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Purpose: This study aims to investigate the main areas in which researchers are focusing their efforts in terms of sustainability in higher education (curriculum, campus greening, research, governance or outreach), the format in which this research is performed (in terms of individual or combined efforts) and the primary research focus (in terms of local or global issues). Design/methodology/approach: Trends on sustainability research were investigated by means of an online survey -- the World Survey on Sustainability Publishing and Research in Higher Education, which was disseminated among members of the European School of Sustainability Science and Research and the Inter-University Sustainable Development Research Programme. Findings: The survey collected responses from 103 researchers across over 40 countries. Three trends emerged: in spite of the intrinsic value of sustainability research in higher education, this area is not as mature as one could expect; the range of themes covered is wide and addresses a variety of areas; and individuals working alone is the most common means of doing research, whereas research at the university, department and faculty level appears to be less common. Originality/value: The paper outlines some measures via which higher education institutions may be able to take more advantage of the many opportunities sustainability research offers to them.

Purpose: The purpose of this paper is to analyse through a systematic literature review the evolution of the theme of environmental social and governance (ESG) in universities, correlating variables and presenting a panorama for Latin American universities. Design/methodology/approach: This paper uses a systematic literature review approach. The Web of Science database was used for data collection, and a set of keywords (Environmental, Social and Governance × Universities) and a classification method were used, resulting in 111 articles classified in the Zotero software. After classification, these publications were analysed in the VOSviewer software. Findings: The main evidence about ESG and universities shows that its relevance has been growing worldwide with an emphasis on England, the USA, Spain, followed by Brazil in fourth place regarding the number of papers published worldwide. The most representative areas identified were governance, sustainability, higher education, sustainable campus, environmental science, ecology, science and technology. The journals presenting more published papers under the topic are "International Journal of Sustainability in Higher Education," "Journal of Cleaner Production and Sustainability." As for the most relevant authors, the Europeans Lozano and Leal Filho, Velasquez from Mexico and Brandli from Brazil were identified. As for institutions, the University Durham, State University System of Florida and State University of Campinas do Brazil stand out. Research limitations/implications: As the main limitation of the study is related to the sample of articles. This study is focused on the analysis of publications from the last decade, presenting only 111 results. However, this restriction in the timeline is justified as it is a new topic; this study was also limited to the use of a single database; in this sense, future research can carry out a more comprehensive review of the sustainability literature covering periods prior to a decade and an analysis in other databases. Originality/value: These results provide a basis for improving sustainability in universities and ESG in Latin America. It also allows to explore and reflect on several indicators, enabling the evaluation and planning of actions to improve competitiveness.

Purpose: Smart campuses can be seen as the future of higher education efforts, especially for their contributions to sustainability and to encourage innovation. This paper aims to present the benefits of smart practices in a Higher Education Institutions and highlights its connections to the sustainable development goals (SDGs). Design/methodology/approach: The methodology is divided into three steps: first, an international search and assessment of smart practices at universities; second, the identification of smart practices in a university campus in southern Brazil; and third, the presentation of the benefits of smart practices and their relationship with the SDGs. Findings: The results showed that globally, the area most covered by smart practices in universities is the environment and, specifically, focused on waste reduction. in the context of this case study, the benefits of implementing smart practices mainly reach SDGs 4 and SDG 9, especially due to aspects of teaching technologies for the new classroom models and the optimization of campus infrastructure management. Practical implications: The study encourages other universities to implement smart practices in their campuses, to becoming smart campuses while they also collaborate in achieving the SDGs while raising the discussion on the importance of committed actions taken on a university campus with the UN SDGs, to leverage synergies on campus operations at universities. Originality/value: This paper presents a set of smart practices that universities are applying both globally and locally (in southern Brazil). In addition, it contributes to sustainability research by showing how smart practices have the potential to promote SDGs in universities, especially through campus operations.

Purpose: This paper aims to analyse the extent to which the sustainable development goals (SDGs) are being considered at higher education institutions (HEIs) and propose and test the possible acceptance of a list of indicators to evaluate the contribution of HEIs to the SDGs. Design/methodology/approach: The methodology consisted of the collection of indicators of sustainable development based on the existing bibliography. Afterwards, a set of indicators related to the SDGs were selected, based on the most frequent SDGs' expressions found in the selected indicators. A sample of researchers was also asked to indicate to which extent this set of indicators is perceived as relevant. Findings: The results indicated an initial list with 432 indicators, of which 268 were selected for having at least one of the keywords searched for, related to the SDG descriptions and targets. Thus, redundant indicators were excluded and, when necessary, indicators were aggregated, resulting in a final list of 61 indicators. Originality/value: The set of indicators resulted from this analysis was considered appropriate to evaluate the contribution of HEIs towards the SDGs, demonstrating that it might not be necessary to create new indicators for that purpose.

Background/Objectives: This study aims to assess the effects of combined hormonal contraceptives (CHCs) on bone metabolism markers. It primarily measures osteocalcin and additionally examines other bone health markers, seeking to determine their responses to estrogen–progestogen treatments. Methods: This study involved a comprehensive evaluation of the pertinent literature and a meta-analysis explicitly conducted on data describing women of reproductive age. The analysis encompassed accessible papers ranging to December 2024 (i.e., those listed in PubMed/Medline, Embase, Scopus, the Cochrane Database, International Clinical Trials Registry, and ClinicalTrials.gov). We examined published randomized controlled trials (RCTs) and prospective studies. The quality of the studies was assessed using the Cochrane tool for RCTs and the Newcastle–Ottawa Scale for prospective studies. The selected indicators for primary and secondary outcomes were ascertained by standardized mean change (SMC), displaying the difference between conditions before and after treatment. Trends were evaluated using meta-regressions. Results: Ultimately, 34 articles out of 1924 identified items met the inclusion criteria, covering 33 unique studies. In EE/E4 combinations, osteocalcin dropped significantly (SMC −0.54 (CI.95 −0.64/−0.43) and −0.43 (CI.95 −0.76/−0.10)). Similar effects were observed for other bone-formation and reabsorption markers, with less significant reductions observed in E2-containing CHC (e.g., alkaline phosphatase (bone) EE combinations, SMC −0.39 (CI.95 −0.67/−0.11); P1NP E2 combination, 0.12 (CI.95 −0.10/0.33); and EE combinations, −0.55 (CI.95 −0.83/−0.26)). The reduction patterns also exhibited differences according to the women's age (e.g., osteocalcin in EE combinations ≤21, SMC −0.63 (CI.95 −0.77/−0.49) and >21, SMC −0.42 (CI.95 −0.61/−0.24); alkaline phosphatase (bone) EE combinations ≤21, SMC −0.55 (CI.95 −0.86/−0.24) and >21, SMC −0.06 (CI.95 −0.47/0.35)). This analysis found that CHC maintains or reduces bone turnover in childbearing women, with effects varying by age and hormone combination. Moreover, bone-formation and reabsorption markers correlated positively to pro-androgenic progestins (p < 0.05). Thus, estrogen–progestogen combinations reduce bone turnover less when weak estrogens and a pro-androgenic or neutral progestin are present. Conclusions: This study found that CHCs reduce bone turnover, with natural estrogens and androgenic progestins appearing to be more beneficial than EE and anti-androgenic types. These findings would potentially influence decisions relevant to CHC prescriptions during a woman's reproductive phases, emphasizing the need for additional research to tailor CHC usage to bone health. [ABSTRACT FROM AUTHOR]

Purpose: Higher education institutions are widely known both for their promotion to education for sustainable development (ESD) and for their contribution as living labs to urban management strategies. As for strategies, smart and learning campuses have recently gained significant attention. This paper aims to report an air quality monitoring experience with focus on the smart and learning campus and discuss its implications for the university context with regard to ESD and sustainable development goal (SDG) integration. Design/methodology/approach: The air quality monitoring was held at the main campus of University of Passo Fundo and focused on three pollutants directly related to vehicle emissions. The air quality index (AQI) was presented on a website, along with information regarding health problems caused by air pollution, main sources of emissions and strategies to reduce it. Findings: The results showed how the decrease in air quality is related to the traffic emissions and the fact that exposing students to a smart and learning environment could teach them about sustainability education. Practical implications: This case study demonstrated how monitoring air quality in a smart environment could highlight and communicate the impact of urban mobility on air quality and alerted to the need for more sustainable choices, including transports. Originality/value: This paper contributes to the literature by showing the potential of a smart-learning campus integration and its contribution towards the ESD and the UN SDGs.

Purpose: Considering the different roles universities can perform to contribute to sustainable development, it is through teaching and outreach that they might be able to connect to the academic and local communities the most. The purpose of this study is to investigate the extent to which energy sustainability is being considered in campus teaching and outreach activities of different higher education institutions worldwide. In this context, this exploratory study was developed. Design/methodology/approach: Through an online survey, a group of 36 universities from all continents was inquired about the level of sustainability in energy aspects of teaching and outreach activities, including curriculum change, training courses for staff and the regularity of outreach projects. Findings: The results allowed global analysis concerning challenges and opportunities of these educational activities. This study also touches upon the interconnection between these practices and the contribution of universities towards the 2030 Agenda, and how universities can expand their activities and contribute practically to society. In terms of practical contributions, this study provides recommendations for higher education institutions to develop further in the area of energy sustainability through teaching and outreach. Originality/value: Energy is a sustainability aspect relatively well covered by actions on campus operations, but there is a paucity of studies connecting this topic to teaching and outreach activities. This study is an approach to not only fill this gap but also reinforce the university role and contribution to the Sustainable Development Goals.

Purpose: The purpose of this paper is to present an experience of inclusion of the theme "climate change" in a Brazilian public school through training conducted with teachers. Design/methodology/approach: The methodology was based on three specific phases: reflection, focusing on the application of a pretest with 45 questions directed to three domains (knowledge, attitude and behavior); climate change education (CCE) training; and application of a post-test and action, regarding the insertion in the school space. Findings: The survey results highlight the difficulty teachers have in understanding and applying CCE in the classroom and it underscores the importance of this approach. Research limitations/implications: The research approach is related to a specific case in a school located in south of Brazil. Although the school has its own context, the reported experience can be considered elsewhere. Practical implications: This case study reinforces that CCE presents broad challenges for the scientific community. For the reason that the understanding of the topic (CCE) is complex, considering the global context and the divergent opinions on the subject. Social implications: The paper reinforces that for today's society, sustainable development is no longer a choice but a necessity, underpinned by global Agenda 2030 discussions. In this context, teachers are essential to the transformation toward a better future. Originality/value: The difficulties and facilities encountered during the experience serve to enhance new actions at national or even global level, respecting each new context of study and insertion of research directed to the theme -- CCE.

Background/Objectives: Adenomyosis is a debilitating gynecologic condition that affects both multiparous older women and nulliparous younger women, inducing a variety of symptoms such as dysmenorrhea, menorrhagia, and infertility. Thermal ablation techniques are new procedures that have been proposed for the treatment of adenomyosis. They include high-intensity focused ultrasound (HIFU), percutaneous microwave ablation (PMWA), and radiofrequency ablation (RFA). Because thermal ablation techniques are minimally invasive or noninvasive, fertility is not impaired while symptoms improve. In addition, hospital stays and financial costs are generally reduced, increasing the interest in these alternative management options. Methods: In this narrative review, we conducted a thorough literature search of PubMed/Medline from the database inception to September 2022. In our search, we focused on noninvasive treatment methods such as HIFU ablation, RFA ablation, and PMWA as well as adenomyosis-specific terms and noninvasive techniques (ultrasonography, ultrasound, or magnetic resonance imaging). The queries were a combination of MeSH terms and keywords. The search was limited to the English language. Abstracts were screened according to their content, and relevant articles were selected. Results: Overall, the results showed that the above-mentioned ablation techniques are effective and safe in providing adenomyosis treatment. Lesion size and uterus volume are reduced, leading to considerable symptom alleviation with all three methods. Positive results concerning safety and fertility preservation have been described as well. Conclusions: Nonetheless, more research is required in this field to compare the efficacy and safety of different ablation techniques with traditional therapies. Such research will help improve these procedures and their associated decision-making processes. [ABSTRACT FROM AUTHOR]