Energy Systems Analysis and Modelling towards Decarbonisation

The Paris Agreement establishes a process to combine Nationally Determined Contributions with the long-term goal of limiting global warming to well below 2 °C or even to 1.5 °C. Responding to this challenge, EU and non-EU countries are preparing national and regional low-emission strategies outlining clean energy-transition pathways. The aim of this book is to provide rigorous quantitative assessment of the challenges, impacts and opportunities induced by ambitious low-emission pathways. It aims to explore how deep emission reductions can be achieved in all energy supply and demand sectors, exploring the interplay between mitigation options, including energy efficiency, renewable energy uptake and electrification, for decarbonising inflexible end-uses such as mobility and heating. The high expansion of renewable energy poses high technical and economic challenges regarding system configuration and market organisation, requiring the development of new options such as batteries, prosumers, grid expansion, chemical storage through power-to-X and new tariff setting methods. The uptake of disruptive mitigation options (hydrogen, CCUS, clean e-fuels) as well as carbon dioxide removal (BECCS, direct air capture, etc.) may also be required in the case of net-zero emission targets, but raises market, regulatory and financial challenges. This book assesses low-emission strategies at the national and global level and their implications for energy-system development, technology uptake, energy-system costs and the socioeconomic and industrial impacts of low-emission transitions

Designing personalised, authentic and collaborative learning with mobile devices: Confronting the challenges of remote teaching during a pandemic.

This article offers teachers a digital pedagogical framework, research-inspired and underpinned by socio-cultural theory, to guide the design of personalised, authentic and collaborative learning scenarios for students using mobile devices in remote learning settings during this pandemic. It provides a series of freely available online resources underpinned by our framework, including a mobile learning toolkit, a professional learning app, and robust, validated surveys for evaluating tasks. Finally, it presents a set of evidence-based principles for effective innovative teaching with mobile devices

Research-Informed Teaching in a Global Pandemic: "Opening up" Schools to Research

The teacher-research agenda has become a significant consideration for policy and professional development in a number of countries. Encouraging research-based teacher education programmes remains an important goal, where teachers are able to effectively utilize educational research as part of their work in school settings and to reflect on and enhance their professional development. In the last decade, teacher research has grown in importance across the three i’s of the teacher learning continuum: initial, induction and in-service teacher education. This has been brought into even starker relief with the global spread of COVID-19, and the enforced and emergency, wholesale move to digital education. Now, perhaps more than ever, teachers need the perspective and support of research-led practice, particularly in how to effectively use Internet technologies to mediate and enhance learning, teaching and assessment online, and new blended modalities for education that must be physically distant. The aim of this paper is to present a number of professional development open educational systems which exist or are currently being developed to support teachers internationally, to engage with, use and do research. Exemplification of the opening up of research to schools and teachers is provided in the chapter through reference to the European Union-funded Erasmus + project, BRIST: Building Research Infrastructures for School Teachers. BRIST is developing technology to coordinate and support teacher-research at a European level