Search Results (57)

The promotion of sustainable schools is an important criterion for the promotion of ecological protection and the transformation of today’s society into a more sustainable one. The early childhood environment is believed to provide the ideal foundation for fostering values and attitudes related to sustainable education and promoting pro-environmental behaviors. The main goal of this study is to explore educators’ perceptions and expectations regarding the role of sustainable schools in shaping the environmental awareness and behavior of young children. A pilot study was carried out in the context of quantitative research on Preschool Teachers of Primary Education. Research results indicate that a Sustainable School (SS), beyond the curriculum, must promote issues of environmental awareness, culture, equality, natural resource management, and human rights. Also, it was seen that a modern school should provide Educators with new training opportunities in teaching methods that are based on sustainability principles and promote sustainability skills. Students’ acquisition of environmental knowledge can positively influence pro-environmental behavior and increase the likelihood of engaging in sustainable practices to protect the environment. Full article

This study explores the potential of mobile augmented reality games (MARGs) in promoting sustainability competencies within the context of a smart learning city environment. Anchored in the EduCITY project, which integrates location-based AR-enhanced games into an interactive mobile app, the research investigates how these tools support Education for Sustainable Development (ESD). Employing a mixed-methods approach, data were collected through the GreenComp-based Questionnaire (GCQuest) and anonymous gameplay logs generated by the app. Thematic analysis of 358 responses revealed four key learning domains: ‘cultural awareness’, ‘environmental protection’, ‘sustainability awareness’, and ‘contextual knowledge’. Quantitative performance data from game logs highlighted substantial variation across games, with the highest performance found in those with more frequent AR integration and multiple iterative refinements. Participants engaging with AR-enhanced features (optional) outperformed others. This study provides empirical evidence for the use of MARGs to cultivate sustainability-related knowledge, skills, and attitudes, particularly when grounded in local realities and enhanced through thoughtful design. Beyond the EduCITY project, the study proposes a replicable model for assessing sustainability competencies, with implications for broader integration of AR across educational contexts in ESD. The paper concludes with a critical reflection on methodological limitations and suggests future directions, including adapting the GCQuest for use with younger learners in primary education. Full article

When education in STEM, social science, and the humanities are disconnected from each other and from place, it is inauthentic and nonresponsive to the lived experiences of people and communities. In rural spaces, the Food–Energy–Water (FEW) Nexus, a framework for problem solving and decision-making around these central resources, is salient because of the concentration of FEW resource production and extraction present. Storying the FEW Nexus is an interdisciplinary pedagogical framework that is theoretically rooted in a critical pedagogy of place and socio-ecological systems. Storying the FEW Nexus brings together these two related but distinct frameworks, calling attention to the need for relevant, place-based, and rural-focused narratives within STEM instruction. Developed for K-12 learners in rural places, Storying the FEW Nexus positions STEM knowledge and skills as resources that, alongside local narratives, are vital to the sustainability and viability of communities with unique and intertwined environmental justice histories and current realities. The FEW Nexus is leveraged to support rural learners in developing sustainable solutions to local socio-ecological systems issues. In this conceptual paper, we review the literature base supporting this integrated approach, describe the framework within the context of these aims, and make suggestions for researchers and practitioners. Full article

The pressing need to address climate change and environmentally related challenges highlights the importance of reimagining educational approaches to equip students with the skills required for innovation and sustainability. This study proposes a novel holistic pedagogic framework for architectural education that integrates biomimicry, systems thinking, and Bloom’s Revised Taxonomy to advance innovation, sustainability, and transformative learning. Developed through a triangulated methodological approach—combining reflective practitioner inquiry, design-based research, and conceptual model development—the framework draws from multiple theoretical perspectives to create a cognitively structured, interdisciplinary, and ecologically grounded educational model. Bloom’s Taxonomy provides a scaffold for learning progression, while the Function–Structure–Behavior (FSB) schema enhances the establishment of cross-disciplinary bridges to enable students to address complex design challenges. The framework is informed by insights from the literature and patterns observed in bio-inspired studios, student projects, and interdisciplinary workshops. These examples highlight how the approach supports systems thinking, ecological literacy, and ethical decision-making through iterative, experiential, and metacognitive learning. Rather than offering a fixed intervention, the framework is presented as a flexible, adaptable model that aligns learning outcomes with real-world complexity. It enables learners to navigate interdisciplinary knowledge, reflect critically on design processes and co-create regenerative solutions. By positioning nature as mentor, model, and measure, this pedagogic framework reimagines architectural education as a catalyst for sustainability and systemic change in the built environment. Full article

This study examines students’ learning for action towards sustainability when addressing a local environmental problem related to mining through an Inquiry-Based Science Education (IBSE) approach. A total of 54 eighth-grade students (ages 13–15) from a rural middle school participated in this study. Data collection included written group productions and group interviews, which were analysed using inductive and deductive processes. The results revealed three levels of the students’ learning for action: “What” (problem identification), “Why” (reasons for action), and “How” (local action). All groups successfully identified the environmental problem, and 64% demonstrated understanding of the reasons for action, showing concern for future generations and environmental preservation. At the “How” level, 50% of the groups recognised the importance of local action, 34% actively planned and implemented actions, and 29% developed specific competences for action, including systemic thinking, argumentation, and communication skills. This research demonstrates that using the IBSE approach to address relevant local problems facilitates the development of action competences for sustainability. Digital technologies emerged as important tools for the students’ actions. The study also provides a framework for understanding and analysing students’ learning for action. Full article

Due mainly to tightened regulatory frameworks and rising stakeholder expectations, sustainability reporting has become essential to corporate governance. This study examines the perceptions of middle and senior management about sustainability reporting and the degree of implementation in Poland’s food industry. One hundred eighteen respondents from 26 food businesses participated in a poll to provide their opinions. This study examines the respondents’ awareness of ESG (Environmental, Social, and Governance) frameworks, their understanding of sustainability reporting, and compliance with pertinent standards. The results show that the industry is becoming more conscious of sustainability reporting. However, there are still a lot of differences in how it is interpreted and applied, especially regarding the size of the organization. Compared to smaller companies, managers at larger organizations typically have a deeper understanding of ESG principles and reporting standards. The most commonly cited issues in the field under study are the complexity of reporting frameworks, a lack of knowledge of ESG reporting standards, and a lack of internal resources. Most respondents agree that sustainability reporting is crucial for enhancing a company’s reputation and maintaining long-term competitiveness in the market. This article provides recommendations for expanding educational and training programs that could help increase awareness and develop managerial skills related to sustainability in the food sector. Full article

This study explores how university students’ engagement in sustainability-themed extracurricular activities influences their awareness of the 17 Sustainable Development Goals (SDGs). Given the critical role of higher education in advancing sustainability, this research assesses initiatives such as environmental action clubs, sustainability research, eco-innovations, green campuses, and training workshops for fostering awareness, engagement, and leadership. A cross-sectional quantitative design targeted 400 university students in Greece involved in sustainability-related extracurricular activities. Structured online questionnaires were used, and multiple regression analysis examined the relationship between extracurricular activities and SDG engagement. The findings highlighted that all five activity types significantly enhance students’ sustainability awareness. Environmental action clubs improve knowledge of climate change and waste reduction, while research projects strengthen engagement with renewable energy and climate resilience. Eco-innovation challenges foster problem solving and interdisciplinary collaboration, particularly in urban and industrial sustainability. Green campus initiatives promote practical sustainable strategies, and capacity-building programs develop leadership and teamwork skills. Extracurricular activities serve as transformative tools that bridge theoretical knowledge with real-world sustainability applications, equipping students with the mindset and skills to address global challenges. Universities and policymakers should enhance funding, digital integration, and collaborations to expand the reach of these programs. Future research should assess the long-term impact of student participation on sustainable behavior and broader societal well-being. Full article

In recent years, rapidly advancing technology has reshaped our world, holding the potential to transform social and economic structures. The United Nations’ Sustainable Development Goals (SDGs) provide a comprehensive roadmap that promotes not only economic growth but also social, environmental, and global sustainability. Meanwhile, artificial intelligence (AI) has emerged as a critical technology contributing to sustainable development by offering solutions to both social and economic challenges. One of the fundamental ideas is that education should always maintain a dynamic structure that supports sustainable development and fosters individuals equipped with sustainability skills. In this study, the impact of various variables related to AI applications in primary education at the elementary school level, in line with sustainable development goals, was evaluated using a mixed meta-method complemented with quantitative analyses. Within the framework of the mixed meta-method, a meta-analysis of data obtained from studies conducted between 2005 and 2025 was performed using the CMA program. The analysis determined a medium effect size of g = 0.51. To validate the meta-analysis results and enhance their content validity, a meta-thematic analysis was conducted, applying content analysis to identify themes and codes. In the final stage of this research, to further support the data obtained through the mixed meta-method, a set of evaluation form questions prepared within the Rasch measurement model framework was administered to primary school teachers. The collected data were analyzed using the FACETS program. The findings from the meta-analysis document review indicated that AI studies in primary education were most commonly applied in mathematics courses. During the meta-thematic analysis process, themes related to the impact of AI applications on learning environments, challenges encountered during implementation, and proposed solutions were identified. The Rasch measurement model process revealed that AI applications were widely used in science and mathematics curricula (FBP-4 and MP-2). Among the evaluators (raters), J2 was identified as the most lenient rater, while J11 was the strictest. When analyzing the AI-related items, the statement “I can help students prepare a presentation describing their surroundings using AI tools” (I17) was identified as the most challenging item, whereas “I understand how to effectively use AI applications in classroom activities” (I14) was found to be the easiest. The results of the analyses indicate that the obtained data are complementary and mutually supportive. The findings of this research are expected to serve as a guide for future studies and applications related to the topic, making significant contributions to the field. Full article

BREEAM (Building Research Establishment Environmental Assessment Method) is widely recognized for promoting environmental sustainability in the built environment, with a strong focus on energy efficiency, resource management, and ecological impact. However, as sustainability entails environmental and economic dimensions but also social dimensions, the current BREEAM New Construction standards do not fully address social sustainability targets. This article explores the potential for expanding BREEAM New Construction standards to more comprehensively incorporate social sustainability, ensuring that certified projects contribute to the well-being of their occupants and surrounding communities. Through a review of existing BREEAM categories, technical manuals, standards, and an analysis of gaps related to social sustainability, this paper identifies key areas for potential improvement, including user satisfaction, protecting workers’ and human rights, legacy planning, education and skills, and emergency response planning. These gaps are mapped against existing BREEAM categories and credits, with recommendations to introduce additional credits across the categories of management, materials, energy, waste, land use and ecology, health and well-being, and water. Additionally, this paper highlights the importance of transdisciplinary collaboration—bringing together architects, urban planners, social scientists, and public health experts—to effectively address the complexity of social sustainability in building design and certification. The proposed additions to BREEAM New Construction standards, alongside recommendations for industry and policymakers, offer guidelines for the evolution of green building certifications toward a more holistic approach to sustainability. This shift ensures that future certified buildings reduce environmental impact and promote social equity, health, and community well-being simultaneously. Full article

This study investigates the design and implementation of circular economy (CE) strategies for managing construction and demolition waste (CDW) in the Santiago Metropolitan Region of Chile (SMRC). The research aimed to identify key factors influencing the current and future adoption of CE practices for CDW management related to socio-environmental, technical, financial, and strategic-regulatory aspects, employing the Delphi method to gather expert insights. Findings reveal that the lack of knowledge about sustainable practices and the absence of regulatory frameworks for CDW disposal are the most critical barriers to effective CE implementation. The study recommends enhancing public awareness and environmental education through government and school programs, as well as enacting stricter legislation to combat illegal disposal and encourage sustainable practices and valorization of secondary raw materials within companies. Additionally, it emphasizes the importance of designing projects that prioritize waste avoidance and the development of infrastructure, technology, and processes for efficient material separation and recycling. The research also highlights potential challenges such as stagnation in the adoption of sustainable practices, skilled labor shortages, and limited research and innovation. It underscores the need for a comprehensive approach to CDW management that integrates socio-environmental, technical, financial, and regulatory dimensions to promote sustainability at both regional and global levels. Full article

Sustainability requires a holistic perspective beyond technological advancements, integrating relational and socio-emotional dimensions critical for addressing the complexity of contemporary challenges. In this context, interpersonal and intrapersonal skills, often referred to as soft skills, emerge as central elements, particularly within the educational domain. This article aims to identify critical soft skills for sustainability and systematize educational practices supporting their development and integration into higher education. Employing a methodological framework grounded in Design-Based Research (DBR) and Design Thinking (DT), this research was conducted in three phases: (i) immersion, (ii) content analysis, and (iii) synthesis. The results identify 19 soft skills, grouped into four main categories: (i) Communication, Collaboration, and Diversity Management; (ii) Self-Awareness and Emotional Management; (iii) Environmental, Cultural, and Social Awareness; and (iv) Ethical Values and Spirituality. For each category, specific educational practices are presented, offering a strategic pathway to integrate these skills into higher education and advance competencies aligned with sustainability. This study highlights the urgent need for a transformative shift in higher education, proposing a structured and adaptable model for integrating critical soft skills into the educational field. This approach aims to equip individuals with the interpersonal and intrapersonal competencies to navigate complex socio-environmental challenges and contribute to a more sustainable future. Full article

The integration of augmented reality (AR) into education for sustainability curricula not only makes learning more engaging, motivating, and effective, but also equips students with the knowledge and skills to address pressing environmental challenges. This paper presents a case study of a pedagogical approach based on the exploration of an AR game in the EduCITY app and aims to analyse the potential of the ‘EduCITY at the UA Campus’ mobile AR game in what concerns the promotion of education for sustainability among secondary students. The game was explored in the largest annual event of the University of Aveiro—XPERiMENTA—which invited students and the wider community to participate in activities on the campuses. At the end of the activity, an individual and anonymous questionnaire to evaluate the game was applied. Students indicated that the game raises an awareness of sustainability and contributes to the development of knowledge and skills in this area. They were motivated throughout the match and managed to get a good performance out of playing. This study adds to the literature on the use of AR games in education for sustainability, by revealing that it can be an effective tool for engaging and motivating students with sustainability-related learning. Full article

The evolving challenges in the tourism industry, particularly those related to sustainability, demand significant revisions to current degree programs. This paper presents the design of a higher education curriculum for tourism studies at a Spanish university, responding to industry needs for broader, high-level knowledge and skills, with a strong emphasis on sustainability, digital transformation, and socially responsible practices. The curriculum prioritizes critical and strategic thinking alongside liberal reflection to empower students to lead in sustainable tourism development. Developed collaboratively with the entire tourism faculty, the curriculum design was informed by an extensive analysis of 105 international university courses, 204 job offers, feedback from 195 alumni, and ongoing consultations with professionals and community partners. Grounded in the concept of curriculum space and the philosophic practitioner framework, the curriculum integrates knowledge, soft skills, and attitudes to foster an innovative, sustainable learning ecosystem that prepares graduates to tackle the complexities of modern tourism with a focus on long-term environmental and social impacts. Full article

In this review, we explore the scientific landscape regarding Business Angels (BAs), a person who decides to offer their skills to improve the community where they live, distinguishing the different ways in which it is possible to contribute. This systematic review starts with a precise definition of what a BA is in terms of goals, strategies, and intervention area, which could be in social, environmental, technological, or educational areas, differentiating a BA from other kinds of stakeholders, revealing some precise influences due to different cultures or entrepreneurial ecosystems. We are talking about a person who is authoritative not only in terms of competence, knowledge, and skills but who is also noteworthy in terms of moral stature and accountability. We used three databases, SCOPUS, WOS, and EBSCO, using VosViewer to create cluster mapping to differentiate the various areas of research on this topic. We revealed three clusters, namely Business Angel, entrepreneurship, and venture capital, that clarify different facets of the construct. BA activities are very different from conventional strategies and protocols. BAs can operate in innovative areas, bring their own technologies to improve capabilities, handle projects related to sustainability and innovation, and even address social functions and social cohesion. Full article

The United Nations (UN) Sustainable Development Goals (SDGs) offer an opportunity to improve soil science education on sustainability because they provide specific context to educate faculty and students from various disciplines, including Science, Technology, Engineering, and Mathematics (STEM) about SDGs. Soil science is a STEM discipline with a wide range of applications in the SDGs. The objectives of this study were to use a matrix approach (framework for presenting options for discussion and implementation) to integrate SDGs into an existing introductory soil science course taught to undergraduate students from different STEM fields (environmental and natural resources; wildlife biology; and forestry). The course was enriched with a lecture on SDGs and students were asked to link soil properties and class activities to specific SDGs. A post-assessment survey revealed an increase in students’ familiarity with SDGs, and their relevance to soil properties and course activities. Students acknowledged the importance of soils and individual actions for achieving the SDGs. There was an overall increase in student familiarity (+59.4%) with SDGs. Most students agreed (46.7%) and strongly agreed (23.3%) that the course activities were an effective way to learn about SDGs with examples from soil science. Identified learning gaps in subject matter found through the surveys on SDGs were clarified during later classroom discussions. The advantage of this teaching approach is that it seamlessly integrates SDGs with existing course materials while relying on students’ critical thinking skills to effectively analyze soil science information and form a judgement on how it relates to SDGs. Full article