Search Results (4,096)

This study examines the conflicting relationship between high awareness and limited competency in applying Sustainable Development Goal (SDG) 12 principles among students in Higher Education (HE). Although SDG 12 is acknowledged as a societal imperative and students exhibit a grounded understanding of these sustainability concepts, there is a scarcity of holistic integration of the necessary competencies for the application of SDG principles to real-world business contexts. This discrepancy necessitates the development of educational strategies that not only increase awareness but also improve practical competencies. This study explores the cognitive, affective, and behavioral pillars of student perceptions by employing a mixed-methods approach. The findings reveal a division among students into idealist and pragmatist groups regarding SDG 12 implementation, highlighting the need for pedagogical innovation and interdisciplinary integration. By bridging the gap between theoretical knowledge and practical application, this study contributes to equipping future leaders with the skills necessary to drive sustainable transformations in an increasingly complex world. Full article

With the rapid advancement of artificial intelligence technology, the role of Artificial Intelligence Generated Content (AIGC) applications within digital learning communities has become increasingly significant. Enhancing the level of knowledge innovation through the integration of human and artificial intelligence has emerged as a critical issue. Grounded in social cognitive theory, this study utilizes a sample of 407 Super Star Learn community learners as a case study. It applies the Fuzzy Set Qualitative Comparative Analysis (fsQCA) method to investigate the synergistic effects of technological environment, cultural context, and individual cognitive factors in promoting learners’ knowledge innovation capabilities. The results show the following: (1) No single condition constitutes a prerequisite for learners to achieve high-level knowledge innovation when acting in isolation. However, enhancing technical capabilities has a relatively universal impact on promoting learners to achieve these results. (2) The multiple concurrency of the technological environment, cultural environment, and individual cognitive conditions has generated multiple configuration patterns that promote knowledge innovation, indicating that the paths leading to learners’ high-level innovation exhibit the characteristic of numerous concurrency. Therefore, it is suggested that digital learning communities actively explore new paths for sustainable knowledge innovation and development driven by generative artificial intelligence technology, thereby injecting sustainable impetus into the development and innovation process of learners, contributing to the goals of sustainable education. Full article

The advent of large-scale AI models (LAMs) marks a pivotal shift in technological innovation with profound societal implications. While demonstrating unprecedented potential to enhance human well-being by fostering efficiency and accessibility in critical domains like medicine, agriculture, and education, their rapid deployment presents a double-edged sword. This progress is accompanied by significant, often under-examined, sustainability costs, including large environmental footprints, the risk of exacerbating social inequities via algorithmic bias, and challenges to economic fairness. This paper provides a balanced and critical review of LAMs’ applications across five key livelihood domains, viewed through the lens of sustainability science. We systematically analyze the inherent trade-offs between their socio-economic benefits and their environmental and social costs. We conclude by arguing for a paradigm shift towards ‘Sustainable AI’ and provide actionable, multi-stakeholder recommendations for aligning artificial intelligence with the long-term goals of a more equitable, resilient, and environmentally responsible world. Full article

Social farming combines agricultural, social, and healthcare functions, and Animal-Assisted Interventions (AAIs) are increasingly being applied within this framework. Despite their potential, cattle are excluded from Italian guidelines and rarely studied. This pilot study explored the feasibility, effects, and economic sustainability of cow-assisted interventions within social farming in Umbria, Italy. It represents an original and innovative contribution, drawing attention to the therapeutic potential of the human–cow relationship. The study presents an experimental cow therapy protocol and proposes behavioral monitoring tools designed both for people with different disabilities and for the animals involved. Four Red Pied Valdostana cows were involved in structured sessions with three groups: adolescents removed from families, young adults with mental health disorders, and individuals with eating disorders. Activities included observation, feeding, grooming, problem solving, and leading. Human outcomes were assessed regarding emotional, relational, and behavioral dimensions, and animal welfare was continuously monitored. A cost analysis was also conducted for Animal-Assisted Activity (AAA), Animal-Assisted Education (AAE), and Animal-Assisted Therapy (AAT). Participants reported improved self-esteem, emotional expression, and social interaction; the eating disorder group showed greater openness toward dairy consumption. Animal welfare remained stable with high tolerance to handling. Costs were driven mainly by professional staff rather than animal care, with average hourly costs of €74.51 (AAA), €144.99 (AAE), and €172.41 (AAT). The comparative analysis demonstrates a clear trade-off: as the intervention shifts from recreational (AAA) to educational (AAE) and finally to therapeutic (AAT), the financial investment increases in parallel with the level of professionalization, personalization, and expected clinical outcomes. Cow-assisted interventions proved to be safe, feasible, and beneficial, supporting their potential inclusion in Italian guidelines on AAIs. Full article

Engineering education in developing countries faces critical challenges that hinder progress toward achieving the United Nations Sustainable Development Goals (SDGs). In the Democratic Republic of Congo (DRC), students entering engineering programs often exhibit significant apprehension toward foundational sciences, creating barriers to developing the technical competencies required for sustainable development. This paper introduces the AI-Integrated Practical Learning in Engineering (AIPLE) Framework, an innovative pedagogical model that synergizes Problem-Based Learning (PBL), hands-on experimentation, and strategic Artificial Intelligence (AI) integration to transform engineering education for sustainability. The AIPLE framework employs a five-stage cyclical process designed to address student apprehension while fostering sustainable engineering mindsets essential for achieving SDGs 4 (Quality Education), 7 (Affordable and Clean Energy), 9 (Industry, Innovation and Infrastructure), and 11 (Sustainable Cities and Communities). This study, grounded in qualitative surveys of engineering instructors at Université Loyola du Congo (ULC), demonstrates how the framework addresses pedagogical limitations while building technical competency and sustainability consciousness. The research reveals that traditional didactic methods inadequately prepare students for complex sustainability challenges, while the AIPLE framework’s integration of AI-assisted learning, practical problem-solving, and sustainability-focused projects offers a scalable solution for engineering education transformation in resource-constrained environments. Our findings indicate strong instructor support for PBL methodologies and cautious optimism regarding AI integration, with emphasis on addressing infrastructure and ethical considerations. The AIPLE framework contributes to sustainable development by preparing engineers who are technically competent and committed to creating environmentally responsible, socially inclusive, and economically viable solutions for developing countries. Full article

The 2020 Europe Strategy was designed as a comprehensive framework to promote smart, sustainable and inclusive growth in the European Union (EU), particularly emphasising the ‘20/20/20’ targets related to climate protection and energy policy. This study provides an ex post evaluation of the extent to which the strategy’s objectives were achieved in the member states of the EU in the period 2010–2020. The analysis is based on Eurostat data and uses Hellwig’s multidimensional comparative analysis to construct a synthetic indicator of progress. The results show that EU countries have made significant advances in reducing greenhouse gas emissions and increasing the share of renewable energy in gross final energy consumption, with Sweden and Finland identified as leaders, while Malta and Hungary lagged behind. Primary energy consumption overall decreased, although only a minority of the member states reached the planned thresholds. Progress was less evident in research and development (R&D) expenditure, where the average value of the EU remained below the 3% GDP target, and strong disparities persisted between innovation leaders and weaker performers. Improvements in higher education attainment were observed, contributing to the long-term goal of a knowledge-based economy, although labour market difficulties, especially among young people, remained unresolved. The findings suggest that, although the Strategy contributed to tangible progress in several areas, uneven achievements among member states limited its overall effectiveness. The study is limited by the reliance on aggregate statistical data and a single methodological approach. Future research should extend the analysis to longer time horizons, include qualitative assessments of national policies, and address implications for the implementation of the European Green Deal and subsequent EU development strategies. Full article

In parallel with technical training on knowledge and skills of task-specific medical or surgical procedures, wide arrays of soft skills training would contribute to obstetric safety in the contemporary healthcare setting. This article, as a service evaluation, explored the effect of a specialty-based Crew Resource Management (CRM) training series that transforms the concept of human factors into sustainable measures in fostering clinical safety culture of the Department of Obstetrics and Gynaecology (O&G) in the Queen Elizabeth Hospital. Within the last decade, a tri-phasic programme has been implemented by an inter-professional workgroup which consists of a consultant anaesthesiologist, medical specialists and departmental operations manager from O&G, a nurse simulation specialist, hospital administrators, and a research psychologist. (1) Phase I identified different patterns of attitudinal changes (in assertiveness, communication, leadership, and situational awareness, also known as “ACLS”) between doctors and nurses and between generic and specialty-based sessions for curriculum planning. (2) Phase II evaluated how these specific behaviours changed over 3 months following CRM training tailored for frontline professionals in O&G. (3) Phase III examined the coping style in conflict management and the level of sustainability in self-efficacy over 3 months following specialty-based CRM training. The findings showed the positive impacts of O&G CRM training on healthcare professionals’ increased attitude and behaviour in “ACLS” by 22.7% at a p < 0.05 level, character strengths in conflict management, and non-inferior or sustained level of self-efficacy under tough conditions in the clinical setting up to 3 months after training. As a way forward, incorporating a scenario-based O&G CRM programme into existing skills-based training is expected to change service framework with an innovative approach. In addition, exploring actual clinical outcomes representing a higher level of organisational impacts can be a strategic direction for further studies on the effect of this practical and educational approach on obstetric safety culture. Full article

Drawing from practices at Walmart, we model a supply chain where the manufacturer conducts product R&D while the retailer distributes products to two distinct consumer segments: green-conscious consumers who translate environmental principles into purchasing decisions, and non-green-conscious consumers who are deterred by perceived high costs and information deficits. The retailer engages in green education targeted at non-green-conscious consumers, providing clear product explanations to improve their willingness to pay for sustainable products, though this education is motivated by profit maximization rather than altruistic environmental responsibility. Our analysis reveals that while retailer green education can boost product R&D and adoption under certain conditions, this creates a ‘consumer education paradox’—a situation where green education could further enhance product R&D and adoption, but the retailer forgoes it because doing so does not contribute to profit. This occurs because profit-driven retailers limit education to self-beneficial ranges, creating tension between individual profit maximization and overall environmental performance. We then propose two government subsidy solutions—green product quantity subsidies and product R&D subsidies—to resolve this paradox. Both effectively alleviate the tension, but green innovation subsidies, despite requiring greater government investment, consistently outperform in fostering innovation and adoption, offering superior environmental outcomes. Full article

Generative Artificial Intelligence (GAI) has become a topic of increasing societal and academic relevance, with its rapid diffusion reshaping public debate, policymaking, and scholarly inquiry across diverse disciplines. Building on this context, the present study explores the factors influencing GAI adoption among Spanish digital natives (Millennials and Zoomers), using data from a large national survey of 1533 participants (average age = 33.51 years). The theoretical foundation of this research is the Theory of Planned Behavior (TPB). Accordingly, the study examines how perceived usefulness (USEFUL), innovativeness (INNOV), privacy concerns (PRI), knowledge (KNOWL), perceived social performance (SPER), and perceived need for regulation (NREG), along with gender (FEM) and generational identity (GENZ), influence the frequency of GAI use. A mixed-methods design combines ordered logistic regression to assess average effects and fuzzy set qualitative comparative analysis (fsQCA) to uncover multiple causal paths. The results show that USEFUL, INNOV, KNOWL, and GENZ positively influence GAI use, whereas NREG discourages it. PRI and SPER show no statistically significant differences. The fsQCA reveals 17 configurations leading to GAI use and eight to non-use, confirming an asymmetric pattern in which all variables, including PRI, SPER, and FEM, are relevant in specific combinations. These insights highlight the multifaceted nature of GAI adoption and suggest tailored educational, communication, and policy strategies to promote responsible and inclusive use. Full article

Collaborative Online International Learning (COIL) has become an innovative pedagogical strategy that promotes the internationalization of curricula and the development of transversal competencies. In architecture, its implementation is particularly relevant because there is a growing need to train professionals capable of leading and collaborating in global and interdisciplinary contexts. However, evidence of COIL’s impact during the early stages of higher education in Latin America remains limited. This study analyzed the experience of 39 architecture students from the Universidad Nacional de San Agustín de Arequipa (Peru), who collaborated with peers from Mexico in a five-week COIL project focused on design methodologies for vulnerable populations. Using a mixed-methods approach, the study assessed students’ competencies in leadership, self-regulation in virtual learning, and emotional intelligence and teamwork through pre- and post-experience questionnaires complemented with open-ended questions. Findings indicate that although students’ self-perceptions of their competencies remained at medium-to-high levels overall, changes occurred differently among groups: students with initially low self-assessment scores showed improvements, whereas those with initially high scores tended to moderate their self-assessment. Qualitative analysis highlighted barriers such as limited communication, time zone differences, and unequal participation. Overall, the results suggest that the COIL experience not only supported the development of competencies but also fostered critical reflection and a more realistic self-assessment of students’ competencies in virtual and intercultural contexts. Full article

The hilly and mountainous regions of Nepal provide a suitable environment for the cultivation of large cardamom, a high-value cash crop with significant global market potential. However, climate change poses significant threats to its production and the livelihoods of farmers dependent on this crop. To cope with these challenges, adopting climate-resilient agricultural practices is essential, particularly among smallholder farmers of rural communities. However, the extent of their implementation remains largely unknown. We surveyed 158 households in Ilam and Tehrathum districts to assess the adoption intensity of climate-resilient practices among large cardamom farmers using the Ordered Probit Model. Findings revealed considerable variation in the adoption intensity of climate-resilient practices. Traditional practices like tillering, weeding, and irrigation were highly adopted, while more innovative, knowledge-intensive methods were less adopted. Education was found to have a positive influence on the high adoption intensity of climate-resilient practices. Each additional unit of year of schooling increases the probability of high adoption of practices by 3.4%. Membership in farmers’ groups increases the likelihood of high adoption by 12.9%, while labor availability and regular extension contact rises by 21.9% and 17.8%, respectively. Similarly, age shows a smaller but significant effect, increasing adoption by 0.5% at p-value = 0.08. The use of traditional practices is common; however, the uptake of scientifically recommended practices for climate resilience remains limited. Policy initiatives focusing on farmer education, promoting farmer organizations, addressing labor shortages, and strengthening extension services are important for enhancing resilience in the large cardamom sector of Nepal. Full article

The transformation of national education policy during Indonesia’s governmental era has led to regulatory disruptions through the rapid revocation of previous policies and swift introduction of new ones. This landscape requires teachers to possess technological proficiency as well as 21st-century competencies and pedagogical readiness to adopt innovative learning. This study examines the influence of technological knowledge and 21st-century competencies on teachers’ readiness to adopt deep learning pedagogy, while also exploring perceptions of opportunities and challenges. A sequential explanatory mixed-methods design was employed, involving a survey of $802$ teachers from regions of Indonesia. The instrument comprised $25$ items across three variables, validated by experts, and tested with confirmatory factor analysis, which showed acceptable fit and reliability. Quantitative data were analyzed statistically, while qualitative insights came from interviews with 30 teachers and analyzed thematically. Results indicate that 21st-century competencies $(\beta =0.639,R^2=0.432)$ exert stronger influence than technological knowledge $(\beta =0.575,R^2=0.310)$ in shaping readiness. The integration of connecting and embedding strategies revealed personal, structural, and cultural complexities in implementing deep learning. The study recommends localized training and partnerships with professional organizations, higher education institutions, and NGOs to generate systemic support for school reform toward learning organizations. Full article

This review examines the vast opportunities and key challenges in renewable waste management across the Gulf region, with a particular emphasis on Saudi Arabia. As global demand for sustainable energy intensifies, driven by technological advancements and environmental concerns, the Gulf Cooperation Council nations, notably Saudi Arabia, are beginning to acknowledge the urgency of transitioning from fossil fuel reliance to renewable waste management. This review identifies the abundant renewable resources in the region and highlights progress in policy development while emphasizing the need for comprehensive frameworks and financial incentives to drive further investment and innovation. Waste-to-energy (WTE) technologies offer a promising avenue for reducing environmental degradation and bolstering energy security. With Saudi Arabia targeting the development of 3 Gigawatts of WTE capacity by 2030 as part of national sustainability initiatives, barriers such as regulatory complexities, financial constraints, and public misconceptions persist. Ultimately, this review concludes that advancing renewable waste management in the Gulf, particularly through stronger policies, stakeholders’ collaboration, investment in WTE and an enhancement in public awareness and education, is critical for achieving sustainability goals. By harnessing these opportunities, the region can take decisive steps toward achieving sustainability, positioning Saudi Arabia as a leader in the global fight against climate change and resource depletion. Full article

The integration of Virtual Worlds (VW) and Intelligent Tutoring Systems (ITS) represents a transformative advancement in education, combining immersive, interactive learning with AI-driven personalization. This study explores the synergies between these technologies, analyzing their benefits, challenges, and applications in domains such as medical training, STEM education, and language learning. Findings highlight their shared characteristics of adaptability, real-time feedback, and collaborative learning. However, challenges such as computational demands, pedagogical complexity, and ethical concerns must be addressed. Future research should focus on hybrid models leveraging blockchain, IoT, and augmented reality to enhance adaptive and scalable learning experiences. Full article

The demands of modern society regarding academic training have placed the focus of education on active methodologies. Their proven success also presents challenges for the innovation they entail. In this regard, methodological strategies such as gamification are currently focusing their analyses on design to ensure the effectiveness of their outcomes. With this in mind, we aim to analyse a gamification experience in higher education from the perspective of the various stakeholders involved. Using a qualitative methodology, data from an open-ended survey and the learning journals of 73 students were triangulated with the teaching journals of four lecturers. The category-based data analysis indicates that escape room-type games and digital boards are the most highly valued as innovative educational tools that promote active learning. Conflict resolution, cooperative work, and understanding of theoretical knowledge stood out as achieved objectives. The overall positive view, the classroom atmosphere of excitement and fun, and the impact on learning due to increased motivation were highlighted in participants’ opinions. From the lecturers’ perspective, the outcome is shown to be worthwhile in terms of effort and benefit. Full article