Search Results (133)

Design Thinking (DT) has emerged as a relevant methodology for addressing global challenges aligned with the United Nations Sustainable Development Goals (SDGs). This study presents a systematic literature review, conducted following PRISMA 2020 guidelines, which analyzes 42 peer-reviewed publications from 2013 to 2023. Through inductive content analysis, 10 core DT principles—such as empathy, iteration, user-centeredness, and systems thinking—I identified and thematically mapped to specific SDGs, including goals related to health, education, innovation, and climate action. The study also presents five real-world cases from diverse sectors such as technology, healthcare, and urban planning, illustrating how DT has been applied to address practical challenges aligned with the SDGs. However, the review identifies persistent gaps in the field: the lack of standardized evaluation frameworks, limited integration across SDG domains, and weak adaptation of ethical and contextual considerations, particularly in vulnerable communities. As a response, this paper recommends the adoption of structured impact assessment tools (e.g., Cities2030, Responsible Design Thinking), integration of design justice principles, and the development of participatory, iterative ecosystems for innovation. By offering both conceptual synthesis and applied insights, this article positions Design Thinking as a strategic and systemic approach for driving sustainable transformation aligned with the 2030 Agenda. Full article

In crisis-stricken economies, leadership effectiveness increasingly hinges not on technical expertise alone but on emotional competence. While emotional intelligence (EI) has been widely acknowledged as a catalyst for effective leadership and employee outcomes, its role in volatile and resource-scarce contexts remains underexplored. This study addresses this critical gap by investigating the impact of five core EI dimensions, namely self-awareness, self-regulation, motivation, empathy, and social skills, on employee performance amid Lebanon’s ongoing multidimensional crisis. Drawing on Goleman’s EI framework and the Job Demands–Resources theory, the research employs a quantitative, cross-sectional design with data collected from 398 employees across sectors in Lebanon. Structural Equation Modeling revealed that all EI dimensions significantly and positively influenced employee performance, with self-regulation (β = 0.485) and empathy (β = 0.361) emerging as the most potent predictors. These findings underscore the value of emotionally intelligent leadership in fostering productivity, resilience, and team cohesion during organizational instability. This study contributes to the literature by contextualizing EI in an under-researched, crisis-affected setting, offering nuanced insights into which emotional competencies are most impactful during prolonged uncertainty. Practically, it positions EI as a strategic leadership asset for crisis management and sustainable human resource development in fragile economies. The results inform leadership training, policy design, and organizational strategies that aim to enhance employee performance through emotionally intelligent practices. Full article

This study investigates the foundational causes of unsustainability that obstruct efforts to address global challenges such as climate change, environmental degradation, water crises, and public health deterioration. Using qualitative research with in-depth expert interviews from education, environmental studies, and business, it finds that these global challenges, while visible on the surface, are deeply rooted in worldviews that shape human behavior, societal structures, and policies. Building on this insight, the thematic analysis manifests three interrelated systemic paradigms as the fundamental drivers of unsustainability: a crisis of wholeness, reflected in fragmented identities and collective disorientation; a disconnection from nature, shaped by human-centered perspectives; and the influence of dominant political-economic systems which prioritize growth logics over ecological and social concerns. These paradigms underlie both structural and cognitive barriers to systemic transformation, which influence the design and implementation of education for sustainability. By clarifying a body of knowledge and systemic paradigms regarding unsustainability, this paper calls for transformative education that promotes a holistic, value-based approach, eco-empathy, and critical thinking, aiming to equip future generations with the tools to challenge and transform unsustainable systems. Full article

Background: Equine-assisted experiential learning (EAL) is an emerging approach that uses human–horse interactions to develop leadership skills through experiential methods. Purpose: This review synthesizes the literature on the role of EAL in developing leadership competencies and explores its implications for workplace learning. Design/methodology/approach: A narrative review was conducted examining empirical studies and theoretical frameworks on EAL and leadership development. Findings/Conclusions: Recent studies show EAL improves self-awareness, emotional intelligence, nonverbal communication, trust building, adaptability, and problem solving. These competencies are fostered through activities such as ground-based exercises, join-up techniques, and trust-building tasks, which require congruence between intention and action. Participants report behavioral changes such as improved empathy, clarity under pressure, and team cohesion. These align with core management skills for organizational performance. Implications: EAL complements traditional leadership training by developing relational and embodied leadership skills, including trust building, adaptability, and emotional intelligence, which contribute to organizational resilience and sustainable growth. Full article

This article explores the importance of integrating socio-emotional competencies into the formal education of adolescents to promote sustainable development. It argues that social and emotional learning (SEL) not only enhances personal and academic well-being, but also facilitates the building of more resilient and sustainable communities. A scoping review was conducted using a qualitative methodology based on document analysis through matrix-based reviews. The 49 selected studies were analyzed in relation to the personality facets of the Big Five (OCEAN) model. The results of the interventions show improvements in self-efficacy, empathy, motivation, school climate, bullying reduction, and the prevention of mental health issues. It is concluded that a more holistic approach is needed, combining SEL with character education to achieve lasting impacts. Furthermore, interventions must be sensitive to cultural contexts and the specific realities of each school community. Full article

Background/Objectives: Employment instability is increasingly recognized as an organizational stressor, yet its combined effect on nurse burnout, humanized care, and work engagement is poorly quantified. This study investigates those relationships and tests a serial mediation model linking contract instability, burnout, humanization, and engagement in Spanish hospital nurses. Methods: A nationwide cross-sectional survey was completed by 400 fixed-term nurses between March and May 2025. The data included demographics, number of contracts signed during 2024, and scores on the Maslach Burnout Inventory (MBI), Utrecht Work Engagement Scale (UWES), and Health Professionals’ Humanization Scale (HUMAS). Spearman coefficients described the bivariate relations. Results: Burnout correlated positively with both contract count (r = 0.42, p = 0.039) and years of experience (r = 0.74, p = 0.040). Work engagement was inversely associated with instability (r = –0.62, p = 0.018). Humanized care was strongly and negatively related to burnout (r = –0.61, p = 0.032), particularly in sociability and self-efficacy dimensions. Discussion: Contractual precarity elevates burnout, erodes perceptions of humanized care, and, through this erosion, suppresses nurse engagement. Stabilizing workforce arrangements and strengthening empathy-centered skills may mitigate these effects and foster a socially sustainable nursing workforce. Full article

Addressing climate change requires deeper insight into the psychological drivers of pro-environmental behavior. This study investigates how personality traits, climate-related emotions, and demographic factors can predict sustainable consumption and climate action participation using a Bayesian regression approach. Drawing from the HEXACO personality model and key emotional predictors—Climate Change Worry (CCW) and environmental empathy (EE)—we analyzed data from 604 adults in Greece to assess both private and public climate-related behaviors. This research is novel in its integrative approach, combining dispositional traits and affective states within a Bayesian analytical framework to simultaneously predict both sustainable consumption and climate action. Bayesian model testing highlighted education as the most powerful and reliable predictor of sustainable consumption, with increasing levels—namely Doctoral education—linked to more environmentally responsible action. CCW produced small but reliable effects, supporting hypotheses that moderate emotional concern will lead to sustainable behavior when linked to efficacy belief. The majority of HEXACO traits, e.g., Honesty–Humility and Conscientiousness, produced limited predictive power. This indicates in this case that structural and emotional considerations were stronger than dispositional personality traits. For climate action involvement, Bayesian logistic models found no considerable evidence of any predictor, corroborating the perspective that public participation in high effort action is most likely to rely on contextual enablers instead of internal sentiments or attributes. A significant interaction effect between education and gender also indicated that the sustainability effect of education is moderated by sociocultural identity. Methodologically, this research demonstrates the strengths of Bayesian analysis in sustainability science to make sensitive inference and model comparison possible. The results highlight the importance of affect-related structural variables in behavioral models and have applied implications for theory-informed and targeted climate education and communication interventions to enable different populations to act sustainably. Full article

This study examines how young children engage with picturebooks, discussion, dramatic inquiry, and writing to negotiate diverse perspectives and develop empathy in an early childhood classroom. Grounded in sociocultural and critical literacy theories, the research explores the role of dialogic pedagogy in fostering young learners’ agency and social awareness. Utilizing a qualitative single-case study design, data were collected over a full academic year in a second-grade classroom through video recordings, field notes, interviews, and student artifacts. Thematic analysis revealed that dialogic engagements supported students in developing a shared language about empathy, resolving classroom conflicts, and exploring actionable ways to support others through collaborative play and inquiry. Findings highlight how sustained, student-driven inquiry fosters critical reflection and social responsibility, offering pedagogical insights into designing literacy experiences that nurture empathy, agency, and collective action. Implications for integrating dialogic literacy practices into early childhood education are discussed. Full article

Background: Amyotrophic lateral sclerosis (ALS) is a progressive neurodegenerative disease that leads to severe functional decline and death, imposing significant physical, emotional, and ethical burdens on patients and healthcare providers. With no curative treatment, ALS care depends on the early and sustained integration of palliative care to address complex and evolving needs. Nurses play a pivotal role in this process, yet their lived experiences remain underexplored. This study aimed to synthesize qualitative evidence on nurses’ experiences in ALS care, with a focus on emotional, ethical, and palliative dimensions. Methods: A meta-synthesis of qualitative studies was conducted using Sandelowski and Barroso’s four-step method. A systematic search across five databases identified eight studies exploring nurses’ experiences with ALS care. Thematic synthesis was applied to extract overarching patterns. Results: Three core themes emerged: (1) Relational Dimension: From challenges to empathy and Trust and mistrust—emphasizing communication barriers and the value of relational trust; (2) Care Dimension: Competence, Palliative care needs, and Rewarding complexity—highlighting the emotional demands of care, the need for timely palliative integration, and the professional meaning derived from ALS care; (3) Ethical Dimension: Medical interventionism and Patient-centered values—exploring dilemmas around life-sustaining treatments, patient autonomy, and end-of-life decisions. Conclusion: Nurses in ALS care face complex emotional and ethical challenges that call for strong institutional support and palliative training. Enhancing palliative care integration from diagnosis, alongside targeted education and psychological support, is crucial to improving care quality and sustaining the well-being of both patients and nurses. Full article

Service quality is important for the survival of all businesses, including the hospitality business. Service quality can be measured by a model referred to as SERVQUAL, which comprises five parameters, namely, tangibility, reliability, assurance, empathy, and responsiveness. It is very important to examine publications to ascertain trends in service quality in the hospitality industry during the previous decade (2014–2024). Data were collected from the Scopus database, the article search having yielded 876 documents. The eligibility criteria were as follows: papers had to be published between 2014 and 2024, had to be written in English, and were restricted to articles, conference papers, book chapters, and review papers. The collected data were analyzed with the biblioshiny package in RStudio. The results revealed that the journal with the highest number of articles published during the period under study was Sustainability (Switzerland). Hong Kong Polytechnic was the institution with the highest number of publications vis-à-vis service quality in the hospitality industry, followed by Bina Nusantara University and Eastern Mediterranean University. It is notable that customer satisfaction featured prominently in different clusters, which emphasizes the fact that service quality is targeted at satisfying customers. Full article

This article investigated the potential of the digital storytelling method, within the setting of an undergraduate digital design studio, to create compelling learning experiences in architectural education. The study explored how enabling students to express their architectural concepts through digital storytelling can impact their visual communication skills and design thinking. Specifically, the research evaluated the effect of this method on student engagement, creativity, and conceptual understanding. The content analysis of student digital stories revealed four emergent categories: informative (educational-informative), inspiring (imagination-personal development), problem-solving (critical solution), and empathy and understanding (social sustainability). The study also observed the beneficial role of information and digital communication technologies in fostering positive student attitudes toward digital storytelling within a social constructivist learning environment. The integration of digital technologies and the exploration of the sources of the students’ conceptual inspiration were key components of this approach. The findings suggest that digital storytelling is a valuable instructional tool for consistently articulating the design process, from the initial concepts to the analysis, visualization, and expression. Furthermore, this method appeared to enhance the students’ creative thinking during the design process and contribute to the development of more robust conceptual design skills. Full article

Background: Traditionally, community-based education (CBE) programmes have been utilised for teaching medical students clinical and interpersonal skills through placement in underserved environments. This pilot cohort study tested an extended model of CBE by infusing patient education into student-conducted consultations with the dual objectives of stimulating improved learning for the students and improved health literacy for the patients. Methods: The intervention involved 38 final-year medical students and 85 adult patients and from underprivileged communities in North West London. The students first undertook online preparatory workshops on health literacy, communication skills, and cultural competence. Subsequently, they imparted 20–30 min educational sessions on chronic disease management and preventive care to the patients on their clinical placements. The quantitative measurement used pre- and post-intervention questionnaires, and the qualitative measurement was based on reflective diaries and patient feedback. Paired t-tests were used for statistical comparisons, while a thematic analysis was used for textual answers. Results: Student confidence in breaking down medical jargon improved from 2.8 ± 0.7 to 4.4 ± 0.5 (p < 0.01), and confidence in making use of visual aids improved from 2.5 ± 0.8 to 4.2 ± 0.6 (p < 0.01). Understanding among the patients of their health conditions improved from 27% to 74% (p < 0.001), and self-confidence in their ability to manage their health improved from 31% to 79% (p < 0.001). The qualitative feedback noted improved empathy, cultural sensitivity, and a positive effect on patient empowerment through tailored education. Conclusions: This CBE intervention had two benefits: improving teaching and communication skills in students and greatly enhancing health literacy in underserved patients. The integration of structured education into usual care encounters holds the promise of a scalable, sustainable method for addressing health disparities. Longer longitudinal studies are necessary to assess its long-term success and incorporation into medical education. Full article

Driven by the United Nations’ Sustainable Development Goal (SDG 11), the construction of high-quality livable cities has emerged as a central issue on the global agenda. However, existing research primarily focuses on optimizing physical functions, neglecting the dynamic hierarchical nature and emotional experiences of residents’ needs. This study, employing Guangzhou’s Tianhe District as an empirical case, proposes an innovative framework that integrates Maslow’s Hierarchy of Needs theory, the Method of Empathy-Based Stories (MEBS), and deep learning technology for the first time. It constructs a dynamic assessment model of “needs-streetscape elements-spatial quality”, systematically analyzing the livability characteristics and driving mechanisms of high-density urban streets. Tianhe District’s street spaces exhibit the common issue of “functional-experiential imbalance” faced by high-density cities. Furthermore, different streetscape elements in the city demonstrate significant variability in satisfying different hierarchical demand dimensions, with strong sequential relationships among these hierarchies. Adjusting and optimizing the relationships between elements can result in the creation of higher-quality street spaces that meet higher-level needs. The research findings provide differentiated renewal pathways for tropical high-density cities, offer methodological support for global urban governance under the SDG 11 objectives, and indicate directions for improving street quality in urban regeneration practices. Full article

Biosphere Reserves (BRs) represent dynamic spaces where the interdependence between nature and people is actively shaped and preserved. These territories serve as living laboratories for sustainable development, blending conservation efforts with local knowledge and cultural traditions. This paper explores how BRs exemplify the interconnection between ecological resilience and biocultural heritage, demonstrating the value of integrating traditional practices into contemporary sustainability frameworks. Using insights from the Memories of Biosphere Reserves project, which has collected over 370 testimonies from Portugal, Brazil, and São Tomé e Príncipe, this study highlights the role of memory and storytelling in reinforcing socio-ecological resilience and informing participatory conservation governance. By documenting personal experiences, traditional land-use practices, and community perceptions, these testimonies foster empathy, intergenerational learning, and ethical engagement with the environment. They also provide crucial knowledge for environmental stewardship and community-driven sustainability strategies. The article further examines the transformative role of digital technologies, open science, and artificial intelligence in preserving and disseminating biocultural heritage. Through georeferenced digital archives and participatory research, communities safeguard their cultural and ecological heritage, ensuring knowledge transmission across generations. By positioning BRs as models for integrated conservation and development, this paper underscores the importance of interconnected socio-ecological systems in achieving sustainability goals. The findings suggest that valuing and preserving biocultural heritage within BRs not only strengthens community identity and resilience, but also provides actionable pathways for addressing contemporary environmental challenges. Full article

In the context of a European Union-funded project, a mentorship programme was developed and implemented in a Portuguese school serving as the initial destination for newly arrived migrant children. This initiative arose from a gap in interventions aimed at promoting integration and inclusion of migrant children in this educational context. The programme was designed, following the participatory action research and co-creation approaches, guided by three primary objectives: amplifying the voices of migrant children and youth, empowering their agency and active citizenship, and facilitating their integration in the school. Recognising that integration is a two-way process, the programme engaged established students as mentors and peers of newly arrived migrant children. Over an academic year, collaborative activities were created and implemented in the school in partnership with participating students. These activities aimed to promote integration, foster a pro-diversity environment, and ensure sustainability. The programme’s evaluation included a questionnaire and a focus group involving participating children and teachers responsible for the activities. Findings highlighted the cultivation of values like tolerance, respect, and empathy, with effects extending beyond the school. Moreover, results revealed heightened teacher awareness of the unique needs of migrant children and the importance of incorporating their voices into school activities. Full article