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Purpose – The purpose of this paper is to illustrate the advantages of using the UCLP software for network operators, advanced and regular end users in the research networking community. Design/methodology/approach – This paper provides an example of the deployment of UCLP in the GÉANT2/National Research and Education Networks (NRENs) scenario, and compares how network operators, advanced users and regular end users would do their work, with and without UCLP. Findings – The paper provides high‐level technical information about UCLP as well as depicting the drivers for its use in the European research networking community. Research limitations/implications – This paper does not explain the details of the deployment of the software in the GÉANT2/National Research and Education Networks (NRENs) scenario, it just explains the benefits that the deployment of the software would provide. If the deployment was to be done today, some improvements to UCLP should be done, as well as support for more equipment vendors should be added. Practical implications – UCLP could provide more flexibility to the e‐science community if it was deployed over the European research networking infrastructure, because it would isolate network users from each other while providing them an unprecedented degree of control over the network. Originality/value – Nowadays, several control/management solutions for networks exist, but none that is capable of partitioning a physical network into slices and handoff its management to the users, like UCLP does. This is the first UCLP paper that studies a hypothetical deployment of UCLP in the European research networking scenario, and evaluates the drivers and implications of such a deployment.

This study has two aims. It aims to analyse three essential pre-conditions of an authentic sustainability curriculum (ASC). The theoretical analysis involves the definition of authenticity through the learning outcomes (LOs) framework called authentic minimum (AM). This paper also aims to gauge students’ views on economic growth, sustainability and mindfulness.

The theoretical aim was accomplished by extensive study of and critical reflections on the relevant literature. The empirical research was qualitative using an online questionnaire as survey instrument consisting of predominantly open-ended questions involving students of two economic faculties. Directed content analysis and nonparametric quantitative methods were used to assess the answers.

Viable sustainability goals are in stark contrast with the promotion of sustainable economic growth in sustainable development goals 8 and the reigning neoliberal agenda. The empirical findings provide valuable insights into how undergraduate students view mindfulness, economic growth and aspects of sustainability.

The empirical research has some obvious limitations that warrant caution in generalizing the results. The authors used a sample of convenience and the base population of the survey consisted only in students of economics in two economic faculties of two Hungarian universities.

Practical implications of the present paper are many all sharing; however, the need for existential courage on the part of teachers, students and leaders of higher education institutions. Existential courage is required for profound personal transformation, for going against mainstream ideology and the possible confrontations with colleagues, leaders of institutions, students, friends or family members.

On the theoretical side, the concept of ASC was introduced with AM as its LOs framework. For the first time, an attempt was made to interpret authenticity in sustainability education as an integration of mindfulness, human and environmental ethics and a firm opposition to economic growth and neoliberal ideals. The analysis of qualitative data supported earlier research and also provided unique findings in the examined areas.