Search Results (5,860)

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

Promoting individuals’ sustainability consciousness (SC) is one of the important way of ensuring a sustainable world and finding ways toward a better life. Therefore, the purpose of the present study was to compare the effects of learn–think–act approach-based instruction and lecture-based instruction on the development of sustainability consciousness in students, with the Sustainable Development Goals (SDGs) acting as the subject of the instructions. The research was conducted with 80 seventh-grade students from a state school in Istanbul, Türkiye. While 40 of them were in a class where learn–think–act approach-based SDG instruction was implemented, the other 40 participants were trained with lecture-based SDG instruction for eight weeks. A quasi-experimental research design was followed in the research. The data was collected with the Sustainability Consciousness Questionnaire and obtained before and after SDG instruction. In the data analysis, paired and independent samples t-tests were used. The findings revealed that learn–think–act approach-based SDG instruction has a significantly larger effect (d = 1.62, 95% CI) on the development of sustainability consciousness in middle school students compared to lecture-based SDG instruction. Full article

This study examines the complex relations between corruption, income inequality, and sustainable economic development within the European Union (EU) for the 2003–2023 period. Employing panel data for all 27 EU member states, as well as for the subgroups of Old (OMS) and New Member States (NMS), the analysis applies pooled OLS, random- and fixed-effects models, and panel-corrected standard errors (PCSE) estimations. The results indicate that higher perceived corruption is robustly associated with greater income inequality, while higher tertiary education attainment, greater social protection expenditures, and increased urbanization apparently reduce inequality. Subsample evidence reveals that institutional context conditions the strength of these relationships, with NMS exhibiting a more significant corruption–inequality nexus. These findings highlight that achieving sustainable and inclusive economic growth in the EU depends on institutional integrity and good governance. Strengthening anti-corruption frameworks, investing in human capital, and enhancing social protection are essential policy instruments for supporting the EU’s sustainable development objectives. Full article

The purpose of this study is to propose and critically assess a sustainable urban regeneration model for the redevelopment of the former K-2 military airbase in Daegu, Korea. Large-scale idle military sites pose significant challenges in terms of ecological remediation, social integration, and economic transformation, but also offer opportunities for redefining urban identity and global competitiveness. To address this, we develop the concept of the “Global Contents City,” a planning framework that integrates cultural exchange, creative industries, education, and tourism within a sustainable urban ecosystem. The research employs a qualitative methodology that combines theoretical review, comparative analysis of international precedents (e.g., Munich-Riem, Tempelhof, Stapleton, and Toronto), and design-oriented masterplanning. The findings highlight design strategies that spatially interconnect cultural, educational, industrial, and ecological functions while reinforcing low-carbon infrastructure and green open space. By situating the Daegu K-2 case in an international context, the study demonstrates how lessons from post-military redevelopments can be adapted to Korea, contributing to both scholarly debates and practical frameworks for sustainable city-making. Full article

How to keep inter-regional gaps in higher-education development within a reasonable range is a shared global challenge, yet much of the literature still treats zero gap as the benchmark. Grounded in the education-led development perspective, we posit that a gap is “reasonable” when education disparities are smaller than contemporaneous economic disparities. Based on this concept, this study develops a Development Equilibrium Index (DEI) framework. Using panel data for 31 Chinese provinces from 2003 to 2020, we find the following: (i) N-DEI is positive in most years, indicating that, overall, education gaps are smaller than economic gaps—consistent with higher education’s leading role in compressing economic gaps and supporting sustainability; (ii) At the provincial level, only 4 of 31 provinces (12.9%) show negative P-DEI, while the vast majority are positive, suggesting more supportive conditions to sustainable development. Furthermore, a median-based quadrant analysis for 2020 groups the 31 provinces into seven descriptive types, helping to interpret the variations in P-DEI signs and magnitudes and to inform targeted policy recommendations. The DEI thus reframes assessment from “narrowing gaps per se” to the goal of keeping education gaps below economic ones, providing a concise diagnostic tool for planning cohesive, resilient higher-education systems. Full article

Digital financial services have transformed consumer financial behavior, yet their effects on sustainable development outcomes remain poorly understood. This study examines how mobile financial services (MFS) usage influences financial behaviors across temporal dimensions and investigates the moderating role of financial literacy from a systemic sustainability perspective. Drawing on Construal Level Theory, Dual Process Theory, and Social Cognitive Theory, we analyze data from 21,757 U.S. adults from the 2021 National Financial Capability Study to explore relationships between MFS usage, financial literacy dimensions—objective knowledge (OK), subjective knowledge (SK), and perceived ability (PA)—and both short-term and long-term financial behaviors. The results reveal a dual temporal pattern: MFS usage negatively affects short-term behaviors, including spending control and emergency preparedness, while positively influencing long-term behaviors such as retirement planning and investment participation. Financial literacy dimensions demonstrate differential moderating effects, with OK providing protective benefits against short-term risks, while PA can paradoxically exacerbate these adverse short-term effects. These findings highlight complex implications for sustainable development, demonstrating how individual behaviors aggregate to influence systemic financial resilience and progress toward Sustainable Development Goals related to poverty reduction, economic growth, and inequality reduction. Policymakers should adopt behaviorally informed regulatory approaches that address temporal trade-offs. Educators should design digital-specific literacy programs emphasizing realistic risk assessment alongside confidence-building, thereby promoting sustainable financial behaviors in increasingly digital environments. 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

This systematic review examines the role of rural tourism in promoting sustainable development, focusing on its interaction with forest ecosystems and the essential ecosystem services they provide. A comprehensive literature search across Scopus, PubMed, and Google Scholar identified 142 peer-reviewed articles, analyzed through qualitative synthesis and bibliometric mapping. The review highlights four thematic clusters in rural tourism research: impacts on rural areas, destination management, resident perspectives and cultural sustainability, and emerging themes like place attachment. It emphasizes the reliance of rural tourism on ecosystem services, including provisioning, regulating, cultural, and supporting, especially those linked to forest ecosystems. Examples from Monteverde, Costa Rica, and Tuscany, Italy, illustrate the role of rural tourism in supporting biodiversity conservation, habitat restoration, and sustainable agriculture. However, uncontrolled tourism in forested regions can lead to deforestation and ecosystem degradation, as seen in the Lake District, Masai Mara, and Rajasthan. The review stresses the need for sustainable practices to mitigate the negative impacts of tourism, advocating for an integrated sustainability framework that balances economic, environmental, and governance aspects. Best practices include eco-friendly infrastructure, community participation, and environmental education. The potential of emerging technologies, such as eco-certification systems and smart tourism, is explored to reduce the environmental footprint of tourism. The review calls for stronger policy integration, equitable benefit-sharing, capacity building, and longitudinal research to ensure resilient rural tourism that harmonizes ecosystem conservation with socio-economic development. In conclusion, the integration of sustainable practices and community involvement is crucial for aligning rural tourism with forest ecosystem conservation. Full article

Vocational education and training (VET) plays a vital role in sustaining labour market competitiveness and supporting social cohesion, with vocational instructors holding a decisive role in transmitting occupational expertise and shaping the professional identity of future skilled workers. Although teacher motivation and professional identity have been widely examined, relatively little attention has been devoted to the role of personal resources in the education of vocational instructors. This study addresses this gap by analysing four cohorts of vocational instructor trainees at a Hungarian university between 2021 and 2024 (N = 221). Data were collected using the Values in Action (VIA) Inventory of Strengths, which measures 24 character strengths across six virtues, and analysed through descriptive statistics, cohort comparisons, correlation tests, and principal component analysis. The findings revealed a consistent profile dominated by fairness, kindness, love of learning, teamwork, and perseverance, reflecting a combination of ethical commitment, interpersonal sensitivity, intellectual curiosity, and resilience. Cohort-level comparisons indicated minor variations, such as stronger teamwork in 2022 and higher love of learning in 2023, while the correlation and Principal Component Analysis (PCA) confirmed that strengths clustered into broader constellations largely consistent with Peterson and Seligman’s six virtues. These results underscore the relevance of a strengths-based approach in vocational instructor education by showing how existing resources can support identity development, resilience, and long-term professional commitment, and point to the need for future longitudinal and multi-institutional studies. Full article

This paper presents the design, development, and preliminary validation of a haptic virtual reality simulator for Shielded Metal Arc Welding (SMAW) at the Pontificia Universidad Católica de Valparaíso, Chile, aimed at enhancing psychomotor training for mechanical engineering students in line with Industry 4.0 demands. The system integrates Unity 3D, a commercial haptic device, and a custom 3D-printed electrode holder replicating the welding booth, enabling interaction through visual, auditory, and tactile feedback. Thirty students with minimal welding experience and seven experts participated in usability and realism assessments. The results showed that 80% of students perceived motor skill improvement, 60% rated realism as adequate, and 90% preferred hybrid training (simulator + workshop). The prototype was practically implemented at the mechanical engineering school, requiring only a mid-range workstation, the Touch haptic device, and the developed software, demonstrating feasibility in real academic settings. The findings indicate potential to build confidence, support motor coordination, and provide a safe, resource-efficient training environment, while experts emphasized the need for automated feedback and improved haptic fidelity. The modular architecture allows scalability, extension to other welding processes, and adaptation for inclusive education. This prototype demonstrates how locally developed immersive technologies can modernize technical education while promoting sustainability, accessibility, and skill readiness. Full article

Rural poverty in Indonesia remains a complex issue involving various aspects. West Manggarai, East Nusa Tenggara, is a national tourist destination and a significant focus of national development, yet poverty rates remain very high. Therefore, this study developed a Composite Poverty Index (CPI) using the Sustainable Rural Livelihoods Approach (SRLA) to illustrate the complexity of rural deprivation in West Manggarai Regency. The CPI was developed by normalizing eighteen validated indicators across five livelihood capitals—human, social, natural, physical, and financial. These indicators were then classified using a Likert-type scale, and their weights were determined through the Analytic Hierarchy Process (AHP) to produce village-level CIP scores. The results show that most villages fall into the “Moderate” category (CIP: 0.40–0.60), reflecting chronic but not extreme deprivation. Spatial inequalities are evident, particularly in access to education, infrastructure, clean water, financial services, and ecological resources. Remote villages recorded higher CIP scores. Natural and economic capital were weakest, while human and social capital performed relatively well. Therefore, poverty alleviation in West Manggarai requires an integrated strategy tailored to local spatial conditions and livelihood capital. Full article

This study analyzes the impact of research and development (R&D) investment on economic growth in Panama, an emerging economy with structural challenges in its innovation system. Using a multivariate econometric approach that included elastic net regularization and fixed-effect panel data estimation, the analysis incorporated key explanatory variables such as public education expenditure, inflation, infrastructure investment, population growth, and exports. The results indicated that both R&D and education spending have a positive and statistically significant effect on GDP growth, while inflation has a negative impact and exports show no significant effect. To ensure robustness, the study applied the augmented Dickey–Fuller test for stationarity, nonparametric bootstrapping (1000 replications), and multiple diagnostic tests, including RMSE, adjusted R², Durbin–Watson statistic, and White’s test. Scenario-based projections suggest that gradual and sustained increases in R&D investment, supported by stronger institutional coordination and absorptive capacity, could enhance Panama’s long-term productivity and innovation outcomes. The findings underscore that improving R&D funding alone is not sufficient; effective governance and coherent science, technology, and innovation (STI) policies are essential. This research contributes empirical evidence to a relatively underexplored area in the development literature and offers strategic insights for policymakers seeking to build more integrated and sustainable STI ecosystems in emerging economies. Full article

This paper examines the evolving trajectory of the Social Determinants of Health (SDOH), tracing their development from early observational studies to contemporary, interdisciplinary frameworks that emphasize structural inequities and relational dynamics. It explores foundational milestones such as the Whitehall studies, the Heckler Report, and the World Health Organization’s conceptual models, which positioned SDOH as key drivers of population health. The paper highlights how upstream determinants—such as governance, policy, and socioeconomic systems—influence downstream health outcomes through mechanisms of social stratification and unequal access to resources. While SDOH are increasingly applied in clinical and educational settings, significant challenges persist, including underinvestment in community systems, fragmented care models, and political rollbacks of equity-centered policies. The paper critiques deterministic and deficit-focused framings of SDOH and underscores a shift toward more relational, context-sensitive, and agency-oriented approaches, reflected in the emerging concept of “social dynamics of health.” It highlights the importance of experiential education, competency-based curricula, and digital innovations in driving systemic transformation. Emphasis is placed on reimagining SDOH pedagogy and expanding interdisciplinary, data-driven research to bridge the gap between knowledge and practice. Amid shifting political landscapes, sustaining health equity efforts requires embracing adaptive, participatory models that acknowledge power, community agency, and structural change. Full article

Background: Scientific literature highlights that practitioners and policymakers in social and educational fields can contribute to the inclusion and empowerment of vulnerable groups when developing actions grounded in scientific evidence of social impact, co-created through dialogic engagement with the concerned communities. This study, aligned with Sustainable Development Goals 4 (“Quality Education”) and 5 (“Gender Equality”), provides new evidence on the co-creation process between policymakers and practitioners and women without higher education degrees and its impact. Methods: A qualitative study was conducted through nine in-depth interviews with practitioners and policymakers engaged in the development of dialogic spaces in education, health, and equality. Results: Two key characteristics were identified: (1) a focus on the inclusion of women not yet involved, through the co-creation of egalitarian spaces for dialogue and decision-making, and (2) a commitment to implementing actions based on scientific evidence of social impact. These led to reported improvements in empowerment, education, well-being, health, and employability, not only for the women themselves but also for their families, schools, and communities. Conclusions: The findings support the promotion of co-creation processes with women without academic qualifications and in vulnerable situations, demonstrating their potential to foster sustainable social development. Full article

This study investigates the utilisation of AI tools, including Grammarly Free, QuillBot Free, Canva Free Individual, and others, to enhance learning outcomes for 180 s-year telecommunications engineering students at Universidad Politécnica de Madrid. This research incorporates teaching methods like problem-based learning, experiential learning, task-based learning, and content–language integrated learning, with English as the medium of instruction. These tools were strategically used to enhance language skills, foster computational thinking, and promote critical problem-solving. A control group comprising 120 students who did not receive AI support was included in the study for comparative analysis. The control group’s role was essential in evaluating the impact of AI tools on learning outcomes by providing a baseline for comparison. The results indicated that the pilot group, utilising AI tools, demonstrated superior performance compared to the control group in listening comprehension (98.79% vs. 90.22%) and conceptual understanding (95.82% vs. 84.23%). These findings underscore the significance of these skills in enhancing communication and problem-solving abilities within the field of engineering. The assessment of the pilot course’s forum revealed a progression from initially error-prone and brief responses to refined, evidence-based reflections in participants. This evolution in responses significantly contributed to the high success rate of 87% in conducting complex contextual analyses by pilot course participants. Subsequent to these results, a project for educational innovation aims to implement the AI-PBL-CLIL model at Universidad Politécnica de Madrid from 2025 to 2026. Future research should look into adaptive AI systems for personalised learning and study the long-term effects of AI integration in higher education. Furthermore, collaborating with industry partners can significantly enhance the practical application of AI-based methods in engineering education. These strategies facilitate benchmarking against international standards, provide structured support for skill development, and ensure the sustained retention of professional competencies, ultimately elevating the international recognition of Spain’s engineering education. Full article