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Purpose: Halfway into the United Nations (UN) sustainable development goals (SDGs) timeline, we deemed fruitful an injunction into current teacher education (TE) practices at higher educational institutes (HEIs). The scoping literature review used all known English nomenclature interrelating to environment, sustainability, development, and education as regards TE. We explicated and modelled the data through timelines favourable to UN initiatives within a spatiotemporal metric. Thematic research topics and research methodologies strictly pertaining to TE were rigorously researched and delineated. Our study aims to elucidate a grander picture of the trends-as-patterns of environmental and sustainability education in teacher education (ESE-TE) research in HEI and potential contributions to come. Design/methodology/approach: The spatiotemporal study adopts a scoping review as an investigative tool to probe current research trends on ESE-TE in the academic literature with respect to thematic research topics and research methodologies midway through the SDGs. Findings: A total of 2,142 research papers spanning five decades, 152 journals and 96 countries were screened equally by two researchers. Of the 788 papers deemed eligible (i.e. English-language, peer-reviewed, pre-service/in-service TE that explicitly mentioned ESE-TE research), data from 638 studies have been included in the authors' study. Originality/value: Comprehensive trends in the international literature of all known environmental and sustainable education nomenclature specific to international ESE-TE research throughout the time period (1974 – 2021) were identified. Value is accrued by illuminating international trends in research topics and methodologies, exposing gaps in the history of the subfield, and predicting future trends for Agenda 2030 (e.g. SDG 4 – education) to mature the field. [ABSTRACT FROM AUTHOR]

The public library serves as the point of convergence and the vector for information. However, the role of public libraries in promoting and contributing to the SDGs has been largely overlooked. This paper examines the strategic role public libraries can play in promoting SDGs and proffers key strategies for public libraries in promoting sustainable development. It is concluded in the paper that the public library that serves as the knowledge repository of the public owes the duty to ensure the dissemination of relevant information to educate, inform and mobilize the public toward collaborative efforts to save the growing cities. [ABSTRACT FROM AUTHOR]

In this paper we examine whether there are significant gender differences in the adoption of climate‐smart agricultural (CSA) practices in sub‐Saharan Africa. Using individual‐level data from four sites in Kenya, Uganda and Senegal, our empirical analysis provides robust evidence that men have a higher likelihood of adopting high‐return CSA practices including modern chemical fertiliser, improved high‐yielding varieties and drought/pest tolerant livestock practices. In contrast, women tend to have a higher likelihood of adopting low‐risk and low‐return traditional CSA practices such as water harvesting, crop covering, rangeland management and pest management. Our subsample analysis shows significant heterogeneity in the gender gap across countries. The results of the decomposition of the observed gender gap show that personal values and norms, access to weather and production information and farm characteristics are important factors that explain the gender differential in the likelihood of CSA adoption. Our findings imply that equalising access to key resources such as plots of land, information and decision making power will be crucial to close the gender gap in the adoption of CSA practices. This is particularly important given the differential impacts of climate change between men and women in sub‐Saharan Africa. [ABSTRACT FROM AUTHOR]

The reduction of food losses and waste is part of the 2030 Agenda Sustainable Development Goals (target 12.3) and, consequently, is one of the EU’s political priority in the field of circular economy. In this framework, the target 12.3 of the UN’s 2030 Agenda for Sustainable Development stated, by 2030, a not quantified reduction in post-harvest losses and a halving of food waste at the retail and consumers levels; while the EU Commission has recently set the target, by 2030, of reducing by 10% food losses occurred at the stage of processing and manufacturing and by 30% food waste occurred at the stage of retail and consumption. Food losses and waste should primarily be considered an expression of inefficiency of agricultural production processes determining several environmental, social and economic impacts. The quantification of food losses and waste is still an unsolved problem so much so that, in EU; currently available data are only related to the period 2020–2021 and, in many cases, are based on estimates and are not uniform in individual Member States. This makes reliable predictions of results achievable by the European Union particularly difficult. The aim of this paper is to analyze whether the plan of losses and waste reduction established by the EU Commission is able to both ensure the achievement of 2030 Agenda target 12.3 and to make a contribution to improving the sustainability of agri-food systems. In doing so, in addition to Eurostat data on losses and waste, the EU-Commission projections and the latest results of recent studies on environmental, social and economic impact of food losses and waste in EU were used, including indicators on hidden costs of agrifood systems developed by FAO. What observed shows that the EU-Commission reduction plan, if implemented, should result in a reduction of losses and waste inadequate for complying with the recommendation given by the target 12.3. Furthermore, the EU-Commission’s decision not to provide for losses reduction at the agricultural stage should significantly limit environmental benefits, given that much of the negative environmental impacts (GHG, land and water use, etc.) are ascribable to this stage as are, according to FAO estimates, hidden environmental costs. Besides limiting environmental benefits, the EU-Commission reduction plan, focusing only on the food losses and waste reduction in the final stage of supply food chain, could lead to negative social and economic impacts caused by a decline in the demand, which will reduce supply, jobs losses and GDP reduction. The conclusion on this, is that the reduction of food losses and waste is an issue that cannot be addressed separated but needs to be included in a wider program of integrated and complementary measures as a whole clearly aimed at realizing forms of circular economy. [ABSTRACT FROM AUTHOR]

Water, energy, and food (WEF) are vital strategic resources for human survival and development, which are interacting positively or negatively. While WEF sustainability has received significant attention and extensive research has examined its interactions, there are a few studies exploring the trade-offs arising from advancing the sustainable development process. This paper aims to study the internal interrelation and external impact on WEF sustainability from the perspective of Sustainable Development Goals (SDGs). We first quantified the WEF sustainability at the provincial level in China from 2003 to 2020, then used panel vector autoregression (PVAR) to identify the interactions within the WEF system and examined how related SDGs actions (SDG 8, 12, 13) affected it. The findings revealed spatial disparities in sustainable processes across provinces. Internally, prioritizing water-sustainable actions fostered overall synergistic development, while trade-offs emerged between food and energy systems. Externally, SDG 8, 12, and 13 acceleration actions mainly contributed to WEF sustainability, but maintaining GDP growth and reducing CO2 emissions both presented challenges to sustainability. This study not only enriches the understanding of WEF sustainability from the SDGs perspective, but also provides valuable insights into how sustainable development actions can affect the WEF system. [ABSTRACT FROM AUTHOR]

The search for effective production of xylanase which is an important industrial enzyme led to the present study that explored xylanase production by Aspergillus sydowii SF through Taguchi optimization that incorporated nanoconjugates in submerged fermentation. Calcium and zinc oxide nanoconjugates biosynthesized by xylanase were characterized via UV-Vis spectroscopy, Fourier transform infrared spectroscopy, and Transmission electron microscopy (TEM). The xylanase-mediated calcium oxide and zinc oxide nanoconjugates with λmax of 374 and 316 nm, respectively, and were 5.32–17.69 nm in size. Xylanase production was improved by 2.90–10.58 folds (64.24–234.15 U/mL) through Taguchi optimization cum nanoconjugates, and ANOVA showed that nanoconjugates contributed 13.62–65.97% to improved production. The xylanase had up to 88.38% deinking activity, with 49.60–84.64% removal of blue color. The remarkable xylanase production, its use to biosynthesize nanoconjugates and biodeinking potentials contribute to the development of versatile biocatalysts with applications in biotechnology, nanotechnology, and sustainable paper production. To the best of our knowledge, this represents the first report of xylanase for biosynthesis of calcium oxide and zinc oxide nanoparticles, as well as nanosupplementation to induce xylanase production, which can open new vista in bioprocess optimization. [ABSTRACT FROM AUTHOR]

This paper summarizes the 18th Academic Publishing in Europe (APE) Conference: Berlin Re-Visited: Building Technological Support for Scholarship and Scientific Publishing, held as a hybrid event 10 and 11 January 2023, and organized by the Berlin Institute of Scholarly Publishing (BISP), a not-for-profit organization dedicated to bringing publishers, researchers, funders, and policymakers together. This year's conference theme "Out with the old, in with the new!" was discussed and presented in keynote speeches, the APE lecture, and several panel discussions. Current challenges within scholarly publishing, e.g., with research integrity, trust, and research assessment, have much to do with the old ways of doing things. To move science forward, new technologies and innovations, like the decentralized web, FAIR digital objects, and blockchain technology are needed to shape new paradigms. In many sessions it was stressed that not just new technologies are needed to move science forward, but human collaboration and partnerships as well. The changing role of the journal and the importance to recognize more diverse research outputs, beyond the journal article, was a topic of importance. Not only research assessment reforms and improved collaboration amongst different stakeholder groups are needed to address this, new publishing systems, better metadata, and open infrastructures as well. A session presenting different start-ups showcased how Artificial Intelligence, Natural Language Processing and software technology can be used to tackle problems in e.g., finding relevant funders and peer reviewers, and detecting image plagiarism. It was also discussed what publishers can do to help achieve the Sustainable Development Goals. Collaboration, data transparency and sharing best practices amongst researchers, funders, and policy makers are key. Another important topic during this year's APE was how publishers can support Early Career Researchers: establishing new workflows and infrastructures that enable publication of a wider range of research outputs, and broader recognition of these outputs, will incentivize ECRs. This year's APE was concluded with the APE Award Ceremony. The winner - Vsevolod Solovyov from Prophy - has used AI to enhance the current peer review system and made a very important contribution to improving the scholarly communication system. [ABSTRACT FROM AUTHOR]

Current soil‐ and land degradation seriously challenge our societies; it contributes to climate change, loss of biodiversity and loss of agricultural productions. Yet, soils are also seen as a major part of the solution, if maintained or restored to provide ecosystem services. Climate‐smart sustainable management of soils can provide options for soil health maintenance and restoration. In the European Union, the resource management and sustainability challenge are addressed in the Green Deal that, among other goals, aspires towards a healthy climate‐resilient agricultural sector that will produce sufficient products without damaging ecosystems and contribute to better biodiversity and mitigate climate change. The European Joint Programme (EJP) SOIL was set up to contribute to these goals by developing knowledge, tools and an integrated research community to foster climate‐smart sustainable agricultural soil management that provides a diversity of ecosystem service, such as adapting to and mitigating climate change, allowing sustainable food production, and sustaining soil biodiversity. This paper provides an overview of the potential of climate‐smart sustainable soil management research to the targets of the Green Deal that are related to soils most directly. The EJP SOIL EU‐wide consultation (interviews and questionnaires) and literature analysis (national and international reports and papers) done in the first year (2020–2021) generated a wealth of data. This data showed that there are specific manners to do research that are essential for it to be effective and efficient and that can actively contribute to the Green Deal targets. We concluded that research needs to be: (i) interdisciplinary, (ii) long‐term, (iii) multi‐scaled, from plot to landscape, (iv) evaluating trade‐offs of selected management options for ecosystem services and (v) co‐constructed with key stakeholders. Research on climate‐smart sustainable soil management should be developed (1) on plot scale when mobilizing soil processes and on landscape scale when addressing sediment and water connectivity and biodiversity management; and (2) address the enabling conditions through good governance, social acceptance and viable economic conditions. [ABSTRACT FROM AUTHOR]

Purpose: This viewpoint paper addresses the use of sustainability frameworks in embedding education for sustainability into the curriculum of higher education institutions (HEIs). The purpose of this paper is to explore the paradox that sustainability frameworks must facilitate transformation of existing structures whilst also being well-enough aligned with current conditions to be readily adopted by today's HEIs. Design/methodology/approach: This paper proposes a set of four criteria for assessing the suitability of sustainability frameworks for use across the curriculum: relevance to current curricula, language, institutional fit and concept of the future. Using these criteria, this paper assesses how various frameworks align with the current (unsustainable) state of affairs and their transformative potential. The frameworks assessed are: the sustainable development goals (SDGs), the three pillars framework and the capitals approach. Findings: This paper finds that each of the frameworks has strengths and weaknesses: the SDGs and the capitals approach perform well on alignment but less well on transformational criteria. Conversely, the three pillars framework performs well on transformation criteria but less well on alignment criteria. By applying the criteria set out in this paper, the authors hope those working to embed sustainability into the curricula of HEIs will be better equipped to navigate the tensions presented by sustainability transitions. Originality/value: Using a novel set of criteria for assessing sustainability frameworks, this paper provides guidance that was previously lacking in education for sustainability professionals who are attempting to embed sustainability into the curriculum at HEIs. [ABSTRACT FROM AUTHOR]

Purpose: Population worldwide has experienced several challenges related to sustainable development, such as scarcity of natural resource, unsustainable consumption, poverty, injustice, violence, social inequality and natural disaster (including floods, tsunami and landslide). These issues interfere in sustainable development and target to achieve societal balance, structuring without compromising economic and environmental resources of future generations. The higher educational institutions are included in this context because they play a role in professional training and in education to promote sustainable practices. The higher educational institutions can assume a prominent position in the 2030 Agenda implementation for sustainable development of the United Nations, especially in the Goals 4 and 10, quality education and reduced inequalities, respectively. The purpose of this research study aims to develop a literature review and analyze the higher educational and sustainable themes, involving the Brazilian scenario. Design/methodology/approach: This research study develops a literature review based on researches that involve higher educational and sustainable themes in the Brazilian scenario. Inclusion criteria are papers in English, with the search equations in their titles, and peer-reviewed papers. Paper publication year was not an exclusion criterion. This research aimed to understand opportunity and challenge processes in the Brazilian higher educational institutions and their actions, so that the Sustainable Development Goals are completely achieved and the 2030 Agenda for sustainable development is fulfilled. For this, a research central question was established: What are the opportunities and the challenges to achieve the 2030 Agenda for sustainable development in the Brazilian higher education? Findings: A total of 636 papers were recovered. The "Higher Education AND Opportunities," "Higher Education AND Challenge," "Higher Education AND Challenges," "Higher Education AND Opportunity," "Brazilian AND Higher Education" and "Brazil AND Higher Education" search equations found, respectively, 165, 146, 131, 74, 62 and 25 papers, involving 94.8% of the total number of the papers found. The papers recovered enabled the vision of five clusters: policy; inclusion; culture; relationship; and environment, society and economy. The paper analyses found that innovation process, sustainable practical implementation and holistic look, involving professors and students, can allow the 2030 Agenda achievement. Originality/value: The authors of this research study presented a framework based on the literature analyzed through five clusters: policy; inclusion; culture; relationship; and environment, society and economy, considered from opportunity and challenge perspectives. The authors introduced and discussed the Brazilian higher educations and their opportunities and challenges. The Brazilian panorama was linked with the 2030 Agenda for sustainable development, in specific, with the Goals 4 and 10. Implications of this research study are related to the higher educational opportunities and challenges in policy, inclusive, cultural, sustainable and relationship contexts, involving governmental and nongovernmental sectors, professors and students for the Brazilian educational improvement. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to analyze how sustainability was operationalized in the Spanish universities through plans and actions that contribute actively to the achievement of the sustainable development goals (SDGs). Design/methodology/approach: A systematic search and content analysis served to examine information available on websites belonging to the 76 universities listed in the Conference of Rectors of the Spanish Universities (CRUE). Findings: The participation of Spanish universities on initiatives focused on sustainability is very limited, highlighting the negligible role of private institutions in which topics like sustainability and the 2030 Agenda/SDGs were scarcely addressed. Originality/value: The study outlines the actual extent of the inclusion of sustainability in particular co-curricular actions toward the SDGs in the CRUE. The findings enable to define a long-term sustainability road map for the Spanish university system. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore and analyze the context and concept of higher education for sustainable development (HESD) in Nepalese higher educational institutions (HEIs). Design/methodology/approach: The research gathers facts and information both from primary and secondary sources. Five open-ended questions were developed to interview university high-ranking officials, such as VCs, registrars, deans and the chief of the planning division. Findings: The inclusion of 17 sustainable development goals in the country's Fifteenth Plan, national policy documents, and the University Grants Commission-led higher education reform programme provides sufficient context for HESD. In the absence of HESD literacy and a persuasive strategy, university leadership is less active in lobbying for SDG 4.7 with the government and funding agencies, university faculties and trade unions. In fact, both insights and initiatives to conceptualize HESD are lacking. Research limitations/implications: This study's setting is distinct and the interpretation of the HESD concept is based on a small sample size. Thus, the generalization of its findings is intrinsically limited in the context of a country in the geographic region. However, the findings of this research provide practical insights to implement HESD in Nepalese HEIs. Practical implications: This study is intended to inform and prepare the Nepalese academic community, urging HEIs to implement HESD with a well-defined plan of action. It contributes to the literature by considering how the current context and concept of HESD suites to promote sustainability in Nepalese HEIs, transforming the traditional academic structure and making academic leaders aware that HESD is only a means to an end. Originality/value: This research is Nepal's first study of its type with a broad understanding of the context and concept of HESD. It also provides information for HEI leaders on how to initiate the HESD acceleration process. [ABSTRACT FROM AUTHOR]

This paper shows how the leading Higher Education Institutions (HEIs) in the UI GreenMetric World University Ranking communicate their environmental sustainability policies through their websites. Specifically, this paper analyses the presence of sustainability‐related sustainable development goals on the websites of the top 100 universities in the UI GreenMetric World University Ranking (2021). In the area of university social responsibility, sustainability is less commonly communicated, hence the need to delve deeper into the presence of these messages, carrying out a descriptive study using content analysis as a form of data extraction. The conclusion is that neither position in the ranking nor geographic area are decisive for developing better communication about sustainability. In terms of content, sustainability features on the websites are in three key dimensions of the communication of HEIs worldwide (Climate change, Efficiency of sustainable cities and communities and Striving for peace and justice). Thus, the areas for improvement are around the positioning of this sustainability‐related content on their home pages, improving location and format (especially video). Moreover, reinforcing reputational messages, through plans or programmes, as well as improving engagement working on the multi‐directionality to other social media, is required. [ABSTRACT FROM AUTHOR]

Aeroponics is a soilless agricultural technique that grows plants by misting their roots with a nutrient-rich solution. Technology has transformed aeroponics by providing it with benefits such as the control of environmental factors, automated nutrient delivery, and the monitoring of plant health. This paper presents a systematic review of 47 studies to identify the status and tendencies in the usage of technology in aeroponics as well as the main opportunities and challenges. Furthermore, this paper introduces the Technology Adoption and Integration in Sustainable Agriculture (TAISA) model. TAISA is a model that identifies the degree of technology integration in any sustainable agriculture system to determine how technology affects production and quality. The systematic review indicates that the most common technology in aeroponics is sensing technology and Industry 4.0. These technologies have brought multiple benefits such as sustainability and time efficiency. Conversely, the studies highlighted technical complexity and power dependency as the main challenges in technology-assisted aeroponics. Finally, the TAISA model reveals that technology has primarily been employed in creating new processes that are only possible to implement with the help of technology. Therefore, we conclude that technology use has taken root in aeroponics and can be promoted to improve sustainable agriculture. [ABSTRACT FROM AUTHOR]

Universities are rethinking their teaching and research programs and their whole third mission in response to the framework provided by the Sustainable Development Goals (SDGs). But how do universities walk the talk? What are the main strategies and activities undertaken by universities to implement the 2030 Agenda? While the higher education literature has documented the growing number of practices and strategies around SDGs, there have been few attempts to synthesize these scholarly resources. Moreover, the knowledge base revolves around an array of activities, which makes the literature seem fragmented. To fill this gap, the present paper conducts a systematic literature review and derives a method of categorizing activities that can support further knowledge growth. We classified 130 selected papers based on the type of university activities considered (research, teaching, third mission, and managing operations) and the level of the implemented action (macro, meso, and micro). Subsequently, we identified the main gaps in the literature and discussed future research avenues for addressing higher education's role in accomplishing SDGs. [ABSTRACT FROM AUTHOR]

Education for sustainable development has among its pillars, capacity building, which equips future generations with the set of skills needed to face the challenge of the transformation of society for sustainable development. This paper presents a training course for a novel model of long-term energy planning (the ModUlar energy system Simulation Environment, MUSE), as an example of capacity building activities for sustainable development. The activities were part of the Joint Summer School on Modelling Tools for Sustainable development, held in Trieste (Italy) in 2022. This summer school was one of the first successful implementations of education and training courses in a super-hybrid mode in the post-COVID era. Describing the training activities for MUSE open-source, this paper addresses one of the challenges that education for sustainable development is expected to increasingly face in the future: the training of future professionals in the use of novel toolkits and the implementation of truly trans-disciplinary approaches.This paper discusses the pre-school online training course for MUSE, the summer school contents, and some student modeling outcomes. While doing so, it shows the importance of leveraging the abstract contents of a course with practical exercises when learning a new tool. Reflecting upon the students' experience, this paper draws conclusions that can be used to improve future editions of the same course and be extended to the design of training courses for other tools. [ABSTRACT FROM AUTHOR]

Purpose: Population worldwide has experienced several challenges related to sustainable development, such as scarcity of natural resource, unsustainable consumption, poverty, injustice, violence, social inequality and natural disaster (including floods, tsunami and landslide). These issues interfere in sustainable development and target to achieve societal balance, structuring without compromising economic and environmental resources of future generations. The higher educational institutions are included in this context because they play a role in professional training and in education to promote sustainable practices. The higher educational institutions can assume a prominent position in the 2030 Agenda implementation for sustainable development of the United Nations, especially in the Goals 4 and 10, quality education and reduced inequalities, respectively. The purpose of this research study aims to develop a literature review and analyze the higher educational and sustainable themes, involving the Brazilian scenario. Design/methodology/approach: This research study develops a literature review based on researches that involve higher educational and sustainable themes in the Brazilian scenario. Inclusion criteria are papers in English, with the search equations in their titles, and peer-reviewed papers. Paper publication year was not an exclusion criterion. This research aimed to understand opportunity and challenge processes in the Brazilian higher educational institutions and their actions, so that the Sustainable Development Goals are completely achieved and the 2030 Agenda for sustainable development is fulfilled. For this, a research central question was established: What are the opportunities and the challenges to achieve the 2030 Agenda for sustainable development in the Brazilian higher education? Findings: A total of 636 papers were recovered. The "Higher Education AND Opportunities," "Higher Education AND Challenge," "Higher Education AND Challenges," "Higher Education AND Opportunity," "Brazilian AND Higher Education" and "Brazil AND Higher Education" search equations found, respectively, 165, 146, 131, 74, 62 and 25 papers, involving 94.8% of the total number of the papers found. The papers recovered enabled the vision of five clusters: policy; inclusion; culture; relationship; and environment, society and economy. The paper analyses found that innovation process, sustainable practical implementation and holistic look, involving professors and students, can allow the 2030 Agenda achievement. Originality/value: The authors of this research study presented a framework based on the literature analyzed through five clusters: policy; inclusion; culture; relationship; and environment, society and economy, considered from opportunity and challenge perspectives. The authors introduced and discussed the Brazilian higher educations and their opportunities and challenges. The Brazilian panorama was linked with the 2030 Agenda for sustainable development, in specific, with the Goals 4 and 10. Implications of this research study are related to the higher educational opportunities and challenges in policy, inclusive, cultural, sustainable and relationship contexts, involving governmental and nongovernmental sectors, professors and students for the Brazilian educational improvement. [ABSTRACT FROM AUTHOR]

The sustainability requirements of the planet in recent years have made it necessary for everyone to reflect on new lifestyles. For this purpose, the United Nations has established an agenda for change organised into 17 Sustainable Development Goals (SDGs) that claim to be achieved by 2030. The demands of this sustainable development are organised into three main dimensions: social, environmental, and economical. To achieve these goals, the educational system is fundamental. This new context demands new areas of study centred on the educational sphere; for example, in a holistic Health Physical Education (HPE), there are precedents in the literature that show a relationship of the characteristics to enhance sustainable development. Based on these references, it is suggested that the characteristics of holistic HPE could contribute to the three dimensions of sustainability and the SDGs. Therefore, the aim of this paper is to deepen through a series of reflections and comments on the elements that compose a holistic HPE to contribute to the sustainable development of the planet. The paper begins with a justification of the delimitation of the problem it seeks to solve through this research area. This is followed by a detailed analysis of the specific SDG targets related to holistic HPE and the sustainability competencies to be developed. The epistemological foundations that a holistic HPE contribution could have on the three dimensions of sustainable development, are also added. Finally, the document closes with orientations for future research and teaching methodology proposals and teaching approaches that would fit within the holistic HPE for sustainable development. The contributions made in this document will allow researchers to find a baseline from which to begin to conduct research that confirms the virtues of holistic HPE in contributing to a more sustainable world. [ABSTRACT FROM AUTHOR]

Abstract This paper aims to identify and explore the interlinkages between sustainable tourism research and the study of economics with the goal of identifying main themes and gaps in the economics of sustainable tourism. It contributes to identifying the unique perspective that economics has contributed and can still contribute towards the sustainable tourism discourse. This review article retrieved and analysed 5593 papers using scientometric analysis. The findings indicate that economic theory and/or methods have had a clear influence on some, but not all clusters of sustainable tourism research. Clusters that are dominated by economic theory and methods include economic growth, climate change, the sharing economy and evolutionary framework. Current themes in economics, including migration, declining labour shares and rising inequality have not attracted attention in sustainable tourism research. Additionally, a much clearer focus on inter- and intragenerational effects, shadow prices and dealing with externalities deserves further scrutiny. Gaps also exist in terms of laboratory studies, field experimental studies and the application of behavioural economics. This article also launches the special issue – the Economics of Sustainable Tourism – which includes ten blind-peer-reviewed papers. [ABSTRACT FROM AUTHOR]

Introduction Objective Method Results and discussion Conclusions The current economic, social and environmental problems faced by society are some of the most emerging concerns of the main governmental institutions. In this sense, Education for Sustainable Development and integration of the Sustainable Development Goals (SDGs) into the education system seems to be a key link for its mitigation. Within education, physical education (PE) could provide positive synergy and contribute to achieve the SDGs. However, the relationship between PE and Sustainable Development is still in its nascent stage.Overall, we aim to explore the ways in which the literature has addressed the SDGs and PE. To this end, this scoping review has two objectives. The first is to provide a synthesis of the research to date on PE and the SDGs, presenting the results in terms of the types of literature, methods, samples, provenance of authorship and the main findings. The second is to investigate which specific SDGs and targets have appeared most frequently in research within the field of PE.Due to the emergent nature of the topic under examination, we present a scoping review. After identifying the parameters to be analysed, we redefined the topic of study. We applied a number of criteria and selected relevant studies the introduction of the SDGs (2015) until June 2022. We searched Web of Science, SPORTdiscus, Scopus, Google Scholar and PROquest using words such as ‘Sustainable Development’, ‘SDGs’ and ‘PE’.We reviewed 22 papers that met the inclusion criteria. We noted several characteristics in these studies. Most studies published between 2015 and 2022 come from international institutions (Commonwealth, UNESCO, etc.), and critical view articles, which theorise about the potential relation between PE and the SDGs. Beginning in 2021, there has been much more empirical research, mainly in the form of qualitative and quantitative cross-sectional studies. Most of this empirical research has been developed with undergraduate students in Physical Education Teacher Education (PETE). Some researchers have used pedagogical models such as service learning and cooperative learning as valid didactic tools to work on the SDGs. On the other hand, the countries that seem to show the greatest interest in research on the SDGs and PE are European, especially Spain and Sweden. Finally, SDGs 3 (Health and Wellbeing), 4 (Quality-Education) and 5 (Gender-Equality) have the greatest relationship with PE, specifically target 4.5 on inclusion and equity, target 5.1 to avoid discrimination based on sex and target 3.6 concerning physical and mental health.The relationship between PE and the SDGs is an emerging topic. While papers published within the five years after definition of the SDGs have a strong theoretical character, empirical research has begun to predominate since 2021. The focus of future research should be to deepen the ways in which PE can contribute to the SDGs (pedagogical perspectives, content, objectives …). Researchers should use practice-based models to look for more sustainability-related content and, above all, to try to get students to reflect on how their daily actions can contribute to a more sustainable and durable world. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to review and provide propositions about survey assessment tools of the key sustainability competencies (KSCs) of education for sustainability. UNESCO points out how education plays an important role in transforming societies towards a sustainable future and achieving the United Nations' sustainable development goals. To plan education for sustainability, teachers need to know the students' competencies for sustainability before they come to class. Thus, a formative assessment about student competence for sustainability is needed. Design/methodology/approach: Firstly, a structured literature review of assessment tools used to measure sustainability competencies by questionnaire survey is presented. Secondly, the authors' conceptualise how the competencies influence each other and provide propositions for future research. Findings: The literature demonstrates that there is much ambiguity between prior research about the scales used and what they represent. A lack of validation across disciplines is apparent and an assessment tool that includes all eight KSCs could benefit education for sustainability. Future research could investigate how the competencies influence each other and which drivers are stronger for each discipline across different countries. A formative assessment tool can address this need. Originality/value: The findings provide a new analysis about questionnaire assessment tools used in prior research to measure sustainability competence. The authors' offer a discussion about the strengths and weaknesses found in prior research and propose suggestions for future research. Their conceptualisation also provides propositions for validating the KSCs presented in a recent framework. [ABSTRACT FROM AUTHOR]

Sustainability is a global mandate and has set agendas for regions, nations, sectors, and corporations. Because of the globalized nature of the economy, the pursuit of sustainability in one place has implications for others. The aim of this paper is to describe how a sector—the Guatemalan Sugarcane Agro‐industry (GSAI)—can make progress toward sustainability and contribute to the Sustainable Development Goals of the country in which it operates. The methodology used was a case study description, based largely on data reported by the GSAI. The main findings of the study show that the contributions of the industry to water and sanitation in its area of operations have been important, but limited, due to several factors that include issues such as: lack of political will, lack of technical capacity, financing, and appropriate legislation. On the other hand, the contributions of the GSAI to energy have been remarkable for the Guatemalan energy matrix, highlighting that cogeneration from sugarcane bagasse represents up to 30% of the electricity demand in the country during the 6‐month harvest season. Building on social corporate responsibility theory, the actions related to the goals on water and energy are explained. What was found is that the contributions of a sector, though important, are possibly not outstanding at the national scale, and that the conditions of the country limit the reach or pace of progress of the sector. An exception is the contributions toward sustainable energy and associated emissions, which are noteworthy. The interplay of actors at different scales needs to be understood if globally we are to achieve the goals. This understanding is key to put in place policies and enabling conditions for sectors to make progress faster, helping their country advance as well as contributing to sustainability of buyers in other countries or regions. [ABSTRACT FROM AUTHOR]

This paper explored sustainability transparency and SDGs 2 and 12 disclosure and its influence on their overall efficiency, using data from Ukrainian agricultural companies. To do this Sustainability Transparency Index (STI) methodology is developed and used. The following hypothesis is tested: the higher the STI score is, the better position of the company is among its peers. For these purposes, STI index is calculated for the top100 Ukrainian agriculture companies. Correlation analysis, Granger causality tests and regression analysis provide evidences in favour of high dependence of position in top100 from the STI score: the more efforts companies invest into Sustainability Transparency, the higher the position in ranking is. This is direct evidence that companies' sustainability transparency is an important element of its activity nowadays. Recommendations to improve sustainability transparency based on suitable reporting practices are provided in this paper. [ABSTRACT FROM AUTHOR]

Both the transformation from innovation systems to innovation ecosystems and university reforms in such a context require a renewed understanding of the nature of universities and their roles in society. While the recent flourishing concepts about new models of universities suggest that the notion of an entrepreneurial university needs to be replaced by a more suitable concept to capture the unprecedented changes in universities in the societal transformation, the features of a new model of university described by these concepts can hardly fit into a consistent framework. This paper responds to this research gap by integrating both conceptual and empirical literature about the transformations or reforms of universities, mainly in the European context. Our major research findings are as follows. First, we identified characteristics of an ideal-type university in innovation ecosystems, named a sustainable entrepreneurial university (SEU), in comparison with those of an entrepreneurial university. Second, we elaborated on three emerging roles of the SEU in innovation ecosystems. Third, we found that while a transition from entrepreneurial universities to SEUs can be seen in European university reforms, the paces of the transformations vary. At the end of the paper, we discuss the scholarly and policy implications of our research findings. [ABSTRACT FROM AUTHOR]

In this paper, we explore the mining sector's potential to contribute to the UN Sustainable Development Goals (SDGs) by examining its past engagement with sustainable development. Once a pariah, the mining industry is now very active in the sustainability space and played a key role in the development of the SDGs. In this paper, we first examine two key texts in evolving institutional frameworks: the Mining, Minerals and Sustainable Development (MMSD) Project and the recent Mapping Mining to the SDGs, highlighting their limited framing of sustainable development. Then, we examine how sustainable development concerns and voluntary standards have been translated into practice by mining companies. Analysing this history and track record shows an approach to sustainable development which sidesteps contradictions at the heart of the mining industry's production processes, all of which bode ill for their potential to contribute meaningfully to the SDGs. [ABSTRACT FROM AUTHOR]

This paper comprehensively analyzes the overall status of the green bond market in Latin America and the Caribbean (LAC) for the renewable energy sector. Our results show that, in most cases, issuers are non-financial corporations. Also, despite LAC's low perception of transparency, 78% of the volume issued has been externally reviewed. In general terms, the barriers imposed on issuance by local governments, mainly municipal debt ceiling, low credit rating and solvency, limited capabilities to prepare bankable projects, and lack of communication channels between the financial sector and local governments, constrain the green bond market in LAC. Furthermore, although the presence of development institutions that promote the issuance of green bonds in the renewable sector has improved in recent years, it is mandatory to continue making progress in this area. For that purpose, closer cooperation and alliances are essential to share responsibilities and knowledge in LAC. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to review and provide propositions about survey assessment tools of the key sustainability competencies (KSCs) of education for sustainability. UNESCO points out how education plays an important role in transforming societies towards a sustainable future and achieving the United Nations' sustainable development goals. To plan education for sustainability, teachers need to know the students' competencies for sustainability before they come to class. Thus, a formative assessment about student competence for sustainability is needed. Design/methodology/approach: Firstly, a structured literature review of assessment tools used to measure sustainability competencies by questionnaire survey is presented. Secondly, the authors' conceptualise how the competencies influence each other and provide propositions for future research. Findings: The literature demonstrates that there is much ambiguity between prior research about the scales used and what they represent. A lack of validation across disciplines is apparent and an assessment tool that includes all eight KSCs could benefit education for sustainability. Future research could investigate how the competencies influence each other and which drivers are stronger for each discipline across different countries. A formative assessment tool can address this need. Originality/value: The findings provide a new analysis about questionnaire assessment tools used in prior research to measure sustainability competence. The authors' offer a discussion about the strengths and weaknesses found in prior research and propose suggestions for future research. Their conceptualisation also provides propositions for validating the KSCs presented in a recent framework. [ABSTRACT FROM AUTHOR]

• The first evidence of solar box cooker cum dryer working above 100 °C. • SBCD's dual mode operation helps understating design for similar large-scale systems. • COR enables TPP-based performance evaluation of dual-mode systems effectively. • A realistic and inexpensive technique allows effective moisture removal from SBDC. • LCCM provides vital insights into the economics of SBCD and dual-mode operation. In the background of the COVID 2019 pandemic, the importance of developing realistic and efficient decentralized energy solutions is one of the essential requirements. This paper presents the performance of a small-scale solar box cooker cum dryer (SBCD) for decentralized communities and domestic scale applications. The drying process in SBCD uses a simple and effective method for moisture removal. It enables de-moisturization of the cooker interior, allowing efficient use of SBCD for the simultaneous dual-mode operation of cooking and drying. Cooker Opto-thermal Ratio (COR) as a thermal performance parameter and glycerin as a test load enable cooking process analysis. COR-based objective parameters (OPs) realistically comment on the cooker performance in the dual-mode operation. Drying kinetic studies describe the drying performance of the device. The levelized cost of cooking meals (LCCM) allows understating of the economics of SBCD. The mean value of COR for the cooker is 0.104 ± 0.0028 (m2·°C)/W with a percentage standard deviation of 2.69%. The experimental values of OPs, reference cooking time, and maximum achievable load temperature varies between 74 and 86 min and 103–111 °C, respectively. Thus, SBCD cooks in approximately 80–90 min and dries ∼ 100 g of food products simultaneously with 70–80 % moisture removal. The LCCM for SBCD is $ 0.0174 per meal. Thus, SBCD depicts a realistic solution for ensuring self-sustainability in decentralized communities. [ABSTRACT FROM AUTHOR]

Purpose: Less than eight years remain to achieve the Sustainable Development Goals (SDGs). Numerous authors underlined the importance of language in achieving the SDGs; however, its role in the process remains overlooked. This paper aims to investigate the sustainability understanding among Tanzanian students and graduates, their translation approaches and the awareness of people living outside of universities regarding sustainability and the SDGs. The importance of including language in implementing the SDGs is highlighted, and further research regarding local languages to enhance sustainability awareness is suggested. Design/methodology/approach: This study builds upon an extensive review of the current language of instruction conundrum present in many African countries and embeds the SDGs in this complex situation. Using a Tanzanian University as a case study, a questionnaire was administered to Tanzanian students and graduates, and follow-up interviews were conducted. Findings: Findings suggest that Tanzanian higher education students and graduates are knowledgeable about both sustainability and the SDGs, with most of them integrating at least one goal into their respective research. However, in the interviews conducted, interviewees stated that in their experience, only a minority of people outside of universities are aware of both concepts. The findings indicate that the aim of target 4.7 and, ultimately, the pledge to leave no one behind remain void when African languages continue to be neglected. Research limitations/implications: A case study is characterized by a lack of generalizability. Findings from this study should, therefore, be transferred cautiously to other African countries and universities. Furthermore, university students and graduates represent highly educated participants, which does not allow deductions to other parts of society. Originality/value: The authors are not aware of other studies investigating the views of Tanzanian students and graduates regarding sustainability and language and how they handle emerging translation challenges in their research. Furthermore, to the best of the authors' knowledge, this research is the first to highlight the importance of language in achieving target 4.7 of the SDGs and, ultimately, the pledge to leave no one behind. It, therefore, represents a valuable contribution to the scientific body of knowledge regarding education for sustainable development and language. [ABSTRACT FROM AUTHOR]

Purpose: The 2030 agenda for sustainable development and the Sendai Framework for Disaster Risk Reduction (SFDRR) constitute an overarching global milestone for creating a better sustainable future worldwide. The risk component of the agenda under the SFDRR must be better embedded into the sustainable development goals (SDGs) and integrating disaster risk management policy with broader development objectives at national and subnational levels in many countries is still a work in progress. The purpose of this paper is to analyse the progress between the SDGs and the SFDRR in Latin America and the Caribbean (LAC) and its complementary features Design/methodology/approach: Comprehensive and contextualized analyses of the progress of SFDRR and SDGs related to the LAC region need to be fully addressed to examine synergies and trade-offs with the two global agendas. Based on empirical evidence from United Nations global reports, a literature review of DRR and DRM, as well as development planning evidence, this paper addresses the implications of building coherence between the SDGs and the SFDRR in the region. Findings: Interplay and connections of the two agendas are highlighted together with an analysis of coherence among indicators. Despite the richness of several indicators, the examined evidence suggests that derived from the current progress, indicators are unable to completely reflect the dynamics among disaster risk drivers for both the SFDRR and the SDGs in the region. Research limitations/implications: Data availability at UNIDSR as well as at the regional level can limit the scope of the research. When comparing and matching the agendas, results could be further improved upon new releases of data. SFDRR and SDGs have also ground for improvement and countries are doing well but still slow. Practical implications: The paper offers new insights and findings for decision/policy makers in Latina America and the Caribbean. Originality/value: The paper offers an overall understanding of the progress and coherence among SFDRR and SDGs global frameworks and provides insights to identify the gaps and opportunities that need to be addressed to integrate disaster risk reduction into sustainable development planning at national and regional scales in LAC. [ABSTRACT FROM AUTHOR]

This paper reviews the existing research on sustainability and sustainable development around the world. It begins by defining the sustainability and sustainable development concepts. Thereafter, the paper highlights the dimensions of sustainable development and sustainability based on the literature. The paper also shows the relationship between sustainability and sustainable development. The paper used the literature review methodology. The paper finds that each region of the world hasmade some progress towards achieving high levels of sustainable development; however, each region also faces unique challenges that affect the attainment of the sustainable development goals in the region. These challenges have social, political, structural, institutional and economic dimensions. Also, while sustainable development is a widely acknowledged concept in academia its practicality in policy circles has been contested. Existing empirical studies show that incorporating sustainability or sustainable development concerns into business or environmental management yields some positive benefits. Finally, some areas for future research are suggested. [ABSTRACT FROM AUTHOR]

This paper aims to introduce a new sustainable business excellence model, called Knowledge Management Excellence Model 21 (KMEM21), a theoretical framework that combines Knowledge Management and Business Excellence Models (BEMs), proposing an approach applicable to organizations to directly contribute towards achieving the United Nations Sustainable Development Goals (SDGs). The paper through a qualitative-exploratory methodology makes an analysis and benchmarking, emphasizes the integration of Knowledge Management and three specific Business Excellence Models (Management Excellence Model (MEG) from Brazil, Baldrige Excellence Framework, and EFQM). This integration uncovers relationships between organizational concepts associated with Knowledge Management and BEMs, which contributes to new insights in the literature regarding these concepts' interplay. BEMs are presented as tools that can catalyze the power of Knowledge Management towards achieving SDGs. However, it's noted that the existing BEMs might not be adequate, as the goal extends beyond organizational improvement and excellence to encompass sustainable development aligned with SDGs. The article suggests that specific organizational concepts, identified through a literature review and aligned with Knowledge Management and BEMs, can be selected as indicators associated with the constructed KMEM21 and the SDGs. These indicators are intended to form a bridge between the new model and the SDGs. However, given the comprehensive nature of the theory, model development, application, result acquisition, and analysis, the article's primary contribution will be in its focus on elaborating the instrument and technique, demonstrating the creation of a theoretical framework for the SDGs. Future works will showcase the application of the proposed KMEM21 method in five Brazilian organizations, members of Global Compact, to compare the achieved objectives and the results obtained with the organizations' performance and their sustainability reports. [Display omitted] • There is a visible relationship between knowledge management and business excellence models, aided by shared organizational concepts. • Achieving the SDGs in organizations can be done by using the traits incorporated into knowledge management and business excellence models. • The Knowledge Management Excellence Model 21 represents an original approach, acting as a new sustainable business excellence model. • A comprehensive model can be constructed using a methodology that incorporates an instrument, a technique, and a method. • KMEM21 presents a strategic path that aligns with business excellence principles and the sustainable development objectives, offering a framework for organizational success. [ABSTRACT FROM AUTHOR]

Global socio-environmental challenges and local impacts, global agendas, and local implementation: multi-level governance has never been more important – or more complex. To keep track of progress and the challenges in sustainable urban development, monitoring systems at all levels are at different stages of development and in need of harmonisation. In this context, national reporting can link the global level with the local one by identifying and reviewing framework conditions, and setting indicator and data standards for cities, counties, and municipalities. This raises questions about the awareness of different issues, resource imbalances and, not least, the effectiveness of standardised monitoring. This paper provides valuable insights into the lessons learned from the preparation of the first national progress report on the implementation of the New Urban Agenda. The reflections could support further governance and monitoring efforts not only at the national level but also across all levels. [ABSTRACT FROM AUTHOR]

This paper aims to clarify the term CSR. In the aftermath of the events of 2020, the interest in analysing the concept pre- and post-pandemic is crucial. The first mentions of the concept date back to the 19th century. The most important development occurred in the second half of the 20th century. There is no generally accepted definition of CSR. They coincide in the concern for environmental, social and economic areas. And in attending to stakeholders. Companies are pursuing the SDGs and have opted to apply CSR in companies in the wake of the pandemic. Organisations have found their most supportive side in this health crisis situation. [ABSTRACT FROM AUTHOR]

Life cycle sustainability assessment (LCSA) can be used as a tool to understand how products and operating systems can meet the United Nations' Sustainable Development Goals (SDGs). However, existing linkages between SDGs and LCSA are limited and an analysis of coverage in literature is needed. In this paper, we propose a generic methodological framework establishing connections between LCSA categories at micro‐level and SDGs at macro‐level based on derivation from the literature. The qualitative heuristic research method developed builds on keyword literature search, bibliometric analysis, mapping, and narrative literature review for connection rationales. By using qualitative assessment levels, an assessment of linkages between LCSA categories and SDGs reveal that "technology development," "public commitment to sustainability issues," "access to material resources," and "education provided in the local community" have the highest number of reported relationships with SDGs. Twenty‐two LCSA categories were found with no direct/indirect connection with any SDG; reasons include absence of life cycle thinking perspective in SDGs and lack of sustainability‐based discussion for workers, consumers, and value chain actors' stakeholder groups. Despite these gaps, the results provide new insights for industries looking to measure the contribution of their product systems along their life cycle in the context of SDGs supporting them to some extent, to select LCSA categories with either highest number of identified relationships to SDGs or that contribute to prioritized list of SDGs. The approach provides a starting point to improve transparency and consistency of reporting of sustainability performance of product systems by connecting LCSA to the global agenda for sustainable development. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain). Design/methodology/approach: This paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research. Findings: The results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability. Originality/value: This research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal. [ABSTRACT FROM AUTHOR]

Purpose: Recognising the importance of universities in the achievement of social and global objectives, this paper aims to study the relevance of the global reporting initiative (GRI) methodology for reporting University Social Responsibility (USR) activities, taking into account the specificity of higher education institutions (HEI). Design/methodology/approach: After a review of the literature and background, the European HEI reports prepared according to the latest version of GRI standards are selected and a comparative study is carried out. The analysis focusses on comparing to what extent the standards are responding to the information needs generated in the field of higher education. Findings: General issues, common to all types of organisations, are adequately reported by HEIs, but difficulties are encountered in integrating a vision that incorporates the role of their missions in standards related to economic, social and environmental aspects. Research limitations/implications: There are few GRI reports with this format and further research is encouraged as the number of reports increase. So far, major limitations have been found by HEIs to account for their societal missions when using the GRI. Practical implications: The debates on USR are promoting an increase in the number of reports on sustainability. This paper provides some examples of the use of disclosures that can be adapted in this context, to move towards the systematisation of these practices. Originality/value: This is, to the authors' knowledge, the first comparative study on the application of GRI to sustainability reports at a European level, focussing on the adequacy between disclosures and missions. [ABSTRACT FROM AUTHOR]

Ocean governance is complex and influenced by multiple drivers and actors with different worldviews and goals. While governance encompasses many elements, in this paper we focus on the processes that operate within and between states, civil society and local communities, and the market, including industry. Specifically, in this paper, we address the question of how to move towards more sustainable ocean governance aligning with the sustainable development goals (SDGs) and the UN Ocean Decade. We address three major risks to oceans that arise from governance-related issues: (1) the impacts of the overexploitation of marine resources; (2) inequitable distribution of access to and benefits from marine ecosystem services, and (3) inadequate or inappropriate adaptation to changing ocean conditions. The SDGs have been used as an underlying framework to develop these risks. We identify five drivers that may determine how ocean governance evolves, namely formal rules and institutions, evidence and knowledge-based decision-making, legitimacy of decision-making institutions, stakeholder engagement and participation, and empowering communities. These drivers were used to define two alternative futures by 2030: (a) 'Business as Usual'—a continuation of current trajectories and (b) 'More Sustainable Future'—optimistic, transformational, but technically achievable. We then identify what actions, as structured processes, can reduce the three major governance-related risks and lead to the More Sustainable Future. These actions relate to the process of co-creation and implementation of improved, comprehensive, and integrated management plans, enhancement of decision-making processes, and better anticipation and consideration of ambiguity and uncertainty. [ABSTRACT FROM AUTHOR]

Purpose: Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the sustainable development goals (SDGs), and one of the targets related to this is to ensure that by 2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs provide a motive for HEIs to integrate SD concepts into their day-to-day practices. This study aims to introduce a framework for HEIs' sustainable development assessment. Such a framework guides HEIs and educational leaders to support their countries' commitments to achieving the SDGs. Design/methodology/approach: This paper presents the results of a case study analysis of the role and successful techniques of HEIs in achieving SD in three countries, namely, Germany, Japan and Egypt. Primary data was collected by semi-structured interviews with three Cairo University officials, while secondary data was collected by reviewing the universities' official websites, reports, publications and related papers. This study introduces a novel framework for HEIs' SD analysis and assessment, which guides HEIs and educational leaders to support SD to fulfill their countries' commitments to achieving the SDGs. This framework is based on the following five categories: strategic direction and institutional working practices, supporting students, supporting university staff competencies, supporting society's stakeholders and networking and sustainable campus. Consideration is given to the potential role of HEIs to support SD in each of these areas. Findings: Cairo University could learn from the novel and pioneer practices of the Leuphana University of Lüneburg, and the University of Tokyo to fill in the gaps it has in different roles. It can also put more effort into adopting the suggested higher education programs of Egypt's Vision 2030. Research limitations/implications: This paper is limited to a case analysis comparing three countries, Germany, Japan and Egypt. Second, this study has not considered school education, which is equally essential in countries' SD. Practical implications: HEIs can use the framework and the findings in this paper to evaluate their current roles in supporting SD, identify the gaps and take actions accordingly to address their weaknesses. Originality/value: The paper compares three universities, one in each of the case study countries. It draws conclusions that identify ways in which the paper's framework and findings can guide SD practice in HEIs internationally, especially those in the developing world. [ABSTRACT FROM AUTHOR]

The paper discussed in this article particularly addressed the potentials to achieve demographic dividend (DD) of Bangladesh, importance of knowledge management, and implementation of Sustainable Development Goals (SDGs). It also discussed the challenges in a general observation, not in-depth economic analysis, although some general statistics were cited. United Nations (UN) formulation SDGs, 2016-30 agenda was addressed to promote socio-economic development and environmental sustainability. Bangladesh has experience in achieving most of the targets of the Millennium Development Goals (MDGs: 1990-2015), formulated by the UN for the same interest. As knowledge management for development issues is a vital ingredient and there is no way to ignore for any kind of development of its sharing and dissemination. Under this light, the paper tried to focus its importance and significance and ways of cultivation for sharing so that the communities concerned can take benefit. A reciprocal relation tried to highlight between knowledge management, SDGs, and DD. Finally some recommendations were formulated from the experience of achieving DD and SDGs. Knowledge management policy adaptation was also recommended for in-time decision-making process relating to those achievements. Information literacy was also addressed in brief. [ABSTRACT FROM AUTHOR]

By developing innovative solutions to social and environmental problems, sustainable ventures carry great potential. Entrepreneurship which focuses especially on new venture creation can be developed through education and universities, in particular, are called upon to provide an impetus for social change. But social innovations are associated with certain hurdles, which are related to the multi-dimensionality, i.e. the tension between creating social, environmental and economic value and dealing with a multiplicity of stakeholders. The already complex field of entrepreneurship education has to face these challenges. This paper, therefore, aims to identify starting points for the integration of sustainability into entrepreneurship education. To pursue this goal experiences from three different project initiatives between the partner universities: Lapland University of Applied Sciences, FH Aachen University of Applied Sciences and Turiba University are reflected and findings are systematically condensed into recommendations for education on sustainable entrepreneurship. [ABSTRACT FROM AUTHOR]

Some 35 years after the United Nations published its Brundtland report [Brundtland Commission. (1987). Our common future: Report of the World Commission on Environment and Development, Geneva, UN-Dokument A/42/427. Retrieved December 24, 2022, from ] on the many threats our planet is under due to over- and underdevelopment, we are still struggling with how to make our world sustainable. Today we have the Sustainability Development Goals (SDGs) to guide us, but they have been largely criticized just like their predecessors. The debate in Information and Communication Technologies for Development (ICT4D) mainly concerns to which extent Information and Communication Technologies (ICTs) may contribute to the SDGs. This editorial offers a historic overview of the different development goals that the UN has offered and eight papers that offer a view into the discussion of the challenges facing the SDGs, but also examples of experimental strategies on how ICTs can be used in realizing, or undermining, these goals. [ABSTRACT FROM AUTHOR]

Recent literature on social innovation highlights its conceptual ambiguity and fragmentation. According to this context, this paper explores how social innovation can contribute to the achievement of sustainable development goals (SDGs). Using a case study approach, we apply a mixed research methodology comprising a content analysis followed by multiple correspondence analysis. We examine 209 social innovation projects financed by the Portugal Social Innovation program in three dimensions: empowerment, content, and process. The social innovation projects addressed showed that social innovation projects can have varied objectives, be developed in different intervention areas, and empower different vulnerable groups of beneficiaries. The findings put in evidence the interaction between social innovation and SDGs, therefore social innovation supports the three sustainability dimensions: economy, society, and environment. In this sense, it is possible to conclude that SDGs constitute a framework that positions social innovation, bringing clarity and structure to the field. This identification and classification can promote the creation of a market of supply and demand of social innovations, strengthening the social innovation ecosystem. [ABSTRACT FROM AUTHOR]

Several continental and global development initiatives have been evolved to trigger development in Africa, the latest being Agenda 2063 and sustainable development goals (SDGs). This paper draws on relevant materials to examine the challenges of sustainable development, especially within the context of the serious structural adjustment challenges in Africa. Against the backdrop of the continent's earlier dismal experiences with development initiatives, the paper assesses the promises of both Agenda 2063 and SDGs to motorize sustainable development in the continent. The paper contends that the feasibility of sustainable development in Africa is contingent upon the institutionalization of the active state. The imperative of the active state in development architecture is because of its indispensability in charting critical pathways for all-round sustainability. [ABSTRACT FROM AUTHOR]

Motivation: Agenda 2030 and the Sustainable Development Goals (SDGs) expand the development agenda. While all major development actors support policy coherence for development (PCD), analysis has been lacking on how this can be achieved as the development agenda expands. We discuss the relationship between SDGs and PCD through a comprehensive case study from Finland. Purpose: To examine the coherence of Finland's foreign and development policy for achieving the SDGs, while leaving no one behind. Particular focus is given to policies related to the private sector's role in development, and attention is also paid to ministries other than the Ministry for Foreign Affairs. Approach and methods: We carried out interviews with policy‐makers and other stakeholders, and analysed relevant documents. We reviewed governmental high‐level policy statements, sectoral alignments, and development aid documents. We also reviewed the position papers that the Finnish Government had issued on European Union (EU) processes, particularly regarding development relating to the private sector. Findings: Finland has been uniquely positioned to advance PCD in its foreign policy, thanks to co‐ordination structures across government. Nonetheless, mainstreaming of the expanded development agenda has been largely limited to the Ministry for Foreign Affairs and its development policy department. The breadth of the SDG agenda has enabled individual targets to be cherry‐picked, with less attention paid to advancing the Agenda 2030 as a whole and to implementing its Leave No One Behind (LNOB) principle. Despite an institutional framework seemingly ideal for policy coherence, traditional sectoral divisions between development policy as a separate field and sustainability as an environmental issue, remain. Five factors in particular hindered policy coherence: (a) Finland's position papers to the EU on taxes and migration all but ignored Agenda 2030 commitments; (b) the Finnish emphasis on the private sector in development narrowed the considerations of development to economic growth; (c) sustainability was seen as green technology, with scant regard to social sustainability; (d) private firms interpreted the SDGs to mean that environmental sustainability could address human rights‐related concerns with corporate social responsibility initiatives; and (e) cuts to staffing in the Finnish Government stymied innovative thinking and working across departmental boundaries. Policy Implications: Finland is generally seen as a front‐runner in mainstreaming development issues, which makes it an interesting case. We outline the key challenges that Finland has faced in tackling PCD, which should be relevant for other Organisation for Economic Co‐operation and Development (OECD) countries as well. Many challenges related to PCD are political and organizational. As such, they are highly dependent on the particular institutional settings in each country. Our methodological approach could be replicated in other similar countries. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to assess the state of the art of quality of education, research and governance to incorporate sustainable development goal 4 (SDG 4) in Nepalese higher education institutions (HEIs). In particular, it raises questions to initiate a discourse on HEIs to achieve SDG 4. Design/methodology/approach: The idea of undertaking this research is heavily borrowed from scientific literature and policy documents. It is an exploratory study that assesses the current status of quality of education, research and governance and suggests policy measures to inculcate SDGs culture in Nepalese HEIs. This study follows a qualitative approach. The analysis is based on the opinions of 113 HEIs stakeholders and high-ranked university officials. Discussions among stakeholders have been organized using online facilities such as Zoom and Team. Findings: Nepalese universities had not incorporated SDGs in their policy, planning, budget and curriculum. The research finds that even after the government's commitment to SDGs, HEIs are not honestly involved in academic discourse on these goals. From the conversation with university officials, it appears that Universities have understood it as a government policy for development, rather than incorporating it as their sectoral responsibility to ensure the quality of education for future generations. Practical implications: This paper prescribes policies to inculcate SDGs culture practically throughout the university structure and operations and opens the floor to discourse on the sectoral role to reach SDG 4. Second, this research suggests activities and policies integrated toward the common good agenda. Originality/value: The paper is the first of its type in the context of a least developed country, Nepal, to raise the issue of HEIs for SDGs. This paper also represents the situation of HEIs for SDGs of similar countries. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to explore if, and how, business schools globally have been engaging their students in the Sustainable Development Goals (SDGs), both inside and outside the classroom, since the SDGs were agreed upon in 2015 until mid-2020. Design/methodology/approach: The data is collected from information submitted as part of reporting requirements to the United Nations Principle for Responsible Management Education over the time in question. This paper outlines the range of approaches being reported on which specifically relate to students and explicitly mention the SDGs. Findings: The results show that although there are a growing number of innovative approaches that could become the basis for the way management education approaches the SDGs moving forward, the majority of schools are not engaging their students in the SDGs. Of those schools that are, most offer limited evidence of it being embedded into the core of what students are learning or of it being approached in an interdisciplinary way. Business graduates are not being exposed to the SDGs in a way that connects them to "business as usual". This is a missed opportunity for the students, the universities and the global community, given the important influence that management education, and the business sector by extension, has the realisation of the goals. Originality/value: The results can help inform and inspire higher education institutions to engage students in the SDGs. A methodology to measure the degree of engagement is presented, which can then be used as a tool to benchmark progress. [ABSTRACT FROM AUTHOR]

Purpose: The achievement of the sustainable development goals (SDGs) for all communities and jurisdictions require a comprehensive roadmap that encompasses all dimensions of data infrastructure, social, economic, environmental and governance ecosystems. With this in mind, this paper aims to establish the link between the curriculum and intended learning outcomes of undergraduate and postgraduate subjects offered by the University and sustainability. This study is a part of a wider university strategy to embed sustainability knowledge and values in the university curricula. The 17 SDGs developed as a part of the 2030 Agenda for Sustainability Development was used as tool to measure and map how the subjects are linked with sustainability. Design/methodology/approach: To incorporate sustainability into the curriculum, this paper developed an interdisciplinary approach for analysing the interconnection between the SDGs, the expected subject learning points and the relevant aspects of sustainability (geospatial information, the legal, policies and institutional components). As part of the approach, in the first phase of the study, qualitative data were collected through a review of published information on the SDGs and the content of the subjects available in the subject handbook. Subject codes were assigned to the keywords and key phrases extracted from the SDGs and the subject content, and then compared and matched to establish the link between the subjects and the SDGs. Six university schools offering over 2,157 subjects were investigated. In the second phase, a survey was conducted involving subject coordinators with the purpose of validating the findings of the first phase and determining the strength of the linkages between the subjects and the SDGs. In the third phase, a plugin was designed to be used in the digital twin platform developed in the UoM, allowing visualisation of the research outcomes. Findings: Based on the interim findings, it was found that some subjects within the schools are linked to more than one SDG. However, not all of the subjects within the schools can be linked to the SDGs. There is a scope of improvement for embedding sustainability in more subjects within the schools. Some of the schools were also found to have weak linkages with sustainability, which demonstrate the challenge in technical subjects in linking their subject contents with sustainability. Originality/value: This study provides a methodology which enables the integration of sustainability into current state of the curricula at the university to be established. Further, with the advancement of geospatial technology and new visualisation opportunities through the use of the digital twin platform provides capabilities to communicate the outcomes of sustainability and involvement of each faculties and departments more effectively to the university community and wider stakeholders. [ABSTRACT FROM AUTHOR]

Regime complexes have been discussed in international literature as an intervening variable which bring about policy coherence at national levels. There is a dearth of literature which examines aspects related to the link between global biodiversity regime, national policy coherence and sustainable development goals (SDGs) reporting. By taking the case study of India and using liberal institutional approaches and critical appraisal, this paper seeks to analyse the role of SDGs reporting for promoting coherence between the international biodiversity regime complex and country level planning. This paper will have implications for praxis on biodiversity and sustainable development policy as well as have implications for theory related to liberal institutional scholarship. This paper argues that while the normative scope of the global biodiversity regime has evolved to encompass principles such as scientific enquiry as well as sustainable development, national level reporting on biodiversity related SDGs have to still catch up to facilitate better policy coherence at all levels. Further the paper also calls for a greater science-policy interface to supplement SDG reporting framework towards better understanding of conservation and ecosystem services aspects of biodiversity in India. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to report on the status and the development of education for sustainable development (ESD) and sustainability literacy (SL) in three Latin American (LA) higher education institutions (HEIs) business programs in Peru, Brazil and Colombia. The paper examines institutional efforts to both introduce and implement ESD curricula and provide SL. Design/methodology/approach: The methods used in this paper included reviews of university Web pages and course materials. Structured interviews were also conducted with program leaders, to examine the level of ESD, as input affecting the business programs curricula of the universities concerned. Findings: Initial findings suggest that, in the three HEIs surveyed, there is still a tendency to talk about issues related to ESD but actions that confirm this interest are not sufficiently advanced. The authors surveys a sample of business programs curricula and interviewed its leaders and a mixed and dated picture emerged. When compared to other regions particularly the USA and Europe, the findings show that the HEIs surveyed still have not developed enough work to distinguish conceptually between sustainable development, ESD and SL making the embedment of these concepts in the curriculum not fully developed. Originality/value: In LA HEIs, the ESD message seems to be slowly taking ground, equipping HEIs to respond to SL concerns. Implementation and practice in some HEIs are still at an embryonic and conceptually confused stage with regard to LA HEIs SL. This paper sheds light to help ESD delivery. It offers some strategies for moving on from this inception phase to a more structured SL provision and ESD outlook. [ABSTRACT FROM AUTHOR]