea ning, as
s uden s could manipula e a iables and immedia ely obse e hei impac s on
li ecycle assessmen s. The educa ional impac o he ool is pa icula ly e iden ; by
wo king wi h li e cons uc ion documen a ion and na iga ing emission ade-o s,
s uden s no only gain echnical calcula ion skills bu also de elop sys ems hinking,
da a li e acy, and p o essional communica ion capabili ies - co e sus ainabili y
compe encies o en lacking in con en ional enginee ing educa ion.
In e disciplina y in eg a ion eme ged as ano he signi ican s eng h. The T-shaped
lea ning app oach success ully b idged disciplina y di ides, allowing mechanical
enginee s o analyse ope a ional emissions while en i onmen al enginee s examined
ull li ecycle impac s. Fo example, one academic e iewe no ed “We could see
mechanical s uden s explaining ope a ional da a while ci il s uden s wo ked on
ma e ials— his c oss- alk is a a e and aluable lea ning ou come.” This s uc u e
e ec i ely mi o ed eal-wo ld sus ainabili y eams, pa icula ly in case s udies like he
building eno a ion p ojec , whe e s uden s collabo a ed ac oss specialisa ions o
e alua e ade-o s.
Accessibili y & usabili y: The ool’s accessibili y was also highligh ed, wi h i s Excel-
based pla o m equi ing no specialized aining o licenses. I s ie ed complexi y—
anging om basic emission calcula ions o ad anced scena io modelling—made i
adap able o di e se lea ne s wi hou o e whelming no ices. One o he senio
en i onmen al consul an s no ed ha “A ew o ou in e ns eally s uggled wi h
OneClick’s in e ace. This Excel app oach would’ e helped hem build ounda ional
knowledge be o e jumping in.”
Indus y ele ance was consis en ly a i med by p o essionals, who no ed ha he
ool’s inco po a ion o eal cons uc ion documen a ion, such as Reques o
In o ma ion shee s (RFIs) and Bill o Quan i ies (BoQs), helped s uden s de elop
p ac ical "indus y li e acy." Fo example, “One indus y pa icipan no ed, ‘This me hod
simula es wha we ac ually do wi h ou OneClick ools, bu mo e anspa en ly.’ “This
alignmen wi h p o essional p ac ices p epa e s uden s o ea ly-ca ee sus ainabili y
oles while main aining a s ong educa ional ounda ion in sus ainabili y.
3.2 C i ical Feedback and sugges ions
Equi y, Di e si y, and Inclusion (EDI): Expe s iden i ied c i ical a eas o
imp o emen , pa icula ly in EDI app oach. They obse ed gaps in suppo ing
neu odi e se lea ne s and hose wi h limi ed Excel p o iciency, ecommending
enhancemen s such as al e na i e da a isualiza ion op ions, ideo u o ials
demons a ing wo k lows, and mul ilingual glossa ies o echnical e ms. Fo example,
one o he e iewe s commen ed “Some s uden s we e o e whelmed by he numbe s.
A isual dashboa d showing key esul s would go a long way.”
Feedback mechanisms we e ano he ocal poin o e inemen . Pa icipan s
ad oca ed o au oma ed e o -checking o mulas o p o ide eal- ime guidance,
s anda dized ub ics o pee and ins uc o e alua ions, and s uc u ed indus y
men o e iews o s uden p ojec s. These addi ions would c ea e mo e obus suppo
sys ems o lea ne s. Te minology cla i y also eme ged as a p io i y, wi h sugges ions
o include ool ip explana ions o indus y ac onyms, side-by-side compa isons o
educa ional e sus p o essional ja gon, and concise case examples showing how LCA
ou pu s in o m eal business decisions.
Te minology & Indus y alignmen : A ecu ing discussion poin was he balance
be ween he usage o ool o enhance educa ional anspa ency s p o essional
p epa a ion. While he ool’s manual calcula ions we e p aised o ein o cing
undamen al p inciples, expe s emphasized he need o g adually in oduce s uden s
o p op ie a y so wa e used in indus y. P oposed solu ions included adding expo
unc ions o s anda d indus y o ma s like In e na ional Li e Cycle Da a sys em
(ILCD)
7
and Ecospold
8
, de eloping modules ha compa e manual e sus so wa e-
gene a ed esul s, and c ea ing ansi ional exe cises o ools like One-Click.
Looking ahead, de elopmen p io i ies will ocus on e minology simpli ica ion h ough
in e ac i e glossa ies, EDI enhancemen s such as mul imodal calcula ion
ep esen a ions, and he implemen a ion o s uc u ed eedback sys ems. Addi ionally,
new modules will be designed o b idge class oom lea ning wi h p o essional ools,
ensu ing s uden s gain bo h concep ual dep h and p ac ical eadiness. This phased
app oach add esses immedia e usabili y conce ns while s a egically aligning he ool
wi h indus y expec a ions, p ese ing i s co e s eng h as an accessible and
anspa en educa ional ins umen .
4 CONCLUSION
The expe -d i en e alua ion unde sco es he po en ial o open LCA ools o
democ a ize sus ainabili y educa ion while e ealing c i ical ensions be ween
pedagogical ideals and p o essional equi emen s. This Excel-based ool is no only a
pla o m o anspa en calcula ions bu a s uc u ed lea ning pa hway ha sca olds
key sus ainabili y compe encies, o e ing eplicable p ac ices o o he enginee ing
p og ams.The ool’s anspa ency and sca olded design success ully demys i ied LCA
me hodologies o s uden s, as e idenced by i s abili y o suppo in e disciplina y
collabo a ion and indus y-aligned p ojec s. Howe e , he s udy iden i ies necessa y
e olu ions: (1) inclusi e adap a ions (e.g., mul ilingual glossa ies, al e na i e
isualiza ions) o add ess di e se lea ne needs; (2) e minology ha moniza ion o
b idge academic and indus y lexicons; and (3) hyb id in eg a ion o p op ie a y
so wa e ea u es o ease wo k o ce ansi ions.
7
h ps://eplca.j c.ec.eu opa.eu/ilcd.h ml
8
h ps://suppo .ecoin en .o g/ecospold2
These imp o emen s, p io i ized h ough expe consensus, ad oca e o a "bes o
bo h wo lds" app oach— e aining he ool’s open, inqui y-based ounda ion while
in oducing modula indus y in e aces (e.g., ILCD expo s, One-Click LCA
compa isons). Such adap a ions ensu e g adua es gain bo h concep ual mas e y and
p ac ical luency. Fu u e wo k will implemen hese e inemen s and assess hei
impac ac oss b oade ins i u ional con ex s, wi h he goal o es ablishing open LCA
ools as scalable, equi able ga eways o sus ainable enginee ing p ac ice. By aligning
educa ional design wi h dual inpu om academia and indus y, ia de elopmen and
alida ion o a ool o enhance lea nings in sus ainabili y, his esea ch o e s a
amewo k o de eloping sus ainabili y compe encies ha a e heo e ically igo ous
and p agma ically ac ionable.
5 ACKNOWLEDGEMENTS
The au ho g a e ully acknowledges all indus y p o essionals and academic expe s
who con ibu ed aluable insigh s h ough in e iews and wo kshops.
REFERENCES
Biggs, J., & Tang., C. (2011). T ain- he- aine s: Implemen ing ou comes-based
eaching and lea ning in Malaysian highe educa ion. Malaysian Jou nal o
Lea ning and Ins uc ion, 8, 1-19.
Cha l on, P., Magoulas, G., & Lau illa d, D. (2012). Technology, Pedagogy and
Educa ion, 21(2), 231-253.
Go schalk, F., & Weise, C. (2023). Digi al equi y and inclusion in educa ion: An
o e iew o p ac ice and policy in OECD coun ies. OECD Educa ion Wo king
Pape s, 299, 1-75.
Hauschild, M. Z. (2018). Li e Cycle Assessmen . Sp inge In e na ional Publishing.
doi:h ps://doi. o g/10.1007/978-3-319-56475-3.
Kamp, L. (2006). Enginee ing Educa ion in Sus ainable De elopmen a Del
Uni e si y o Technology. Jou nal o Cleane P oduc ion, 9-11.
doi:h ps://doi.o g/10.1016/j.jclep o.2005.11.036
Ninan, J., He ogh, M., & Liu, Y. (2022). Educa ing enginee s o he u u e: T-shaped
p o essionals o managing in as uc u e p ojec s. P ojec Leade ship and
Socie y, 100071.
Pieka ski, C. M., N., P. F., A aújo, C. K., Ba os, M. V., & Sal ado , R. (2019). LCA
and ecodesign eaching ia uni e si y-indus y coope a ion. In e na ional
Jou nal o Sus ainabili y in Highe Educa ion, 20(6), 1061-1079.
Sa iano, M., Polese, F., Capu o, F., & Walle zký, L. (2016). A T-shaped model o
e hinking highe educa ion p og ams. Toulon-Ve ona Con e ence “Excellence
in Se ices”, (pp. 5-6). Huel a, Spain.
Shinde, R. (2024). Enhancing Educa ion o Sus ainable De elopmen (ESD): A new
ool o eaching Li e Cycle Assessmen s (LCA) in mul idisciplina y
enginee ing. P oceedings o he 52nd Annual Con e ence o SEFI, Lausanne,
Swi ze land. doi:h ps://doi.o g/10.5281/zenodo.14256885
Tabe , K. S. (2018). Sca olding lea ning: P inciples o e ec i e eaching and he
design o class oom esou ces. E ec i e eaching and lea ning: Pe spec i es,
s a egies and implemen a ion,, 1-43.
Vie e, T., Amo , B., Be ge , N., Fanous, R. D., A duin, R. H., Kelle , R., & Lau en , A.
(2021). Teaching li e cycle assessmen in highe educa ion. The In e na ional
Jou nal o Li e Cycle Assessmen , 21, 511-527.
