Search Results (68)

Systems thinking (ST) is a foundational cognitive skillset to advance sustainability education but has not been well examined for learners prior to higher education. This case study research in rural middle schools in the Midwestern U.S. examines systems thinking outcomes of a place-based energy literacy unit focused on energy-efficient building design. The unit employs the science of energy-efficient, green buildings to illuminate the ways in which energy flows between natural and built environments. The unit emphasized electrical, light, and thermal energy systems and the ways these systems interact to create functional and energy-efficient buildings. This study focuses on three case study classrooms where students across schools (n = 89 students) created systems models as part of pre- and post-unit tests (n = 162 models). The unit tests consisted of student drawings, annotations, and writings, culminating into student-developed systems models. Growth from pre- to post-test was observed in both the identification of system elements and the linkages between elements. System elements included in the models were common classroom features, such as windows, lights, and temperature control, suggesting that rooting the unit in place-based teaching may support ST skills. Full article

As the global energy transition accelerates, the integration of solar power and artificial intelligence (AI) technologies offers new pathways for sustainable local development. This study examines four Serbian municipalities—Šabac, Sombor, Pirot, and Čačak—to assess how AI-enabled solar power systems can enhance energy resilience, reduce emissions, and support community-level sustainability goals. Using a mixed-method approach combining spatial analysis, predictive modeling, and stakeholder interviews, this research study evaluates the performance and institutional readiness of local governments in terms of implementing intelligent solar infrastructure. Key AI applications included solar potential mapping, demand-side management, and predictive maintenance of photovoltaic (PV) systems. Quantitative results show an improvement >60% in forecasting accuracy, a 64% reduction in system downtime, and a 9.7% increase in energy cost savings. These technical gains were accompanied by positive trends in SDG-aligned indicators, such as improved electricity access and local job creation in the green economy. Despite challenges related to data infrastructure, regulatory gaps, and limited AI literacy, this study finds that institutional coordination and leadership commitment are decisive for successful implementation. The proposed AI–Solar Integration for Local Sustainability (AISILS) framework offers a replicable model for emerging economies. Policy recommendations include investing in foundational digital infrastructure, promoting low-code AI platforms, and aligning AI–solar projects with SDG targets to attract EU and national funding. This study contributes new empirical evidence on the digital–renewable energy nexus in Southeast Europe and underscores the strategic role of AI in accelerating inclusive, data-driven energy transitions at the municipal level. Full article

This paper presents a qualitative case study on the design, implementation, and validation of the Art Nouveau Path, a mobile augmented reality game developed to foster sustainability competences through engagement with Aveiro’s Art Nouveau built heritage. Grounded in the GreenComp framework and developed through a Design-Based Research approach, the game integrates location-based interaction, narrative storytelling, and multimodal augmented reality and multimedia content to activate key competences such as systems thinking, futures literacy, and sustainability-oriented action. The game was validated with 33 in-service schoolteachers, both through a simulation-based training workshop and a curricular review of the game. A mixed-methods strategy was used, combining structured questionnaires, open-ended reflections, and curricular review. The findings revealed strong emotional and motivational engagement, interdisciplinary relevance, and alignment with formal education goals. Teachers emphasized the game’s capacity to connect local identity with global sustainability challenges through immersive and reflective experiences. Limitations pointed to the need for enhanced pedagogical scaffolding, clearer integration into STEAM subjects, and broader accessibility across technological contexts. This study demonstrates that these games, when grounded in competence-based frameworks and inclusive design, can meaningfully support multimodal, situated learning for sustainability and offer valuable contributions to pedagogical innovation in Education for Sustainable Development. Full article

Amid structural changes driven by the greening and digital transformation of the maritime industry, the demand for career transitions of seafarers with onboard experience to shore-based positions—particularly ship superintendents—is steadily increasing. However, the current lack of a systematic education and career development framework to support such transitions poses a critical challenge for shipping companies seeking to secure sustainable human resources. The aim of this study was to develop a competency-based training program that facilitates the effective transition of seafarers to shore-based ship superintendent roles. We integrated a developing a curriculum (DACUM) analysis with competency-based job analysis to achieve this aim. The core competencies required for ship superintendent duties were identified through three expert consultations. In addition, social network analysis (SNA) was used to quantitatively assess the structure and priority of the training content. The analysis revealed that convergent competencies, such as digital technology literacy, responsiveness to environmental regulations, multicultural organizational management, and interpretation of global maritime regulations, are essential for a successful career shift. Based on these findings, a modular training curriculum comprising both common foundational courses and specialized advanced modules tailored to job categories was designed. The proposed curriculum integrated theoretical instruction, practical training, and reflective learning to enhance both applied understanding and onsite implementation capabilities. Furthermore, the concept of a Seafarer Success Support Platform was proposed to support a lifecycle-based career development pathway that enables rotational mobility between sea and shore positions. This digital learning platform was designed to offer personalized success pathways aligned with the career stages and competency needs of maritime personnel. Its cyclical structure, comprising career transition, competency development, field application, and performance evaluation, enables seamless career integration between shipboard- and shore-based roles. Therefore, the platform has the potential to evolve into a practical educational model that integrates training, career development, and policies. This study contributes to maritime human resource development by integrating the DACUM method with a competency-based framework and applying social network analysis (SNA) to quantitatively prioritize training content. It further proposes the Seafarer Success Support Platform as an innovative model to support structured career transitions from shipboard roles to shore-based supervisory positions. Full article

This study investigates the role of the digital economy (DE) in advancing the high-quality development of manufacturing in China, with a particular focus on the moderating effects of manufacturing agglomeration and digital literacy. Using provincial panel data from 2013 to 2023, we find that the digital economy significantly enhances manufacturing development across three key dimensions: green transformation, innovation, and high-end industrial upgrading. Manufacturing agglomeration strengthens this effect, especially in the Eastern and Western regions, by facilitating digital spillovers and leveraging digital infrastructure. However, in the Central region, the impact of agglomeration is weaker, hindered by fragmented industrial clusters and underdeveloped digital infrastructure. The study also highlights significant regional differences in the moderating effect of digital literacy. In the Eastern region, digital literacy negatively moderates the relationship between DE and manufacturing development due to skill mismatches, while in the Western region, localized concentrations of digital skills have a positive but geographically constrained impact. Temporal analysis reveals a shift in the moderating role of digital literacy, with its negative effect becoming more pronounced after 2018, suggesting a growing need for targeted skill development policies. These findings underscore the importance of regionally tailored strategies to promote digital manufacturing integration, with a focus on sustainable development through digital transformation and green manufacturing practices. Full article

Grain production is crucial for national security and stability. Studying the impact of digital literacy on green production by grain farmers is of great significance for ensuring food security and achieving green agricultural development. This article utilizes data from the 2020 China Rural Revitalization Survey (CRRS), selecting a sample of 1811 farming households engaged in grain cultivation. Employing methods such as the ordered Probit model and mediating effect model, it analyzes the impact of digital literacy on green grain production from the perspectives of transformation drivers and pathways. The results show, first, that digital literacy significantly promotes farmers’ green production behaviors, and the findings remain valid after multiple robustness tests. Second, a mechanism analysis reveals that digital literacy drives farmers’ green production by reconstructing their benefit cognition and green cognition and promoting the application of green mechanization technologies. Third, a heterogeneity analysis indicates that the larger the farmers’ operation scale and the stronger their economic capacity, the more significant the promoting effect of digital literacy on their green production. Accordingly, it is necessary to accelerate the improvement of farmers’ digital literacy, reduce green production costs, popularize green mechanization technologies, and promote the green transformation of grain production. Full article

This study investigates the impacts of financial inclusion, development, and technological innovation on ESG readiness across low-income, lower-middle-income, and upper-middle-income countries from 2004 to 2020. Grounded in an augmented environmental Kuznets curve framework, financial intermediation, and financial literacy theories, the analysis employs a panel data approach. Results from panel and quantile regressions reveal that financial inclusion and financial development positively influence ESG readiness, with stronger effects in less financially developed countries. However, in upper-middle-income countries, excessive credit may increase energy-intensive consumption, moderating sustainability gains. Financial inclusion negatively affects ESG readiness at lower quantiles in low-innovation contexts but enhances it at higher quantiles in high-innovation settings. Financial development consistently supports ESG readiness, which is amplified by technological innovation. Effects are stronger in less financially developed countries, moderated by energy-intensive consumption in upper-middle-income economies. The findings underscore the critical role of technological infrastructure in maximising the sustainability benefits of financial systems, advocating for technology-supported financial inclusion and green financing. This study enriches the sustainable development literature and informs policies for achieving the UN Sustainable Development Goals. 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

This study investigates the relationship between climate change, urban greening, and health perceptions among university students within higher education. Grounded in environmental psychology and sustainability science, it explores how well-being is shaped by climate–health awareness, eco-anxiety, and perceived access to urban green spaces. A mixed-methods approach was employed, using structured questionnaires to assess cognitive, emotional, and behavioral responses to climate change and sustainability. The findings indicate a high awareness of the health impacts of climate change, especially concerning mental well-being. Urban green spaces were recognized as positively influencing emotional resilience, physical activity, and environmental quality. However, despite this awareness, limited engagement in sustainability-oriented behaviors was identified, indicating an action gap. The study suggests the creation of a Climate Health Assessment Indicator to evaluate climate–health literacy and behavioral readiness among academic populations systematically. It also emphasizes integrating identity-based interventions into educational frameworks to support the transition from awareness to sustainable action. Positioned within the broader framework of the Sustainable Development Goals—particularly SDG 3 (Good Health and Well-Being), SDG 11 (Sustainable Cities), SDG 12 (Responsible Consumption), and SDG 13 (Climate Action)—this research contributes to the interdisciplinary discourse on integrating sustainability and human well-being in academic and urban contexts. Full article

As the climate continues to warm, and municipal leaders look for cost-effective and timely approaches to urban sustainability, one increasingly sought-out approach is the use of tree canopy to cool neighborhoods. Despite widespread efforts to expand tree canopy in cities, an overwhelming body of evidence suggests that urban green space is declining across the U.S., yet little is known about the factors that propel these changes. Understanding the institutional and governance systems can help identify the opportunities for slow consistent declines. Using social network analysis (SNA) metrics, we examined stakeholder roles in power structures and decision-making processes within Portland, Oregon’s urban forest management. Our results reveal a highly decentralized urban forestry network (density = 0.0079), with weak cohesion (5.4%) among 162 stakeholders. Moving forward, while network governance may face obstacles from conflicting interests among community and interagency groups, transforming governance models at all levels will require developing periodic, collaborative urban forestry management plans to address nature-based planning challenges. These planning documents should strongly emphasize not only the prioritization of tree equity-related ordinances but also the optimization of eco-literacy and awareness through virtual reality (VR) technology. As a novel approach, immersive simulations demonstrate practical potential for showcasing urban forestry benefits in network governance outreach and consensus-building. Full article

In the era of the digital economy, where digitization permeates all sectors of society, digital transformation in agriculture stands as a crucial solution for addressing the growing challenges in agricultural production. Amid the competition to enhance the resilience of sustainable food systems, China sets an exemplary model with its achievements in digital agricultural transformation, providing a blueprint for developing countries in Asia and the Pacific. Primarily based on statistical data and typical case studies, this paper presents analytical findings on how digital transformation of agriculture enhances the adoption of green agricultural practices and promotes inclusive development in China. In light of the intricate challenges faced by China’s food system, the adoption of digitization emerges to facilitate the transformation from conventional agriculture to smart and sustainable practices. The pathways by which digital transformation of agriculture have the potential to address the over-application of chemical fertilizer and irrigation water, mitigation of carbon emissions, and the challenge of climate change and contribute to environmental sustainability of agriculture have been discussed. The implementation of digital transformation in sustainable agriculture—which enhances green practices and social inclusiveness by promoting digital literacy, reducing workload, creating job opportunities for low-skilled labor, and developing rural inclusive finance—has been completely explored. The challenges in digital transformation of agriculture are explained in this paper, which also provides evidence-based policy recommendations for its sustainable development applicable to developing countries. Full article

Green production technology is a critical component of contemporary agricultural development, playing a pivotal role in the promotion of sustainable agricultural practices. Information literacy is the basic ability for farmers to engage in agricultural production, including information awareness, information knowledge, and information ability. In order to investigate the impact of information literacy on farmers’ green production technology adoption behavior, this paper constructs information literacy indicators using factor analysis, based on survey data from 1316 farming households in Shanxi and Hebei provinces, and empirically analyzed the impact of information literacy on farmers’ green production technology adoption behavior and the moderating effect of risk attitude using the Heckman model and moderating effect model, respectively. The empirical evidence indicates the following: (1) Information literacy can significantly contribute to farmers’ adoption decisions and adoption degree of green production technologies. (2) Information literacy has a significant effect on the adoption decisions of all five green production technologies. (3) The results of the heterogeneity analysis indicate that the coefficient of information literacy on the degree of adoption of green production technologies by farmers with different endowment characteristics varies significantly. The promotion effect is more pronounced for small-scale farmers and farmers with a high share of agricultural income. (4) The interaction term between risk attitude and information literacy has a significant effect on farmers’ green production technology adoption degree. Based on these findings, the paper recommends that relevant institutions focus on enhancing farmers’ information literacy, strengthening the agricultural production guarantee system, and developing differentiated strategies for promoting green production technologies. Full article

This study began from the assumption that community self-organization, characterized by independent action without external control, could be a suitable approach to developing green infrastructure and strengthening climate resilience in urban neighborhoods in Serbia. The study employed a mixed methods approach to verify this assumption, combining a technical case study and citizen survey analysis. Technical simulations demonstrated that self-organized community interventions on green infrastructure could contribute to climate resilience, even in neighborhoods with unfavorable conditions. However, the survey uncovered significant social constraints that cannot be resolved within the community, including a perceived lack of internal capacity; belief in the primacy of external actors; moderate cohesion level; lack of community platforms; limited understanding of the interconnections between resilience, climate change, and the role of green infrastructure; limited environmental literacy; and unclear collective action benefits. Based on these findings, the study proposed a multi-level and multi-phase model for improving neighborhood green infrastructure. The model emphasizes participatory citizen collaboration and applies to the current context of Serbian urban neighborhoods. Full article

The application of digital technology offers new opportunities to promote the green transformation and upgrading of agriculture. Farmers’ digital literacy, as a critical link between digital technology and agricultural green development, significantly influences their production decisions. Whether digital literacy serves as an enabling factor driving farmers’ adoption of agricultural green production technologies warrants further exploration. This paper uses the entropy method to measure farmers’ digital literacy levels and employs a Probit model for empirical analysis of survey data from 643 farmers in Shandong and Shaanxi provinces, examining how farmers’ digital literacy influences their adoption of green production technologies. The baseline regression result indicates that digital literacy can significantly increase farmers’ adoption of green production technologies. A mechanism analysis reveals that enhanced farmers’ digital literacy promotes the adoption of green production technologies through three pathways: enhancing farmers’ risk perception, expanding farmers’ digital social capital, and strengthening the effectiveness of technology promotion. Heterogeneity analysis demonstrates that improved digital literacy significantly enhances the adoption of four technologies—water-saving irrigation, pest control, pollution-free pesticide, and straw return to fields—and exerts a stronger impact on large-scale and middle-generation farmers. Accordingly, this study suggests improving digital village infrastructure, enhancing farmers’ digital literacy comprehensively, and formulating differentiated extension policies. Full article

Pursuing sustainable development is increasingly urgent due to resource depletion and environmental degradation, compounded by the need for a green energy transition requiring significant mineral resources. Traditional mining practices result in several environmental impacts, prompting the exploration of alternatives, like mining the ocean floor. This method offers a potentially less invasive way to obtain critical minerals. Notwithstanding, our understanding of the ocean ecosystem, which is crucial to Earth’s life support system, is still too limited. This study aimed to assess an educational intervention on sea mining for polymetallic nodules while improving scientific literacy and system thinking and supporting Sustainable Development Goals (SDG) 4, 13, and 14. A pre-/post-intervention design was implemented with 17 adolescents (aged 12–16 years) from an underprivileged non-formal context. The mixed-methods approach involved role-playing and modelling activities focused on the question: “Do you agree with mining polymetallic nodules in deep-sea waters”? The Wilcoxon test revealed that the intervention changed participants’ opinions about the theme, showing a statistically significant difference in student responses before and after the intervention (Z = −2.165; p = 0.030). A content analysis showed enhanced argumentation, understanding of Earth’s subsystems, and decision-making abilities. These findings suggest that the educational resource positively impacted students’ scientific literacy on the topic. This approach can be extended to other contexts and inform future investigations. Full article