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Life Cycle Assessment (LCA) The European textile sector is facing major chal-
lenges to implement the green transition. CLEANTEX
In summary, the four phases of Life Cycle Assessment
aims to develop customised training materials for
(LCA) consist of assessing each of the environmental
companies and university students in the textile sec-
effects generated throughout the life of the product, i.e.
tor about circular economy and eco-design to boost
from the sources of primary resources (from its "cradle")
their innovation potential to thrive sustainable solu-
to its consumption and final disposal (to its "grave").
tions. In this context, the CLEANTEX project will
This makes it possible to identify the impacts on the
develop the tools for the upskilling of the textile sec-
different environmental compartments beyond the
tor and particularly higher education students.
boundaries of the production plant. The life of a product
starts at the design and development of the product
and ends at the end-of-life activities (reuse, recycling,
etc.) as shown in the following figure:

The results of Cleantex Project were presented by Prof.
Andrej Demšar, from the University of Ljubljana (UL),
Slovenia, in continuation of the lecture series on
Sustainability-Circular Economy-Education. The 5th
Figure: Phases of a textile life cycle meeting of the Cleantex consortium was held in Sep-
tember at Ljubljana, Slovenia, and was hosted by UL.
LCA Scope
Next Transnational Project Meeting will be held in Janu-
There are different options ary 2023, in Roubaix, France.
to establish the LCA
scope3, as we can see be- lar economy, eco-design, sustainable fibres and materials,
low: waste management and recycling, sustainable production
processes, sustainable chemical processes and business
- Gate-to-gate the LCA fo- and quality management.
cuses only at one value-
added process in the en- The guide contains 18 success stories from companies in
tire production chain. the sector, 4 of them from AEI Tèxtils’ members.

- Cradle-to-gate is an On the other hand, FACTIVE aimed at enhancing the qual-
assessm ent of a prod- ity and relevance of the sector’s learning offer developing
uct life cycle from re- an innovative learning approach to improve the level and
source extraction Cradle to Cradel the assessment of learners’ competences and equalize the
(cradle) to the factory quality of professional training with the current needs of
gate. the European textile industry.
- Cradle to grave covers
The result are two guidelines to apply the Flipped Class-
the range from extraction
room methodology, with some principles and proposals for
of raw materials from the
trainers. The guidelines detail, among other aspects, some
earth to manufacturing,
key factors to involve students. They also contain litera-
product use and recy-
ture on the flipped classroom model applied to the textile
cling/disposal at the end.
sector, resources such as gamification during the learning
- Cradle-to-cradle in this process, some scenarios that can be given in the class-
case the scope closed
Figure: Different scopes room and examples of different flipped classroom models
the loop production. of LCA to apply in depending on the trainer’s level of expertise.
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