Achieving the United Nations sustainable development goals requires industry and society to develop tools and processes that work at all scales, enabling goods delivery, services, and technology to large conglomerates and remote regions. Process Intensification (PI) is a technological advance that promises to deliver means to reach these goals, but higher education has yet to totally embrace the program. Here, we present practical examples on how to better teach the principles of PI in the context of the Bloom’s taxonomy and summarise the current industrial use and the future demands for PI, as a continuation of the topics discussed in Part 1. In the appendices, we provide details on the existing PI courses around the world, as well as teaching activities that are showcased during these courses to aid students’ lifelong learning. The increasing number of successful commercial cases of PI highlight the importance of PI education for both students in academia and industrial staff.

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In 2015 all the United Nations (UN) member states adopted 17 sustainable development goals (UN-SDG) as part of the 2030 Agenda, which is a 15-year plan to meet ambitious targets to eradicate poverty, protect the environment, and improve the quality of life around the world. Although the global community has progressed, the pace of implementation must accelerate to reach the UN-SDG time-line. For this to happen, professionals, institutions, companies, governments and the general public must become cognizant of the challenges that our world faces and the potential technological solutions at hand, including those provided by chemical engineering. Process intensification (PI) is a recent engineering approach with demonstrated potential to significantly improve process efficiency and safety while reducing cost. It offers opportunities for attaining the UN-SDG goals in a cost-effective and timely manner. However, the pedagogical tools to educate undergraduate, graduate students, and professionals active in the field of PI lack clarity and focus. This paper sets out the state-of-the-art, main discussion points and guidelines for enhanced PI teaching, deliberated by experts in PI with either an academic or industrial background, as well as representatives from government and specialists in pedagogy gathered at the Lorentz Center (Leiden, The Netherlands) in June 2019 with the aim of uniting the efforts on education in PI and produce guidelines. In this Part 1, we discuss the societal and industrial needs for an educational strategy in the framework of PI. The terminology and background information on PI, related to educational implementation in industry and academia, are provided as a preamble to Part 2, which presents practical examples that will help educating on Process Intensification.

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The management of bauxite residue (BR) is a major issue for the aluminum industry because of its high alkalinity and the large volumes generated. Therefore, the recovery of rare earth elements (REEs) with or without other metals from BR and utilization of the generated residue can contribute to a solution on the management problem of BR and it can be one of the options to meet the demand of REEs. In view of the above, the selective recovery of REEs over major elements such as iron by direct acid leaching was studied initially. From the leaching results, either the recovery of REEs was low or the dissolution of iron was high. To address that, iron was removed from BR by smelting. The slag generated after smelting was leached with mineral acids. The selectivity of REEs over iron was greatly improved. However, the high level of alumina presence in BR required a large amount of fluxes thereby increasing the energy consumption in smelting. Hence, the removal (and recovery) of alumina from BR by sodium carbonate roasting was carried out. The sample, after alumina removal, was smelted and the REEs were successfully recovered from slag by leaching with mineral acids. An alternative process, called sulfation–roasting–leaching, was also developed by which the REEs can be selectively leached. The scandium recovery, however, was low. Preliminary energy and economic analysis showed that alkali roasting–smelting–leaching and sulfation–roasting–leaching were the most promising processes for the treatment of BR.@en