Europe's capacity to explore the envisaged pathways that achieve its near- and long-term energy and climate objectives needs to be significantly enhanced. In this perspective, we discuss how this capacity is supported by energy and climate-economy models, and how international modelling teams are organised within structured communication channels and consortia as well as coordinate multi-model analyses to provide robust scientific evidence. Noting the lack of such a dedicated channel for the highly active yet currently fragmented European modelling landscape, we highlight the importance of transparency of modelling capabilities and processes, harmonisation of modelling parameters, disclosure of input and output datasets, interlinkages among models of different geographic granularity, and employment of models that transcend the highly harmonised core of tools used in model inter-comparisons. Finally, drawing from the COVID-19 pandemic, we discuss the need to expand the modelling comfort zone, by exploring extreme scenarios, disruptive innovations, and questions that transcend the energy and climate goals across the sustainability spectrum. A comprehensive and comprehensible multi-model framework offers a real example of “collective” science diplomacy, as an instrument to further support the ambitious goals of the EU Green Deal, in compliance with the EU claim to responsible research.@en

Technology is more present than ever. Young people are interested in tech- nological products, but their opinions on education and careers in technology are not particularly positive (Johansson in Mathematics, science & technology education report. European Round Table of Industrials, Brussel, 2009). If we want to stimulate students’ attitudes towards technology we need to have a better understanding of the factors which determine attitudes. Different studies (e.g. Volk and Yip in Int J Technol Des Educ 9:57–71, 1999; Jones et al. in Sci Educ 84(2):180–192, 2000; George in Int J Sci Educ 28(6):571–589, 2006; Salminen-Karlsson in Int J Sci Educ 29(8):1019–1033, 2007) have proven that students’ characteristics correlate with their attitudes towards technology. As these studies often focus on effects on a specific aspect of attitude; the total effect cannot be interpreted correctly because attitude is a multi-dimensional concept (Osborne et al. in Int J Sci Educ 23(5):441–467, 2003). This study focuses upon six aspects of attitude namely: interest, career aspirations, boredom, consequences, difficulty and gender issues. Therefore a multivariate model has been set up. This allows us to answer the main research question: What is the predictive power of students’ characteristics with regard to aspects of their attitudes towards technology? The revalidated version of the Pupils Attitude Towards Technology instrument (Ardies et al. in Des Technol Educ 18(1):8–19, 2013) was used in a large (n = 2,973) scale investigation of 12–14 year old students (Grade 1 and Grade 2 of secondary education). Given the multilevel nature of the data and that students are allo- cated to specific teachers, we analysed the data with a multivariate multilevel approach. The results of the study show a decline in interest in technology from the first to the second grade of secondary education. This finding appears to be stronger for girls. Interest in technology is significantly positively related to the amount of time that technology istaught for, as well as to the teacher. Parents have a positive influence on several aspects of attitude to technology when mothers and/or fathers have a profession related to technology. Equally, the presence of technological toys at home is a significantly positive character- istic. As the results confirmed previous, fragmented studies in related disciplines like science education, this study contributes to the wider body of knowledge concerning students’ attitudes towards technology and how this can be investigated.@en