Search Results (374)

This study investigates the critical capabilities and integration mechanisms that enable organizations to achieve substantive sustainability transformations. Using a mixed-methods approach combining survey data (n = 234), in-depth interviews (n = 42), and comparative case studies (n = 6), the research identifies how organizations effectively navigate sustainability paradoxes while developing integration practices that embed sustainability throughout organizational systems. Our research is primarily grounded in paradox theory, complemented by insights from organizational learning theory, institutional logics, and power dynamics perspectives to develop a comprehensive theoretical framework. Statistical analysis reveals strong relationships between paradox navigation capabilities and transformation outcomes (β = 0.31, p < 0.01), with integration practices emerging as the strongest predictor of sustainability success (β = 0.42, p < 0.01). Qualitative findings illuminate four essential integration mechanisms—governance integration, strategic integration, operational integration, and performance integration—and their temporal development. The significant interaction between power mobilization and integration practices (β = 0.19, p < 0.01) demonstrates that structural interventions are insufficient without attention to power relationships. The research contributes to sustainability science by advancing theory on paradoxical tensions in transformation processes, demonstrating how organizations can transcend the gap between sustainability rhetoric and substantive action through both structural integration and power-conscious approaches. By identifying contextual contingencies across sectors and organizational types, the study challenges universal prescriptions for sustainability transformation, offering instead a nuanced framework for creating organizational conditions conducive to context-specific transformation toward more sustainable futures. Our findings offer practical guidance for organizations navigating the complex landscape of sustainability transformation and contribute to the implementation of UN Sustainable Development Goals, particularly SDG 12 (Responsible Consumption and Production) and SDG 17 (Partnerships for the Goals). Full article

Sustainable education requires addressing the challenges posed by digital transformation, including technostress among university students. This study evaluates technostress levels in higher education through the validation of the TS4US scale and its implications for sustainable learning environments. A cross-sectional study was conducted with 328 university students from four districts in Lima, Peru, using an online survey to measure technostress. Confirmatory factor analysis (CFA) was performed to assess the psychometric properties of the TS4US scale, resulting in a refined model with two latent factors and thirteen validated items. Findings indicate that 28% of students experience high technostress levels, while 5% report very high levels, though no significant associations were found between technostress and sociodemographic variables such as campus location, employment status, gender, and academic level. The TS4US instrument had been previously validated in Chile; this study confirms its structure in a new sociocultural context, reinforcing its cross-cultural applicability. These results highlight the need for sustainable strategies to mitigate technostress in higher education, including institutional support, digital literacy programs, and policies fostering a balanced technological environment. Addressing technostress is essential for promoting sustainable education (SDG4) and enhancing student well-being (SDG3). This study directly contributes to the achievement of Sustainable Development Goals 3 (Good Health and Well-being) and 4 (Quality Education) by providing validated tools and evidence-based recommendations to promote mental health and equitable access to digital education in Latin America. Future research should explore cross-country comparisons and targeted interventions, including digital well-being initiatives and adaptive learning strategies, to ensure a resilient and sustainable academic ecosystem. Full article

This study addresses a critical gap in understanding how mobile banking applications contribute to sustainable development by introducing a novel text mining framework to analyze sustainability dimensions through user-generated content. We analyzed 120,000 reviews from six major Turkish mobile banking applications using an ownership-sensitive analytical approach that integrates structural topic modeling with four sustainability dimensions (environmental, social, governance, and economic). Our analysis reveals significant institutional differences in sustainability approaches: government-owned banks demonstrate substantially stronger overall sustainability orientation (23.43% vs. 11.83% coverage) with pronounced emphasis on social sustainability (+181.7% growth) and economic development (+104.2% growth), while private banks prioritize innovation-focused sustainability. The temporal analysis (2022–2025) shows accelerating sustainability emphasis across all institutions, with distinct evolution patterns by ownership type. Institution-specific sustainability profiles emerge clearly, with each government bank demonstrating distinctive focus areas aligned with historical missions: cultural heritage preservation, agricultural sector support, and small business development. Mapping to Sustainable Development Goals reveals that government banks prioritize development-focused goals (SDGs 1, 8, and 10), while private banks emphasize innovation-focused goals (SDGs 9 and 17). This research makes three key contributions: demonstrating user-generated content as an effective lens for authentic sustainability assessment, establishing ownership-sensitive evaluation frameworks for digital banking sustainability, and providing empirical evidence for contextualized rather than universal sustainability strategies. The findings offer strategic implications for financial institutions, policymakers, and app developers seeking to enhance sustainable digital banking transformation. Full article

This paper investigates how sustainable STEM education is being shaped within the pre-university systems of the 22 Arab countries. By categorizing these systems into four groups based on the Global Knowledge Index and two analytical tracks, this study examines in detail the factors that enable—or hinder—the development of long-term, sustainability-oriented competencies in science, technology, engineering, and mathematics. Beyond pedagogical dimensions, this study emphasizes STEM education as a strategic tool for achieving national sustainable development goals (SDGs), promoting workforce readiness, and informing education policy reform. The analysis highlights the policy efforts, systemic limitations, and the need for localized strategies to integrate sustainability into the STEM curricula and teacher training. It is structured in six sections: (1) an introduction to STEM and sustainability concepts, the Global Knowledge Index, and the Arab-region education landscape; (2) research questions, methodology, and data sources; (3) analysis of Groups 1 and 2, assessing their experiences in implementing sustainability-driven STEM initiatives; (4) analysis of Groups 3 and 4, evaluating their readiness for adopting sustainable STEM programs; (5) discussion of findings in light of sustainability policy frameworks; and (6) a concluding overview with actionable recommendations to align national education systems with global sustainability goals. Full article

The UI GreenMetric World University Ranking has become a widely adopted instrument for benchmarking institutional sustainability performance; nevertheless, empirically grounded evidence from universities in diverse regional contexts remains scarce. This study undertakes a rigorous appraisal of the extent to which Mahasarakham University (MSU) has institutionalized the United Nations Sustainable Development Goals (SDGs) within its pedagogical offerings, research portfolio, community outreach, and governance arrangements during the 2021–2024 strategic cycle. Employing a mixed-methods design and guided by the 2024 UI GreenMetric Education and Research indicators, this investigation analyzed institutional datasets pertaining to curriculum provision, ring-fenced research funding, 574 peer-reviewed sustainability publications, student-led community initiatives, and supporting governance mechanisms; the analysis was interpreted through a Plan–Do–Check–Act management lens. The number of sustainability-oriented academic programs expanded from 49 to 58. Student participation in community service activities strongly recovered following the COVID-19 pandemic, and MSU’s GreenMetric score increased from 7575 to 8475, thereby elevating the institution to the 100th position globally. These gains were facilitated by strategic SDG-aligned investment, cross-sector collaboration, and the consolidation of international partnerships anchored in Thailand’s Isaan region. The MSU case provides a transferable model for universities—particularly those operating in resource-constrained contexts—endeavoring to align institutional development with the SDGs and internationally recognized quality benchmarks. The findings substantiate the capacity of transformative education and applied research to engender enduring societal and environmental benefits. Full article

We introduce a model to gauge the implementation of the Sustainable Development Goals (SDGs) in the course syllabuses of university degree programmes. The model, comprising four category systems, is designed to analyse curricula that are still at an early stage of this process. The model is tested in Spanish public universities that offer master’s degrees in Advanced Studies in Art History. A conventional content analysis is performed on 762 competencies across 82 subjects in five institutions. The results show that (a) 0.92% of competency codes were aligned with the SDGs, while 13.25% were merely related to them; (b) 48.02% were affected by repetitions of supposedly different competencies; (c) there was a mean value of 9.29 competencies per subject, and modal values of 1 and 4 subjects in which each competency was addressed; and (d) only 26.12% of the competencies were associated with high-level cognitive processes. In conclusion, a thorough reconceptualisation and reorganisation of curriculum maps is needed to adapt them for the SDG framework. The first steps are to promote high-level cognitive processes associated with competencies, eliminate repetition, reduce the number of competencies, increase the number of subjects addressing each competency, and organise the competencies into different performance levels. Full article

The current study examines the determinants influencing preparatory year (PY) students’ intentions to adopt AI-powered natural language processing (NLP) models, such as Copilot, ChatGPT, and Gemini, and how these intentions shape their conceptions of digital sustainability. Additionally, the extended unified theory of acceptance and use of technology (UTAUT) was integrated with a diversity of educational constructs, including content availability (CA), learning engagement (LE), learning motivation (LM), learner involvement (LI), and AI satisfaction (AS). Furthermore, responses of 274 PY students from Saudi Universities were analysed using partial least squares structural equation modelling (PLS-SEM) to evaluate both the measurement and structural models. Likewise, the findings indicated CA (β = 0.25), LE (β = 0.22), LM (β = 0.20), and LI (β = 0.18) significantly predicted user intention (UI), explaining 52.2% of its variance (R² = 0.522). In turn, UI significantly predicted students’ digital sustainability conceptions (DSC) (β = 0.35, R² = 0.451). However, AI satisfaction (AS) did not exhibit a moderating effect, suggesting uniformly high satisfaction levels among students. Hence, the study concluded that AI-powered NLP models are being adopted as learning assistant technologies and are also essential catalysts in promoting sustainable digital conceptions. Similarly, this study contributes both theoretically and practically by conceptualising digital sustainability as a learner-driven construct and linking educational technology adoption to its advancement. This aligns with global frameworks such as Sustainable Development Goals (SDGs) 4 and 9. The study highlights AI’s transformative potential in higher education by examining how user intention (UI) influences digital sustainability conceptions (DSC) among preparatory year students in Saudi Arabia. Given the demographic focus of the study, further research is recommended, particularly longitudinal studies, to track changes over time across diverse genders, academic specialisations, and cultural contexts. Full article

The COVID-19 pandemic has disrupted the progress toward Sustainable Development Goal 3, particularly in developing countries, exacerbating existing health disparities and creating new challenges for health systems worldwide. This study explores the role of university research in advancing SDG 3 targets in a post-pandemic context using the University of the Western Cape as a case study. Through qualitative data analysis of research titles and abstracts registered between 2020 and 2022, we applied the WHERETO model of McTighe and Bloom’s Taxonomy to categorize research according to the SDG 3 targets and indicators. This approach provides insight into which health priorities were addressed through scholarly research at UWC in alignment with the UN 2030 Agenda, particularly during pandemic recovery. Our findings indicate that research priorities largely corresponded with South Africa’s health challenges, with the highest concentration of studies addressing non-communicable diseases and mental health (Target 3.4), infectious diseases (Target 3.3), and medicine development (Target 3.b). These priorities align with the National Health Research Committee’s identified health priorities for disadvantaged communities in the Western Cape. Notably, research on mental health and emergency preparedness (Target 3.d) increased significantly during the pandemic period, reflecting shifting priorities in response to COVID-19. This study offers critical insights into how university research shifted priorities adapted during the pandemic and identifies areas requiring focused attention to support post-pandemic recovery. By highlighting research gaps and opportunities, our findings provide a foundation for developing more comprehensive approaches to health research that address the disparities exacerbated by COVID-19 while advancing the 2030 agenda. This model could inform research prioritization at other institutions facing similar challenges in both local and global contexts. Full article

In the face of escalating sustainability challenges globally, such as climate change, poverty, inequality, and injustices, the need for a systematic approach to tackle them through the infusion of Sustainable Development Goals (SDGs) in higher education has become increasingly critical. This article explores the crucial issue of professionalizing academic teaching, emphasizing the readiness of academic teachers to cope with sustainability and SDGs in higher education. Using the Stages of Concern Theory and the Concerns-Based Adoption Model (CBAM) to professionalize academic teaching to address SDGs in teaching, learning, and the curriculum, a sample of 1566 academic teachers in nine Latin American universities responded to the survey. This study aimed to answer two key questions, as follows: (1) How do the years of teaching experience affect academic staff’s stages of concern? (2) How do different academic teaching areas influence the academic staff’s stages of concern? The trend reveals that faculty members with fewer than four years of service scored higher than those with twenty or more years. Similarly, academic teaching staff from the Education Sciences have a significantly higher mean score and effect size than faculty members from the Humanities, Engineering, Social Sciences, Sciences, and Health Sciences across all stages of concern. However, despite these differences, professional development initiatives should be designed to match all teaching staff regardless of years of service and subject area by encouraging teamwork and increasing understanding of the critical importance of transformative teaching and learning. Full article

This paper presents a conceptual framework for strategic approaches to embedding sustainability in the curriculum at a large research-intensive university. Due to the evolving nature of universities and technology, this journey is never complete, and this paper presents a case study of our approach to driving the work forward. This ambition is part of the institution’s Environmental Policy to ‘monitor and increase the integration with the UN Sustainable Development Goals (SDGs) across our operations, research, and education programmes.’ Our conceptual framework to support embedding in the curriculum guides operationalisation across five key domains: 1. strategy, policy, and principles; 2. institution-wide curriculum change; 3. active and authentic education activities; 4. staff development; and 5. community building. For example, an institution-wide curriculum initiative to redesign the Queen Mary graduate attributes framework was developed to include the attribute ‘Promote socially responsible behaviour for a global sustainable future.’ To gain this attribute means that our graduates are exposed to discussions and knowledge concerning sustainability. Across these five areas, we argue that a strategic approach is necessary for successful and impactful embedding of sustainability in the curriculum. Work across each domain needs to be closely linked and interconnected, and to build links with existing policy, strategy, and frameworks. This approach needs to combine high-level leadership together with support for grass-roots initiatives. Full article

The rapid evolution of the Fourth Industrial Revolution has significantly transformed educational practices, necessitating the integration of advanced technologies into higher education to address contemporary sustainability challenges. This study explores the integration of interactive metaverse environments and generative artificial intelligence (GAI) in promoting the green digital economy and developing e-entrepreneurship skills among graduate students. Grounded in a quasi-experimental design, the research was conducted with a sample of 25 postgraduate students enrolled in the “Computers in Education” course at King Khalid University. A 3D immersive learning environment (FrameVR) was combined with GAI platforms (ChatGPT version 4.0, Elai.io version 2.5, Tome version 1.3) to create an innovative educational experience. Data were collected using validated instruments, including the Green Digital Economy Scale, the e-Entrepreneurship Scale, and a digital product evaluation rubric. The findings revealed statistically significant improvements in students’ awareness of green digital concepts, entrepreneurial competencies, and their ability to produce sustainable digital products. The study highlights the potential of immersive virtual learning environments and AI-driven content creation tools in enhancing digital literacy and sustainability-oriented innovation. It also underscores the urgent need to update educational strategies and curricula to prepare future professionals capable of navigating and shaping green digital economies. This research provides a practical and replicable model for universities seeking to embed sustainability through emerging technologies, supporting broader goals such as SDG 4 (Quality Education) and SDG 9 (Industry, Innovation, and Infrastructure). Full article

Over the past few years, there has been a need to discuss the strengthening of academic contributions to the 2030 Agenda as a vital facilitator for planning and evaluating sustainable goals. However, managing information in this field has become an internal institutional challenge for higher education organizations. Identifying the aspects of sustainable development goals within research projects is crucial for developing strategies and policies that promote collaboration in joint projects, ultimately strengthening research in SDGs. Recent advancements in computational methods have emerged as powerful tools to address the difficulties associated with utilizing information related to academic contributions to the 2030 Agenda. These methods offer innovative ways to process, analyze, and visualize data, enabling decision-makers to gain valuable insights and make informed decisions. This paper proposes a computational model to facilitate the identification of the 2030 Agenda for Sustainable Development within teaching, research, and extension projects at a Brazilian University. The model aims to align academic research and institutional actions with the 17 Sustainable Development Goals (SDGs) established by the United Nations. The developed model can extract and categorize SDG-related text data by employing keywords and natural language processing techniques. The development of this tool is driven by the need for universities to adapt their curricula and contribute to the 2030 Agenda. The model helps identify the potential impact of projects on the SDGs, assessing the alignment of research or actions with specific goals, and improving data governance. By utilizing the proposed model, educational institutions can efficiently manage their research, organize their work around the SDGs, foster collaboration internally and with external partners, and enhance their internationalization efforts. The model has the potential to increase the capabilities of educational institutes as vital mobilizing agents, reducing costs and streamlining the analysis of information related to the 2030 Agenda. This, in turn, enables more effective academic actions to integrate sustainable goals. Full article

Understanding a catchment’s geomorphological and erosion processes is essential for sustainable land management and soil conservation. This study investigates the Xynias drained lake catchment in Central Greece using a twofold geospatial modelling approach that combines morphometric analysis with the Revised Universal Soil Loss Equation (RUSLE) to evaluate the area’s landscape evolution, surface drainage features, and soil erosion processes. The catchment exhibits a sixth-order drainage network with a dendritic and imperfect pattern, shaped by historical lacustrine conditions and the carbonate formations. The basin has an elongated shape with steep slopes, high total relief, and a mean hypsometric integral value of 26.3%, indicating the area is at an advanced stage of geomorphic maturity. The drainage density and frequency are medium to high, reflecting the influence of the catchment’s relatively flat terrain and carbonate formations. RUSLE simulations also revealed mean annual soil loss to be 1.16 t ha⁻¹ y⁻¹ from 2002 to 2022, along with increased erosion susceptibility in hilly and mountainous areas dominated by natural vegetation. In comparison to these areas, agricultural regions displayed less erosion risk. These findings demonstrate the effectiveness of combining GIS with remote sensing for detecting erosion-prone areas, informing conservation initiatives. Along with the previously stated results, more substantial conservation efforts and active land management are required to meet the Sustainable Development Goals (SDGs) while considering the monitored land use changes and climate parameters for future catchment management. Full article

With the rapid proliferation of Generative Artificial Intelligence (AIGC) technologies in higher education, identifying effective integration pathways into design curricula has become a pressing issue in the field of educational technology. This study employs a mixed-methods approach grounded in the Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework, incorporating course analysis, questionnaire surveys, structural path modeling, and interview analysis. Focusing on both instructors and students, this research systematically investigates the acceptance, integration mechanisms, and sustainable development potential of AIGC in university-level design education. The findings indicate that students generally acknowledge the value of AIGC in enhancing creativity and improving efficiency, although gaps persist in their understanding of ethical considerations and original expression. On the teachers’ side, technological knowledge exerts a significant positive influence on the integration of content knowledge, while the impact of pedagogical knowledge remains underutilized. Interview data further reveal a structural tension within current teaching practices, characterized by the rapid adoption of technological tools contrasted with the slower evolution of pedagogical systems. Based on these insights, this study offers five strategic recommendations for sustainable teaching, including the development of teacher training systems, curriculum module design, student media literacy enhancement, and pedagogical reconstruction aligned with the Sustainable Development Goals (SDGs). These findings provide both theoretical and practical contributions to the effective and sustainable integration of AIGC into higher design education. Full article

The interconnectedness of Earth’s ecological and social systems means that changes in one area invariably affect others. Human activities continue to push the planet beyond safe thresholds, threatening both environmental stability and human well-being. Despite decades of discourse, a universally recognized and operational definition of sustainability remains elusive. While frameworks such as the Sustainable Development Goals, Planetary Boundaries, and Decent Living Standards have advanced the conversation, none fully captures the complexities of socio-ecological interdependencies or provides actionable guidance. This paper outlines the historical and conceptual context of sustainability, including the shift from the Holocene to the Anthropocene, and critically reviews key frameworks such as the Millennium Development Goals, Sustainable Development Goals, Planetary Boundaries, Doughnut Economy, and Decent Living Standards. It identifies key gaps, including the misalignment between biophysical thresholds and social goals, lack of regional specificity, and missing mechanisms for translating global objectives into just and implementable policies. Building on this analysis, this paper proposes a more precise definition of sustainability: any action that accelerates planetary overshoot or impedes the achievement of a decent life must be considered unsustainable. By advancing this integrative definition, this paper seeks to inform academic discourse and support the development of more equitable and operational sustainability strategies, particularly in the context of the Sustainable Development Goals. In doing so, it offers conceptual guidance to address persistent gaps in the SDG framework, with specific relevance to targets such as SDG 8 (Decent Work and Economic Growth). Full article