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Purpose: This paper aims to find out what attitudes Economics and Business students have towards sustainability and what they expect from their education in relation to the achievement of economic, social and environmental sustainability. The objective is to find out if the studies of Economics and Business favour the development of pro-sustainability attitudes, taking into account factors such as the gender of the students, the course in which they are enrolled and the economic training received before entering university. Design/methodology/approach: A survey was designed covering ecological, social, cultural, economic and political aspects. The survey was conducted among students of the Bachelor's Degree in Business Administration and Management and the Bachelor's Degree in Economics. The authors used discriminant analysis and analysis of variance to test the research hypothesis. Findings: Students are concerned about environmental problems and are aware of the need for action, but there is little consensus on the actions needed to overcome them. Some negationist traits are detected: those who rely more on technology give less importance to environmental problems and to the possibility of a major ecological catastrophe. Girls are more in favour of sustainability than boys, and students who have previously studied economics consider that their training has enabled them to evaluate the resources available and necessary to perform any job more than those who have not studied economics, regardless of their sex and year. Originality/value: Many articles have focused on the importance of sustainability in higher education, but hardly any have analysed the role of economic education in achieving sustainability. Given the importance and the proven inter-relationship between economics and sustainability, with this article, the authors contribute to fill the gap in the literature. It is necessary that current students and future professionals receive adequate economic education.

During the home confinement caused by COVID-19, universities closed and all teaching became virtual, testing the sustainability of the education system. A total of 3080 Spanish university students participated in a survey to analyse how they have adapted to this situation, whether there has been a digital divide and how they have followed training activities. The results reveal that households have had to invest in ICT equipment and universities have offered support to vulnerable students. Students were not prepared for this change, found it difficult to follow the course online, spent more hours per day studying and achieved lower academic performance. Higher education institutions must ensure inclusive, equitable and quality education that reduces the digital divide, promoting sustainable activities.

Purpose: This paper aims to identify the current situation of higher education institutions in Spain regarding the introduction of the Sustainable Development Goals in the classroom, and what is the role of mathematics in this task. Design/methodology/approach: A review is made of how the concept of sustainability has evolved in higher education, its gradual introduction in the University and the way in which this subject is approached in the field of mathematics. Findings: The study concludes that higher education has a key role to play in designing strategies that lead to the global sustainability of the planet. This implies major changes in degree curricula, assessment, competences and teacher training. Cross-disciplinarity and interdisciplinarity between different subjects within the same degree is a strategy for students to analyse the Sustainable Development Goals using mathematical techniques. Social implications: The University as an institution must train socially responsible professionals who are aware of the importance of promoting a sustainable world. Changes should be made to introduce values in the classroom that promote and encourage sustainability. Training should be seen as a continuous process that leads to the preparation of professionals committed to society and nature and who develop strategies aimed at improving the planet through values. Originality/value: Through practical activities, the Sustainable Development objectives can be analysed from several subjects of the same degree, emphasising the interdisciplinary and transversal nature that should be the central axis of higher education. Each subject can develop a strategy for change in favour of sustainability that will be reinforced and increased by working together on the proposed teaching practice. In this way, the contents of the different subjects are not isolated, but rather the student can see how there is an interrelationship between them and with real life. [ABSTRACT FROM AUTHOR]

During the home confinement caused by COVID-19, universities closed and all teaching became virtual, testing the sustainability of the education system. A total of 3080 Spanish university students participated in a survey to analyse how they have adapted to this situation, whether there has been a digital divide and how they have followed training activities. The results reveal that households have had to invest in ICT equipment and universities have offered support to vulnerable students. Students were not prepared for this change, found it difficult to follow the course online, spent more hours per day studying and achieved lower academic performance. Higher education institutions must ensure inclusive, equitable and quality education that reduces the digital divide, promoting sustainable activities. [ABSTRACT FROM AUTHOR]