Insight into the role of heterogeneous Fenton-like catalyst FeCo-γ-Al2O3 with dual electron-rich centers for Ni-EDTA removal.

To enhance the polarization distribution of electron cloud density on the catalyst surface, we have introduced a novel bimetallic-substituted dual-reaction center (DRC) catalyst (FeCo-γ-Al2O3) comprising iron (Fe) and cobalt (Co) for the decomplexation and mineralization of heavy metal complex Ni-EDTA in this study. Compared to the catalysts doped solely with Fe or Co, the bimetal-doped catalyst offered several advantages, including enhanced electron cloud polarization distribution, additional electron transfer pathway, and improved capacity of free radical generation. Through DFT calculations and EPR tests, we have elucidated the influences of the catalyst's adsorption toward Ni-EDTA and its decomplexation products on the electron transfer between the pollutant and the catalyst. The competition between the pollutants and H2O2 affects the generation of free radicals in both electron-rich Fe and Co centers as well as electron-deficient Al center. Building on these findings, we have proposed a plausible removal mechanism of Ni-EDTA using the heterogeneous Fenton-like catalyst FeCo-γ-Al2O3. This study sheds light on the potential of FeCo-γ-Al2O3 as a DRC catalyst and emphasizes the significance of pollutant characteristics in determining the catalyst's performance.

Factors Influencing Sustainable Development Literacy among Engineering Undergraduates in China: Based on the College Impact Model.

Achieving carbon neutrality is a major strategy to combat climate change and achieve sustainable development. Training engineering undergraduates with sustainable development literacy is an important way to achieve this goal in the field of higher education. Based on the college impact model, this research surveyed 1070 engineering undergraduates in Chinese universities to explore the influence of institutional support on undergraduates' sustainable development literacy, and the empirical analysis was conducted using Structural Equation Modeling. The results showed that institutional support positively and significantly influenced the sustainability development literacy of engineering undergraduates, and student engagement had a mediating role in the relationship between institutional support and sustainability development literacy. Relevant recommendations for cultivating engineering undergraduates with high-level sustainability development literacy are proposed here.