Pressure and temperature are the most important state variables for monitoring physicochemical processes to detect deviations that might lead to explosions and to verify levels, flow rate, and solids/gas hold-up. Pressure fluctuations in multi-phase systems identify regime changes and flow anomalies. Pressure signals are the first indicator of a process upset and are tied into distributed control systems (DCS) to sound alarms when they drift to high or low and activate safety interlocks in the case of high, high-high, low, and low-low conditions. To maximize the information, it requires that pressure gauges (transducers) are installed and calibrated precisely. Pressure measuring devices include manometers, aneroid devices like bellows and Bourdon gauges, and electronic instruments—piezoresistive, piezoelectric, and capacitive. The electronic elements have the advantage of higher precision and faster response times to measure fluctuations. The Bourdon gauges are standard equipment for pressure regulators and are mounted on the exterior of vessels and pipes to facilitate visual inspections. Over 2 million articles indexed by the Web of Science Core collection mention pressure, and in 2021, chemical engineering ranks had over 7000 articles—only multidisciplinary material sciences and energy and fuels had more. A bibliometric analysis identified five research clusters: temperature, combustion, and kinetics; separation, membranes, and energy efficiency; carbon dioxide (capture and storage), water, and thermodynamics; methane, adsorption, and transport phenomena (e.g., diffusion and permeability); and modelling, optimization, and computational fluid dynamics (CFD).

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.

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.