Search Results (101)

Within the framework of the 2030 Agenda, universities are key institutions in promoting digital competencies aligned with Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). This study evaluates the psychometric properties of the Internet Skills Scale (ISS), adapted for Chilean university students, as a tool to assess how effectively higher education fosters digital skills that enable critical participation and social inclusion. Using a sample of 906 students from nine public universities across Chile, the ISS was linguistically and culturally adapted, and its factorial structure, reliability, validity, and measurement invariance were tested. The results support a four-factor model—operational, navigation, social, and creative skills—under a second-order structure, with strong fit indices (CFI = 0.987; RMSEA = 0.055) and high internal consistency (α > 0.83). The ISS also demonstrated gender-based measurement invariance and convergent validity with digital citizenship. These findings underscore the ISS as a valid instrument for monitoring the effectiveness and equity of digital education policies in universities. Its application contributes to diagnosing institutional performance regarding the integration of digital competencies into curricula, thus guiding improvements in educational strategies toward socially just, inclusive, and sustainable digital participation. Full article

Climate literacy is pivotal for preparing future leaders to address global climate challenges and build a sustainable future. Higher education institutions (HEIs) play a central role in embedding sustainability principles, particularly Sustainable Development Goal (SDG) 13 (Climate Action), into curricula to cultivate responsible leadership. This study examines the integration of SDG 13 within the business curriculum at Delta University (UAE), assessing undergraduate students’ perceptions of climate education and how teaching methods shape sustainability leadership. Using a mixed-methods approach—a closed-ended survey and Q-methodology—the research analyzes students’ awareness, engagement, and subjective perspectives on pedagogical strategies. The results reveal a disconnect between theoretical knowledge and students’ ability to apply these principles in real-world business contexts. While students acknowledged climate action’s importance and supported active learning pedagogies (e.g., case studies, simulations), skepticism persisted about SDG 13’s applicability to business operations. The findings highlight the need for curricular reforms, aligning curricula with national sustainability strategies (e.g., UAE Net Zero 2050) to bridge theory and practice. This research advocates for HEIs to prioritize climate competencies, ensuring that graduates can address environmental challenges through actionable frameworks. By transcending symbolic commitments, HEIs can empower students to lead regionally and globally, advancing sustainability education’s role in achieving equitable, low-carbon societies. Full article

This paper presents a heuristic methodology for the optimal expansion of unbalanced three-phase distribution systems in rural areas, simultaneously addressing feeder routing and conductor sizing to minimize the total annualized cost—defined as the sum of investments in conductors and operational energy losses. The planning strategy explores two radial topological models: the Minimum Spanning Tree (MST) and the Steiner Tree (ST). The latter incorporates auxiliary nodes to reduce the total line length. For each topology, an initial conductor sizing is performed based on three-phase power flow calculations using Broyden’s method, capturing the unbalanced nature of the rural networks. These initial solutions are refined via four metaheuristic algorithms—the Chu–Beasley Genetic Algorithm (CBGA), Particle Swarm Optimization (PSO), the Sine–Cosine Algorithm (SCA), and the Grey Wolf Optimizer (GWO)—under a master–slave optimization framework. Numerical experiments on 15-, 25- and 50-node rural test systems show that the ST combined with GWO consistently achieves the lowest total costs—reducing expenditures by up to 70.63% compared to MST configurations—and exhibits superior robustness across all performance metrics, including best-, average-, and worst-case solutions, as well as standard deviation. Beyond its technical contributions, the proposed methodology supports the United Nations Sustainable Development Goals by promoting universal energy access (SDG 7), fostering cost-effective rural infrastructure (SDG 9), and contributing to reductions in urban–rural inequalities in electricity access (SDG 10). All simulations were implemented in MATLAB 2024a, demonstrating the practical viability and scalability of the method for planning rural distribution networks under unbalanced load conditions. Full article

Sustainable development in modern conditions is impossible without the support of processes by competent specialists with the necessary skills in technology and other areas of economic activity. Studying the methods and principles of implementing SDGs in higher education is crucial. The study was based on a multi-aspect sociological survey to determine the form of implementing SDGs in educational programs, as well as on the analysis of the possibilities of introducing educational modules in the environmental direction into the practice of existing educational programs as integrated modules. It was found that, on average, the allocation of the subject “Sustainable Development” as a separate course received 5.41 out of 10 possible points, which indicates the need to change the paradigm for implementing SDGs in higher education not as a separate discipline but as components of educational courses. While the integration of SDGs into curricula promotes value changes and highlights the importance of best practice examples, expert opinions differ on the need to establish “Sustainable Development” as a separate sub-discipline in the social sciences, despite the active implementation of SDGs by universities and the proven effectiveness of educational modules on reducing CO₂ emissions. When forming such components or modules, special attention should be paid to the practical focus, which is especially important when determining the potential positive impact of the results of using educational modules both in the primary and continuing education systems. Full article

The slowdown in global progress toward the Sustainable Development Goals (SDGs) highlights the need to develop systems thinking, sustainability literacy, and ethical responsibility among higher-education students. The article presents an innovative educational approach, applicable in various university contexts, which involves the analysis of interdependencies between SDG 2: Zero Hunger and the other SDGs. The methodology included teamwork, brainstorming, a bidirectional analysis of the links between SDG 2 and the other SDGs, and the production of visual materials, and public presentations were followed by interactive debates and collective feedback. The case study presents an innovative educational approach and includes a component for assessing student perceptions through the application of an anonymous questionnaire. The results showed that this method significantly contributed to the development of critical thinking, the capacity for systemic analysis, and a deep awareness of global issues related to food security. The students’ perception was predominantly positive; they appreciated the practical usefulness and personal impact of the educational activity. The conclusions support the transferability of this educational method in various academic contexts, demonstrating that the analysis of interdependencies between SDGs represents a valuable tool for developing transversal skills and a sustainable ethic necessary for future professionals involved in addressing the complexity of global challenges. Full article

Biodiversity conservation and sustainable development in high-density forest urban areas have attracted growing attention and are increasingly recognized as critical for achieving the Sustainable Development Goals (SDGs). University campus forests, functioning as ecological islands, possess unique acoustic characteristics and play a vital role in supporting urban biodiversity. In this case study, acoustic monitoring was conducted over the course of a full year to objectively reveal the ecological patterns across temporal scales of the campus sound environment, by combining acoustic indices’ visualization combined with statistical analysis. The findings indicate (1) the existence of ecological sound patterns across different temporal scales, closely associated with phenological cycles; (2) the identification of the specific timing affected by the different species‘ activities, such as the breeding season of birds, the chirping time of cicadas and other insects, as well as the fluctuations in the intensity of human activities, and (3) the development of a methodological framework integrating a visualization technique with statistical analysis to enhance the understanding of long-term ecological dynamics. The results offer a foundation for promoting the sustainable conservation of campus biodiversity in high-density urban settings. Full article

This study investigates the relationship between the dynamic capabilities of university administration and students’ awareness of artificial intelligence (AI) tools within a higher education context. Drawing on data from 139 students at the College of Education, Sultan Qaboos University, the research employed two validated instruments, one measuring the dynamic capabilities of university administration and another assessing students’ awareness and perception of AI tool use. Understanding this relationship is critical, as universities increasingly face pressure to guide responsible and effective AI use among students. Findings reveal significant correlations between the university administration’s dynamic capabilities, particularly technological agility, and students’ engagement with AI tools. Notably, technological dynamic capabilities within the administration significantly predicted two specific dimensions of student awareness: effectiveness of using AI tools and perceived faculty members’ efficiency in AI. These results highlight the critical role of institutional leadership in promoting equitable and sustainable integration of AI in education. The study contributes to the broader discourse on AI for sustainable development by illustrating how institutional strategies can enhance innovation, inclusion, and student readiness in support of SDG 4. Full article

Sustainable education requires addressing the challenges posed by digital transformation, including technostress among university students. This study evaluates technostress levels in higher education through the validation of the TS4US scale and its implications for sustainable learning environments. A cross-sectional study was conducted with 328 university students from four districts in Lima, Peru, using an online survey to measure technostress. Confirmatory factor analysis (CFA) was performed to assess the psychometric properties of the TS4US scale, resulting in a refined model with two latent factors and thirteen validated items. Findings indicate that 28% of students experience high technostress levels, while 5% report very high levels, though no significant associations were found between technostress and sociodemographic variables such as campus location, employment status, gender, and academic level. The TS4US instrument had been previously validated in Chile; this study confirms its structure in a new sociocultural context, reinforcing its cross-cultural applicability. These results highlight the need for sustainable strategies to mitigate technostress in higher education, including institutional support, digital literacy programs, and policies fostering a balanced technological environment. Addressing technostress is essential for promoting sustainable education (SDG4) and enhancing student well-being (SDG3). This study directly contributes to the achievement of Sustainable Development Goals 3 (Good Health and Well-being) and 4 (Quality Education) by providing validated tools and evidence-based recommendations to promote mental health and equitable access to digital education in Latin America. Future research should explore cross-country comparisons and targeted interventions, including digital well-being initiatives and adaptive learning strategies, to ensure a resilient and sustainable academic ecosystem. Full article

This study addresses a critical gap in understanding how mobile banking applications contribute to sustainable development by introducing a novel text mining framework to analyze sustainability dimensions through user-generated content. We analyzed 120,000 reviews from six major Turkish mobile banking applications using an ownership-sensitive analytical approach that integrates structural topic modeling with four sustainability dimensions (environmental, social, governance, and economic). Our analysis reveals significant institutional differences in sustainability approaches: government-owned banks demonstrate substantially stronger overall sustainability orientation (23.43% vs. 11.83% coverage) with pronounced emphasis on social sustainability (+181.7% growth) and economic development (+104.2% growth), while private banks prioritize innovation-focused sustainability. The temporal analysis (2022–2025) shows accelerating sustainability emphasis across all institutions, with distinct evolution patterns by ownership type. Institution-specific sustainability profiles emerge clearly, with each government bank demonstrating distinctive focus areas aligned with historical missions: cultural heritage preservation, agricultural sector support, and small business development. Mapping to Sustainable Development Goals reveals that government banks prioritize development-focused goals (SDGs 1, 8, and 10), while private banks emphasize innovation-focused goals (SDGs 9 and 17). This research makes three key contributions: demonstrating user-generated content as an effective lens for authentic sustainability assessment, establishing ownership-sensitive evaluation frameworks for digital banking sustainability, and providing empirical evidence for contextualized rather than universal sustainability strategies. The findings offer strategic implications for financial institutions, policymakers, and app developers seeking to enhance sustainable digital banking transformation. Full article

The UI GreenMetric World University Ranking has become a widely adopted instrument for benchmarking institutional sustainability performance; nevertheless, empirically grounded evidence from universities in diverse regional contexts remains scarce. This study undertakes a rigorous appraisal of the extent to which Mahasarakham University (MSU) has institutionalized the United Nations Sustainable Development Goals (SDGs) within its pedagogical offerings, research portfolio, community outreach, and governance arrangements during the 2021–2024 strategic cycle. Employing a mixed-methods design and guided by the 2024 UI GreenMetric Education and Research indicators, this investigation analyzed institutional datasets pertaining to curriculum provision, ring-fenced research funding, 574 peer-reviewed sustainability publications, student-led community initiatives, and supporting governance mechanisms; the analysis was interpreted through a Plan–Do–Check–Act management lens. The number of sustainability-oriented academic programs expanded from 49 to 58. Student participation in community service activities strongly recovered following the COVID-19 pandemic, and MSU’s GreenMetric score increased from 7575 to 8475, thereby elevating the institution to the 100th position globally. These gains were facilitated by strategic SDG-aligned investment, cross-sector collaboration, and the consolidation of international partnerships anchored in Thailand’s Isaan region. The MSU case provides a transferable model for universities—particularly those operating in resource-constrained contexts—endeavoring to align institutional development with the SDGs and internationally recognized quality benchmarks. The findings substantiate the capacity of transformative education and applied research to engender enduring societal and environmental benefits. Full article

The COVID-19 pandemic has disrupted the progress toward Sustainable Development Goal 3, particularly in developing countries, exacerbating existing health disparities and creating new challenges for health systems worldwide. This study explores the role of university research in advancing SDG 3 targets in a post-pandemic context using the University of the Western Cape as a case study. Through qualitative data analysis of research titles and abstracts registered between 2020 and 2022, we applied the WHERETO model of McTighe and Bloom’s Taxonomy to categorize research according to the SDG 3 targets and indicators. This approach provides insight into which health priorities were addressed through scholarly research at UWC in alignment with the UN 2030 Agenda, particularly during pandemic recovery. Our findings indicate that research priorities largely corresponded with South Africa’s health challenges, with the highest concentration of studies addressing non-communicable diseases and mental health (Target 3.4), infectious diseases (Target 3.3), and medicine development (Target 3.b). These priorities align with the National Health Research Committee’s identified health priorities for disadvantaged communities in the Western Cape. Notably, research on mental health and emergency preparedness (Target 3.d) increased significantly during the pandemic period, reflecting shifting priorities in response to COVID-19. This study offers critical insights into how university research shifted priorities adapted during the pandemic and identifies areas requiring focused attention to support post-pandemic recovery. By highlighting research gaps and opportunities, our findings provide a foundation for developing more comprehensive approaches to health research that address the disparities exacerbated by COVID-19 while advancing the 2030 agenda. This model could inform research prioritization at other institutions facing similar challenges in both local and global contexts. Full article

This paper presents a conceptual framework for strategic approaches to embedding sustainability in the curriculum at a large research-intensive university. Due to the evolving nature of universities and technology, this journey is never complete, and this paper presents a case study of our approach to driving the work forward. This ambition is part of the institution’s Environmental Policy to ‘monitor and increase the integration with the UN Sustainable Development Goals (SDGs) across our operations, research, and education programmes.’ Our conceptual framework to support embedding in the curriculum guides operationalisation across five key domains: 1. strategy, policy, and principles; 2. institution-wide curriculum change; 3. active and authentic education activities; 4. staff development; and 5. community building. For example, an institution-wide curriculum initiative to redesign the Queen Mary graduate attributes framework was developed to include the attribute ‘Promote socially responsible behaviour for a global sustainable future.’ To gain this attribute means that our graduates are exposed to discussions and knowledge concerning sustainability. Across these five areas, we argue that a strategic approach is necessary for successful and impactful embedding of sustainability in the curriculum. Work across each domain needs to be closely linked and interconnected, and to build links with existing policy, strategy, and frameworks. This approach needs to combine high-level leadership together with support for grass-roots initiatives. 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

The interconnectedness of Earth’s ecological and social systems means that changes in one area invariably affect others. Human activities continue to push the planet beyond safe thresholds, threatening both environmental stability and human well-being. Despite decades of discourse, a universally recognized and operational definition of sustainability remains elusive. While frameworks such as the Sustainable Development Goals, Planetary Boundaries, and Decent Living Standards have advanced the conversation, none fully captures the complexities of socio-ecological interdependencies or provides actionable guidance. This paper outlines the historical and conceptual context of sustainability, including the shift from the Holocene to the Anthropocene, and critically reviews key frameworks such as the Millennium Development Goals, Sustainable Development Goals, Planetary Boundaries, Doughnut Economy, and Decent Living Standards. It identifies key gaps, including the misalignment between biophysical thresholds and social goals, lack of regional specificity, and missing mechanisms for translating global objectives into just and implementable policies. Building on this analysis, this paper proposes a more precise definition of sustainability: any action that accelerates planetary overshoot or impedes the achievement of a decent life must be considered unsustainable. By advancing this integrative definition, this paper seeks to inform academic discourse and support the development of more equitable and operational sustainability strategies, particularly in the context of the Sustainable Development Goals. In doing so, it offers conceptual guidance to address persistent gaps in the SDG framework, with specific relevance to targets such as SDG 8 (Decent Work and Economic Growth). Full article

Promoting the Sustainable Development Goal 3 (SDG 3) of Good Health and Well-being of all people requires an approach that ensures that health systems are strengthened with comprehensive social support mechanisms. This interrelation has gained increasing recognition as a foundational pillar in realizing sustainable and equitable healthcare. Economic instabilities and social vulnerabilities have direct implications on health access and outcomes, making focused welfare and security measures important in entrenching SDG 3. This work combines interdisciplinary studies, bridging health policy and economic security, at a time when social policy decisions, more than ever, should be guided by real-world needs and evidence, dealing with key factors, interventions, and contributions from policymakers on strategies that can reinforce health systems. Thus, current achievements of SDG 3 and challenges to successfully integrate health and social support sectors are discussed. The study addresses future pathways to achieve this Goal, including greater public investment in inter-sectoral collaboration, innovative funding models, and data-driven policymaking as part of this next wave in advancing health systems resilience. Important ways to restructure public health with less inequality entail a reinforcement of social safety nets, mitigating health consequences through poverty and adverse economic conditions. Coordinated governance, cross-sectoral collaboration, and evidence-based monitoring frameworks assure policymakers of their effectiveness in achieving these policy priorities. This calls for prioritized planning that invests in scalability, sustainability, and adaptability for resilient health systems supported by inclusive welfare state policies. By aligning social policies with health priorities, this paper aims to contribute to a global agenda regarding universal, sustainable, and equitably achieved health outcomes within the framework of the Sustainable Development Goals. Full article