Search Results (884)

The rapid expansion of the digital economy and advances in artificial intelligence have elevated digital governance to a pivotal role in promoting environmental sustainability. Using data from the China Family Panel Studies, this study constructs a household-level indicator of the digital divide and systematically investigates its effects on household carbon emissions through three key mechanisms: consumption hypersensitivity, green technology adoption, and environmental awareness. The empirical findings demonstrate that the digital divide significantly increases household carbon emissions. Specifically, a one-unit increase in the digital divide is associated with an average rise of approximately 38.6% in household carbon emissions. Importantly, this result remains robust across a range of robustness checks and endogeneity controls. Further mechanism analysis reveals that the digital divide amplifies households’ sensitivity to consumption, diminishes their likelihood of adopting green technologies, and weakens their environmental awareness, thereby leading to an increase in household carbon emissions. Heterogeneity analysis indicates that these negative effects are particularly pronounced in regions with underdeveloped digital inclusive finance, among households headed by middle-aged and older individuals, and within populations with lower educational attainment. Based on these findings, policy initiatives should focus on improving the accessibility and inclusiveness of digital infrastructure, developing tiered frameworks to support green behavioral transformation and capacity building, and strengthening green finance initiatives alongside offline support mechanisms for digitally disadvantaged groups. Together, these measures can help bridge the digital divide and foster a more equitable, inclusive, and sustainable transition toward a low-carbon society. Full article

Sustainable development is a global priority, essential for meeting the social, economic, and environmental needs of future generations. Governments worldwide have undertaken extensive research efforts to identify effective pathways for achieving sustainable development. In 2017, the financial sector contributed 15% of the global GDP. Given the central role of financial systems in both national and global economies, their integration into sustainability initiatives is essential. The United Nations Agenda 2030 for Sustainable Development highlights the importance of financial inclusion in addressing economic disparities, particularly in rural African areas where a significant portion of the population lives below the poverty line. This study examines the potential of Financial Technology (FinTech) to drive sustainable development in Nigeria, a country marked by high financial exclusion, wealth inequality, and poverty. Through textual analysis and semi-structured interviews, this research identifies three critical areas for investment to enhance the adoption of FinTech and promote sustainable growth: financial and educational literacy, an enabling environment with supportive policies, and robust regulatory measures to protect end-users. These initiatives are essential for building confidence and fostering greater adoption of FinTech in Nigeria. Full article

Family caregivers provide up to 90% of care in Alberta’s communities and play an essential role in sustaining the province’s health and social care systems, yet they remain under-recognized and insufficiently supported. To address this gap, we co-designed the Alberta Family Caregiver Strategy and Action Plan (2024–2025), a provincial framework developed through participatory research and collective impact methods. Guided by principles of co-production, equity, and lived experience, the project engaged over 500 stakeholders, including caregivers, healthcare providers, educators, employers, and policymakers, through Phase 1 interviews (health/community leaders, n = 44; Family and Community Support Services (FCSS), n = 47; navigation experts, n = 9), Phase 2 co-design team consultations, and Phase 3 sector roundtables (n = 52). Using reflexive thematic analysis, we identified four foundational caregiver strategies, Recognition, Partnership, Needs Assessment, and Navigation, and four enabling conditions: Education, Workplace Supports, Policy and Research and Data Infrastructure. These elements were synthesized into an eight-priority Alberta Caregiver Strategy and Action Plan Framework, a practical way to connect validated priorities with coordinated, measurable implementation across settings. Participants emphasized four key enablers essential to making caregiver inclusion more feasible and sustainable: education, workplace supports, policy infrastructure, and research and evaluation. Findings highlight strong cross-sector consensus that caregiver inclusion must be embedded into routine practice, supported by consistent policy, and reinforced through provincial coordination with local adaptation. The Alberta Family Caregiver Strategy provides a practical, evidence-informed plan for transforming fragmented supports into a coherent, caregiver-inclusive ecosystem that strengthens both caregiver well-being and system sustainability. Full article

Skyros Island, the largest island of the Sporades Complex (NW Aegean Sea, Greece), preserves a geologically diverse record spanning from the Upper Permian to the Quaternary, including crystalline and non-metamorphosed carbonate rocks, ophiolitic rocks and mélanges, medium-grade metamorphic units, rare Miocene volcanic rocks, and impressive fossil-bearing sediments and tufa deposits, together with historically significant quarry and mining landscapes. Through a comprehensive evaluation of the geological heritage of Skyros, this study proposes a transferable, results-based framework for geoconservation, geoeducation, and tourism space management within a geopark context. A systematic inventory of twenty (20) geosites, including six (6) flagship case studies, was established based on scientific value, dominant geodiversity type, risk of degradation, accessibility, educational and tourism potential. The assessment integrates the Scientific Value and Risk of Degradation criteria with complementary management and sustainability indicators. The results demonstrate consistently high scientific value across the selected geosites, with several reaching maximum or near-maximum scores due to their rarity, integrity, and reference character at a regional to international scale. Although some geosites exhibit elevated degradation risk, overall vulnerability is considered manageable through targeted conservation measures and spatially explicit visitor management. Based on the assessment results, a network of thematic georoutes was developed and evaluated using route-level indicators, including number of geosites, route length, educational potential, tourism suitability, accessibility, and contribution to responsible geotourism. The study demonstrates how integrated geosite and georoute assessment can support sustainable land management and confirms that Skyros Island meets key criteria for inclusion in the Hellenic Geoparks Network, providing a robust scientific basis for future UNESCO Global Geopark designation. Full article

Climate change is the greatest health threat of the 21st century, with healthcare contributing approximately 4–5% of global greenhouse gas emissions. Decarbonising healthcare, the deliberate reduction of emissions across all healthcare activities, is essential to reduce the health sector’s environmental impact while maintaining equitable, high-quality care. Preparing future health professionals for sustainable, low-carbon practice is increasingly recognised as critical; however, education on healthcare decarbonisation remains inconsistent and weakly embedded in curricula. This scoping review mapped existing educational resources for pre-registration health profession students. Following the JBI methodology, six databases (Scopus, Web of Science, MEDLINE, CINAHL, PsycINFO, and GreenFILE) were searched in April 2025 (updated in October 2025). Data were thematically analysed. In total, 32 studies met inclusion criteria, comprising 17 mixed-methods, 11 quantitative, and 4 qualitative designs. Most interventions were multimodal, addressing sustainability or climate change through simulation, digital, formal, or didactic methods. Knowledge and attitudes were the most frequently evaluated outcomes. Thematic analysis identified knowledge and awareness, attitudes and emotional responses, behavioural intent and action, identity formation through collaborative learning, and barriers to decarbonisation. Findings suggest that blended, interactive, and technology-enhanced education improves knowledge, attitudes, and identity, but sustained impact requires longitudinal, skills-based, and policy-aligned interventions to drive meaningful healthcare decarbonisation action. Full article

This study investigates regional heterogeneity and spatial interdependence in digital skills mismatch across Indonesia by constructing a Digital Skills Supply–Demand Ratio (DSSDR) from the Indonesia Digital Society Index (IMDI). In line with SDG 10 (Reduced Inequalities) and SDG 4 (Quality Education), the study aims to provide policy-relevant evidence to support a more inclusive and balanced digital transformation. Using district-level data and spatial econometric models (OLS, SAR, and the SDM), the analysis evaluates both local determinants and cross-regional spillover effects. Model comparison identifies the Spatial Durbin Model as the best specification, revealing strong spatial dependence in digital skills imbalance. The results show that most local socioeconomic and digital readiness indicators do not have significant direct effects on DSSDR, while school internet coverage exhibits a consistently negative association, indicating that digital demand expands faster than local supply. In contrast, spatial spillovers are decisive: a higher share of ICT study programs in neighboring regions improves local DSSDR through knowledge and human-capital diffusion, whereas higher GRDP per capita in adjacent regions exacerbates local mismatch, consistent with a talent-attraction mechanism. These findings demonstrate that digital skills mismatch is a spatially interconnected phenomenon driven more by interregional dynamics than by local conditions alone, implying that policy responses should move beyond isolated district-level interventions toward coordinated regional strategies integrating education systems, labor markets, and digital ecosystem development. The study contributes a spatially explicit, supply–demand-based framework for diagnosing regional digital inequality and supporting more equitable and sustainable digital development in Indonesia. Full article

In today’s multicultural and interconnected societies, as schools and classrooms become more diverse, promoting inclusive attitudes and supportive learning environments is a central challenge for education systems. Present systematic review synthesizes evidence on the effectiveness of peer programs—including mentoring, tutoring, teaching, and peer support initiatives—in enhancing inclusivity within schools. A systematic search was conducted in Web of Science, Scopus, and ERIC for studies published between 2015 and 2024, following PRISMA 2020 guidelines. No review protocol was registered. Fifteen peer-reviewed articles were included based on criteria such as implementation in general education from grade 1 to grade 12 and a clear goal of improving community, social interactions, school climate, students’ attitudes, acceptance of differences, or overall inclusivity. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT), with most studies meeting all criteria. Findings demonstrate that peer programs are generally associated with improvements in inclusive attitudes, empathy, and community engagement, contributing to improved school climate and student well-being, while also supporting academic goals. Future research should expand the geographic scope of peer program studies and incorporate longitudinal designs to better understand their sustained impact across diverse educational contexts. Full article

The current debate on digital education is at a crossroads between the need for technological innovation and the growing concern about the impact of passive screen use. In this context, identifying sustainable pedagogical models that integrate Information and Communication Technologies (ICT) in a meaningful and inclusive way is an urgent need. This article presents a case study of the Amara Berri System (ABS), aiming to analyze how inclusive and sustainable digital innovation is operationalized within the system and whether teachers’ length of service is associated with the implementation and perceived impact of inclusive ICT practices. The investigation is based on a mixed-methods sequential design. A questionnaire was administered to a sample of 292 teachers to collect data on their practices and perceptions. Subsequently, a focus group with eight teachers was conducted to further explore the meaning of their practices. Quantitative results show that the implementation and positive evaluation of inclusive ICT practices correlate significantly with teachers’ seniority within the system, which suggests that the model is formative in itself. Qualitative analysis shows that ICTs are not an end in themselves within the ABS, but an empowering tool for the students. The “Audiovisual Media Room”, managed by students, functions as a space for social and creative production that gives technology a pedagogical purpose. The study concludes that the sustainability of digital innovation requires coherence with the pedagogical project. Findings offer valuable implications for the design of teacher training contexts that foster the integration of technology within a framework of truly inclusive education. Full article

Non-digital traditional games such as board and card formats are increasingly recognised as valuable tools for active learning in higher education. These analogue approaches promote engagement, collaboration, and conceptual understanding through embodied and social interaction. This scoping review mapped research on the use of traditional, non-digital games as active learning strategies in tertiary education and examined whether the rise in generative artificial intelligence (GenAI) since 2022 has influenced their pedagogical role. Following the PRISMA-ScR framework, a systematic search of Scopus (October 2025) identified 2480 records; after screening, 26 studies met all inclusion criteria (explicitly using card and/or board games). Whilst this was a scoping, not a systematic review, some bias due to using only one database and evidence could have missed some studies. Results analysed the use and impacts of the games and whether AI was a specific driver in its use. Studies spanned STEM, business, health, and social sciences, with board and card games most frequently employed to support engagement, understanding, and collaboration. Most reported positive learning outcomes. Post-2023 publications suggest renewed interest in analogue pedagogies as authentic, human-centred responses to AI-mediated education. While none directly investigated GenAI, its emergence appears to have acted as an indirect catalyst, highlighting the continuing importance of tactile, cooperative learning experiences. Analogue games therefore remain a resilient, adaptable form of active learning that complements technological innovation and sustains the human dimensions of higher-education practice. Full article

This study aimed to analyze the impact of the digital economy and artificial intelligence (AI) on GDP growth in 10 developed and developing countries during the period 2010–2024. It was based on the hypothesis that increased digitalization and AI investments promote sustainable economic growth by improving national productivity and efficiency, in accordance with modern technological growth theory, which links digital innovation to economic development. The study used tablet data comprising 150 observations, which were analyzed using fixed- and random-effects models, controlling for traditional variables such as employment, human capital, and investment. The results showed that the Digitalization Indicators (DIGI) had a significant positive impact on growth (fixed: 0.003479, p < 0.01; random: 0.003325, p < 0.01), and that investment in AI also had a significant positive impact (fixed: 0.063695, p < 0.05; random: 0.066548, p < 0.05). In contrast, workforce size had a limited impact, while education and human capital emerged as key drivers of sustainable growth (Constant: 0.003257, p < 0.01; Random: 0.003264, p < 0.01). The inclusion of dummy variables further differentiated between developed and developing countries in the random-effects model, reinforcing the economic interpretation of the findings. The study suggests that integrating digitalization, education, and investment in artificial intelligence is an effective strategy for promoting sustainable economic growth, while emphasizing the importance of workforce skills development to maximize its impact. Full article

Grounded in the United Nations Sustainable Development Goal 4 (SDG4), specifically addressing the urgent need to increase relevant skills for decent work (Target 4.4) while ensuring inclusive access and quality (Targets 4.3, 4.5, 4.c), this study develops a province-level indicator system for the “talent chain” and “industry chain” and integrates entropy-weighted composite evaluation, a coupling coordination model, correlation tests, and mismatch typology classification to systematically assess the alignment between higher education talent formation and industrial demand across 31 Chinese provinces during 2000–2022. The analysis aims to characterize China’s phase-specific progress in SDG4-consistent development at the education–industry interface and to provide a theoretical and empirical basis for improving graduate job matching. The results show that (1) overall talent–industry matching improved steadily from 2000 to 2022, yet pronounced regional disparities persist, with eastern provinces generally outperforming central and western regions; (2) educational quality and structural inputs—such as faculty capacity, per-student expenditure, and the composition of human capital—are the primary drivers of talent-chain performance, whereas expansion-oriented indicators exhibit limited marginal contributions, implying that sustainable graduate job matching hinges more on quality upgrading and supply-structure optimization than on quantitative expansion alone; (3) industry-chain advancement is jointly driven by industrial scale, structural upgrading, and employment absorptive capacity, with the tertiary sector playing a particularly prominent role in shaping demand for higher-skilled labor; and (4) a divergence in driving mechanisms—quality- and structure-oriented on the education side versus scale- and structure-oriented on the industry side—combined with regional heterogeneity produces stage-specific mismatch typologies, suggesting remaining scope for structural alignment between higher education systems and industrial upgrading. Overall, strengthening regional coordination, integration, quality, and upgrading drives synergistic development, advancing SDG 4 targets by validating that quality-driven education reform is the key lever for sustainable employment in China. Full article

Inclusive education is at the forefront of transnational policy agendas. Yet, normative, deficit-oriented disability discourses and institutional gaps continue to shape how inclusion is enacted in schools, often displacing extensive and unacknowledged labour onto families, especially mothers. Drawing on feminist theories of invisible work, this article critically examines the everyday labour performed by mothers of disabled children as they navigate inclusive education systems in Alberta, Canada. Situated within a broader collective case study, this analysis asks: What forms of invisible work do mothers undertake in pursuit of inclusion within education systems labelled as inclusive? Semi-structured interviews were conducted with nine mothers of disabled children. Reflexive thematic analysis illuminated four intersecting dimensions of invisible work: (1) working within the system, (2) working to fit the system, (3) crafting system workarounds, and (4) working above and beyond the system. These forms of work reveal how inclusive education systems rely on mothers to bridge the gap between policy rhetoric and lived experiences. Findings illuminate how mothers’ invisible work simultaneously sustains, negotiates, and resists systemic ableism, highlighting the need to recognize and redistribute this work and reimagine inclusion as a shared structural responsibility rather than an individual, maternal pursuit. Full article

This study examines the social determinants of the digital divide in pre-service teacher education through the design and validation of the Digital Hospitality Scale (DSBD-HD-FID). The instrument was developed to diagnose social inequalities across six key dimensions: socioeconomic status, geographic location, gender, age, disability status, and interculturality. These dimensions are understood as structural factors shaping access to, use of, and participation in digital environments within teacher education. The research followed a non-experimental, quantitative, and cross-sectional design, including content validation through expert judgment and statistical analysis based on a pilot sample of education students from Chile and Portugal. An exploratory factor analysis was conducted, and internal consistency was assessed using Cronbach’s alpha coefficient. The results confirm strong content and construct validity, as well as high reliability (α = 0.93). Empirical findings indicate that socioeconomic status and geographic location significantly condition access to connectivity and digital literacy, while gender differences emerge mainly in recreational uses and frequency of digital training. Beyond these results, the study highlights the relevance of addressing digital inequalities in teacher education through inclusive and equity-oriented training policies. The findings support the integration of digital hospitality, human rights education, and the Sustainable Development Goals into initial teacher training curricula as measurable and evaluable dimensions, providing an evidence-based framework to inform future teacher education policies aimed at reducing digital divides and promoting social cohesion. Full article

Globally, human capital is recognized as a structural determinant of economic growth, with evidence of a positive, bidirectional, and significant relationship between both variables. However, in Colombia, few studies have directly measured the influence of human capital on national economic growth. To date, there is no academic review that integrates and analyzes the available evidence on this link, even though such studies are fundamental for understanding the drivers of development, reducing structural inequalities, and guiding policies that promote productivity and social inclusion. This study conducted a literature review across major international and Colombian academic databases, with a specific focus on Colombia and a minimum 25-year observation window, to identify research gaps and establish conceptual foundations for future research. In total, 140 articles were reviewed. In general terms, the findings show that, although human capital is an essential driver of Colombia’s economic growth, its full impact is constrained by structural and regional inequalities, corruption, violence, labor informality, institutional fragmentation, and mismatches between education and labor market demands. These results underscore the need to expand empirical research to better measure its effects and to inform more inclusive and sustainable development policies. Full article

Digital technologies have become increasingly crucial during and, after the COVID-19 pandemic, have sparked significant scientific interest around their impact on sustainable well-being. Despite extensive research, conclusive evidence on whether digital technologies enhance or undermine sustainable well-being remains elusive. Saudi Arabia has made significant progress in its technological infrastructure, but comprehending the implications of this progress still poses a challenge. Drawing on the prior literature and grounded in the theoretical perspective of the Capability Approach, this study proposes five dimensions of digital inclusion (accessibility, usability, digital skills, affordability, and connectivity) and examines their collective influence on students’ sustainable well-being, specifically happiness and life satisfaction. This study employs a cross-sectional design, with data collected from 238 university students in Saudi Arabia using convenience sampling. Ten hypotheses were tested using partial least squares structural equation modeling in SmartPLS-4. This study supports the conceptualization of digital inclusion as a multidimensional construct comprising five key dimensions. The results indicate that affordability, usability, connectivity, and digital skills have a substantial impact on happiness, whereas accessibility, usability, connectivity, and digital skills have a considerable effect on life satisfaction. Nonetheless, the correlations between accessibility and happiness, as well as between affordability and life satisfaction, were not found to be supported. This implies that these dimensions might have different effects on the affective and cognitive aspects of sustainable well-being. These results suggest that digital inclusion may play a role in shaping individuals’ interactions with technology and their perceived sustainable well-being. This study proposes and evaluates a strategic framework that may guide efforts to promote digital inclusion and support sustainable well-being among university students. It provides valuable insights for policymakers, educational institutions, and industry stakeholders seeking to enhance digital access and capabilities. The findings highlight the potential value of developing strategies that address students’ digital needs as part of a holistic approach to sustainable well-being. The findings also highlight the importance of viewing digital inclusion as an interconnected framework, rather than as a set of discrete, unrelated factors. By demonstrating how digital inclusion promotes sustainable well-being, this study contributes to the broader sustainability agenda by highlighting digital equity as an essential component of socially sustainable development in the Saudi context. Full article