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Learning a foreign language incorporates cognitive, communicative, emotional, and social aspects. Some of these aspects have to do with the structure of the language being studied; some others deal with social and psychological issues that influence the environment where the learning process takes place. This reflection paper addresses various emotional aspects that can bring up positive outcomes along the foreign language learning stages. Elements such as motivation, attitudes, levels of anxiety, acculturation, ethnicity, and personality are considered for this work. Readers should be able to find useful ideas for their ESL/EFL classes.

This case study reports how three high-school teachers from two state schools in Colombia enacted the National English Suggested Curriculum by the Ministry of Education. The teachers' trajectories of action were analyzed through semi-structured interviews, teachers' narratives, and lesson observations. Using the ecological model of agency as a framework, we situated teachers' steps within projective, iterational, and practical evaluative dimensions of agency. In this paper, we provide additional dimensions of teacher agency, which can help to expand theoretical and empirical knowledge in the field. Findings show that teachers cope with the changes derived from policy differently. The analysis presented in this paper can inform the creation and promotion of future curriculum policies in similar contexts.

This paper showcases a literature review in 13 Colombian refereed journals, covering the last decade, from 2011 to 2021. Data were collected from the virtual platforms where each journal hosts published issues. A thematic analysis was conducted with the sample of papers. The purpose of the review was twofold. On the one hand, it aimed at establishing the main research concerns of Colombian scholars regarding the place of culture in the context of Foreign Language Teacher Education programs. On the other hand, the review aimed at exploring the implications for curriculum design in Colombia that can be drawn from culture-related literature produced by scholars in the last decade. Results suggest that the treatment of culture-related issues in Foreign Language Teacher Education programs has gained currency, although scholarship in the last decade has mainly focused on a diagnostic stage.

Purpose: This paper aims to identify how the faculties of a Colombian University have understood the concept of sustainability and the way they have embedded it into their training. Design/methodology/approach: Qualitative research was done using documentary and content analysis which allowed researchers to recognize features correlated to sustainability which are needed to promote and act for social equity, ecological care and economic development. Findings: It was found that most faculties at the university do not conceptualize it; ergo, courses are designed neither for promoting sustainability nor sustainable education. Besides this, almost no level of integration was identified among faculties on this topic. Research limitations/implications: Many people agree education for sustainability is a key action to overcome the complex challenges the planet is facing; nevertheless, the prejudice that training to solve sustainability problems is an exclusive task of certain disciplines is common. This misunderstanding reduces the possibilities of pursuing a sustainable future, considering that these issues affect all humankind and that they can only be solved through interdisciplinary and collaborative work. Practical implications: The paper also outlines some actions that Universidad Pontificia Bolivariana (UPB) can take to consider sustainability issues, and they are as follows--identification of competencies to include in the curricula; recognition of the potential of integrating education for sustainable development (ESD) into the curricula by strengthening the competencies and capacities; strengthening the competencies and capacities of the academic staff through ESD training processes; articulation of research with the curricula in such a way that the results of research processes permeate the curricula. Social implications: This study has some limitations. For instance, regarding the survey, the size of the sample may seem too small, a bigger sample will allow better information for the results. Regarding the case studies, a greater diversity of programs could have provided a wider range of results. Despite these limitations, for UPB, the study shows a snapshot of the literature review and the articulation of sustainable development and climate change education (CCE) in all programs the university has. The implications of this paper and research are the following. First, it reiterates the importance of having within the same institution a common language to talk about sustainability. Second, it recognizes the competencies and skills that should considered when implementing ESD and CCE in curricula. Originality/value: This idea corresponds to a lack of debate about what the term signifies and means. It is believed that, as sustainability has been highly researched in the past two decades, it is a cross-cutting element in any faculty proposal; however, due to the complexity of the term, it is understood differently by each member of the same academic community, affecting their ability to design a systemic and systematic curriculum that enables to educate for sustainable goals.

Purpose: This paper aims to find the incidence of university sustainability, as sustainability practices, in university performance at private universities. Design/methodology/approach: Quantitative research using structural equation modelling. Data collection and analysis followed sustainability and performance scales from previous research. The scales were validated by surveying students, teachers and administrative staff of five private universities in Medellin, Colombia. The responses (i.e. 5,344 useful answers) were collected between April 2019 and December 2020 and analysed using the Smart partial least square (PLS) software and the PLS calculation methodology. Findings: The results confirmed the reliability and validity of the sustainability and performance university measurement models and validated the dimensions proposed to determine sustainability and performance holistically in private universities. The results confirmed that universities implementing sustainability holistically in their system positively impact their performance as higher education institutions. The university sustainability is forecasting the University Performance in about 60% of the universities analysed, with a considerable contribution from sustainability in outreach and strategic management. Research limitations/implications: This study was cross-sectional and empirically validated the model of sustainability and performance at five private universities in a single period and territory. A broader validation from longitudinal studies considering other universities in Colombia and Latin America is suggested to understand local and regional trends better. Practical implications: Results provided a model for better understanding the incidence of sustainability in performance holistically at private universities in developing countries such as Colombia. In addition, the proposed dimensions and model could help regional decision-making on higher education. Originality/value: To the best of the authors' knowledge, this paper is one of the first attempts relating a structural equation model and inter-university research on the incidence of sustainability in private university performance. This work contributes to a local consensus on sustainability and performance models at private universities. Furthermore, from this research emerged a joint policy framework for incorporating sustainability holistically and regionally as an effective strategy for universities and their commitment to sustainable development.

Higher education dropout rates in Colombia are the second highest in Latin-America. Almost 50% of students who start an undergraduate program in Colombia drop out. In this paper, we present a systematic literature review that surveys publications related to university dropout in Colombia between 2000 and 2021. This review followed the Kitchenham guidelines. Databases such as Publindex, Scielo, Wos, Scopus were reviewed. To create cause and solution taxonomies, we identified causes and/or solutions reported by researchers in each revised article. Each cause/solution was then grouped using the university dropout taxonomy proposed by Castaño. 107 papers, 66 different causes, and 62 proposed solutions related to university dropout were reported in the papers analyzed. The results suggest there is an increasing interest in understanding: (1) the undergraduate dropout phenomenon, and (2) the use of data science to solve the problem. These studies also evince a lack of integration between stakeholders for developing crosscutting solutions. The information related to some of the reported solutions is not sufficiently developed to enable a better classification, or they lacked information on implementation, results, or impact. This makes it difficult to make progress with designing new strategies based on previous studies.

In this paper, we, two transnational doctoral students and language educators of color, engage in a reflexive dialogic conversation focusing on the positionality of our identities. Utilizing duoethnography research methodology, we explored our academic and professional journeys in post-secondary education in our home countries and an Anglophone context. A discussion on negotiating our positionalities in our immediate academic, professional, and sociocultural contexts is provided. We argued that unveiling one's positionality requires a prolonged reflexive engagement that assists in establishing quality in qualitative research and exploring fluidity in positionality. We closed with implications and invitations to use duoethnography as a path to self-exploration, solidarity, and allyship.

This study describes the factors that enhanced students' construction of arguments when participating in culturally infused discussions at an undergraduate English as a foreign language British Culture course. The research was conducted at a university in Northwestern Colombia. This paper presents a section of the results of a larger project whose objective is to identify the elements that aid participants in building and elaborating arguments in culturally infused discussions. Socratic questioning was an integral element of the discussions. To attain the purpose of this study, a qualitative single-case design was employed. Findings show that the factors facilitating the construction of arguments could potentially be peer scaffolding, previous knowledge, connection to participants' reality, and curiosity and inquiry. This study makes important contributions to the field of critical thinking skills work in English as a foreign language setting, particularly argumentation, as it sheds light on relevant aspects to foster students' collaborative argumentation.

This paper reports the results of a qualitative action research study conducted with children from a private Colombian institution. This study aimed to analyze the learners' cognitive and knowledge outcomes measured according to the revised Bloom's taxonomy once content and language integrated learning was implemented. Data were gathered through an interview with the learners' parents, observation, and video recordings. Results give evidence that learners develop different processes simultaneously, classified by the mentioned taxonomy. This taxonomy is a helpful approach for English learners since it allows them to perform cognitive and knowledge processes without following rigid systematic learning. As a conclusion, this implementation with children allowed participants to develop cognitive processes with greater emphasis in levels 3 and 4 (apply and analyze), whereas level 2 (understand) was developed as part of the process. Meanwhile, the factual and conceptual knowledge dimensions were strengthened. Finally, procedural, and metacognitive knowledge is developed through the implementation itself.

This paper reports a mixed-methods study at a public university in Colombia. It describes the classroom assessment practices and challenges of 75 novice foreign language teachers. To gather the quantitative data, the participants completed an online survey. For the qualitative data, 11 key informants participated in one-on-one online interviews. Findings revealed that novice teachers predominantly used summative assessment in the classroom and aligned their assessment instruments to large-scale tests. Moreover, novice teachers faced many challenges with classroom assessment, including determining how to assess their students, developing assessment instruments, and interpreting and using assessment scores to inform teaching and learning. In conclusion, novice teachers need more knowledge, skills, and support to handle daily assessment-related tasks.

This paper explores the complex relationship between academic researchers working in the area of 'International Development and Education' and foreign intervention in the Global South. I make the case for stronger definitional links between 'colonialism' and 'development'. In this, I pay attention to how 'soft' and 'hard' sides of colonial strategy operated symbiotically and evidence parallel occurrences in Post 9/11 Western-led military/development activities. Drawing on 'education' examples, I reflect on our fields entanglements in the messy politics, partnerships and funding regimes of our unequal global order and the ways that we, as both researchers and practitioners, become 'implicated'. I also explore sites of counter-hegemony that span similar timeframes, including my engagements with popular education in social movements in Colombia, and make the case for a radical educational internationalism.

This article focuses on civic education and the constitution of subjects within a complex landscape of peace and war making in Colombia. Using a genealogical approach to study the manufacturing of citizens, and drawing on a document analysis of policies, curricular guidelines, and teaching resources, this paper evidences an increasing attention to students' skills, conducts, and interpersonal relations, rather than structural inequality and injustice. Through the examination of the "integral citizen," I argue that the development of students as skillful civic subjects has become central to the aspiration of building and sustaining peace and democracy. Such citizens are described as individually embodying the virtues and skills of problem-solving, conflict-management, autonomy, and self-regulation of emotions. This research adds to our understanding of the construction of the ideal citizen in conflict-affected settings, and how education policy intersects with larger efforts for meaningful and sustained change.

This article draws on existing research, including publicly available data, to identify changes in Colombian HE which have led to its progressive massification and neoliberalisation. These include the introduction of standardised testing; endogenous and exogenous privatisation (Ball and Youdell, 2007); the expansion of the country's non-income contingent loan scheme; cost-cutting and cost-sharing; and the Government of Colombia's prioritisation of technical and technological (T&T) education. The article then explores some implications of this neoliberal massification of Colombian HE for the achievement of the UN's sustainable development goals in general and more specifically Sustainable Development Target 4.3, which is the only target to explicitly reference inclusion in HE. The analysis suggests that although some neoliberal policies may have broadened access to HE for some Colombians from low-income and rural backgrounds, they are not consistent with a sustainable development agenda. Reasons for this include the large number of student loans recipients who are in arrears; the use of public money to finance students' courses in private higher education institutions (HEIs); the prioritisation of T&T education which leaves limited room in Colombian HE for the 'full development of the human personality' (OHCHR, 2022: article 13.1); and the country's overreliance on non-renewable resources for its economic prosperity. The paper ends with some proposals for disrupting the ongoing neoliberalisation of higher learning in Colombia such as the replacement of the country's non-contingent loan scheme with an income-contingent model; improving the efficiency and accountability of state-run T&T programmes; the granting of student loans only for courses at accredited HEIs; the provision of loans to accredited private HEIs only in cases where no public alternative exists; the abolition of tuition fees in public HEIs for the poorest students; the introduction of stipend-supported internships; and the promotion of Civic Education.

Low-income students' preferences for higher education might depend on the uncertainty of financial aid. Using a time discontinuity design, this paper exploits the unanticipated cancellation of a nationwide Colombian merit and need-based scholarship, called "Ser Pilo Paga," to study its consequences on students' preferences for higher education. Preferences are measured using a discrete choice experiment administrated to 949 low-income high school students in 2018. The findings reveal that the scholarship's cancellation reduced higher education ambitions among low-income students due to the decreased interest in both financial aid and high-quality universities. The effects were particularly concentrated on income-eligible individuals who were more likely to obtain the scholarship, as their choices for financial aid and high-quality institutions declined by 15 to 50% of the baseline preference.

This study assesses the technical efficiency of higher education institutions in terms of labor market outcomes for recent graduates, employing a comparative analysis of three distinct methodological approaches. Using a sample of recent graduates of Colombian universities who earned their degrees between 2007 and 2011, we estimated the institutions' efficiency scores through Data Envelopment Analysis (DEA), the Free Disposal Hull (FDH) model, and Cazals et al. (Journal of Econometrics 106:1-25, 2002) order-m estimator. Our results reveal that the estimation technique affects the results when super-efficient decision-making units are present, with the order-m technique demonstrating superiority over DEA and FDH. However, in the absence of super-efficient institutions, the efficiency rankings obtained from all three methodologies exhibit consistency. This paper contributes to the literature by highlighting the importance of methodological selection in evaluating the labor market performance efficiency of higher education institutions when recent graduates' perspective is adopted.

This paper calls for a shift related to English language-in-education policy and inclusive education initiatives in Colombia to ensure that English language learners with disabilities receive equitable and inclusive classroom instruction that is context-appropriate. We call for English language initiatives and policies to draw from theories and practices from both the Global South and the Global North in order to teach towards inclusive education. Trends in both English language teaching and inclusive education have drawn upon the Global North for solutions, which cannot be systemised to fit one international standard. Instead, using the Colombian context as an example, the present paper suggests a localised approach to meeting the educational needs of English language learners that incorporates inclusive education at the institutional level. This model would favour the work of scholars within the region to ensure that all students receive equitable classroom instruction that builds in Global South epistemologies and localised ways of knowing.

The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.

Previous research on bilingual mathematics education has proposed that as children "language mathematics" they use multiple sources of meaning. In this paper, we focus on lexical inventions--bilingual children's made up words that are not formally defined or used but follow the phonology and morphology of a language--as a source of meaning. Consistent with tenets from translanguaging, we recognize lexical inventions as a creative language practice defying idealized language norms. A raciolinguistic theoretical perspective informs our interpretation of children, teachers, and researchers as listening subjects. The purpose of this paper is to explore how mathematical lexical inventions can prompt a translanguaging space where children, teachers, and researchers resist listening subject positions that predispose them to listen for predetermined language practices. Drawing on two lesson transcripts, one from a fourth-grade English-immersion classroom in Colombia and one from a third-grade Spanish-immersion classroom in the United States, we used moment analysis in translanguaging spaces to identify spontaneous and critical moments where lexical inventions prompted mathematical explorations. We argue for adopting listening subject positions as learners of transgressive language practices that are part of interactions between children and mathematics.

With the purpose of ending wars, international organizations and governments promote reintegration projects that seek to transform combatants affiliated with illegal armed groups into citizens through education. The assumption behind these efforts is that through education, ex-combatants will become economically independent, overcome marginalization, experience personal transformations, and integrate into communities. This paper questions this optimistic narrative of education by highlighting the differentiated meanings of education for ex-combatants reintegrating in urban Colombia. Listening to the voices of ex-combatants who have engaged in technical and vocational education programs, this paper compares policy narratives with ex-combatants' narratives regarding the role of education in the reintegration process. The analysis reveals how for ex-combatants, education is a complex social practice that redistributes resources and contributes to positive psychosocial and empowerment transformations. At the same time, it is a process of insertion into an individualistic system and adaptation to unequal participation within the country's socio-economic hierarchy.

English teachers' professional development responds to individual needs and societal discourses about teaching, learning, and language use. This paper reports the findings of a case study that explored the factors that increased or limited the active and committed participation of nine Colombian teachers of English in professional development programs. Findings suggest that English teachers are invested in their professional development if they may develop three imagined identities--as proficient English speakers, ELT experts, and ICT competent users--and their affiliation to an imagined community of "bilinguals." The teachers' journey to the imagined identities and the imagined community is full of conflicting emotions amidst the socio-political context of their work and the country's language education policies.

In this work, a bibliometric analysis of the investigations of the last 54 years focused on the teaching of topology and its applications in the learning of other areas of knowledge was carried out. The articles that appear in the SCOPUS database were taken into account under the search criteria of the words topology and teaching, connected with the Boolean expression AND in the search field ABS. As a result, 329 articles were obtained which, based on the PRISMA methodology, were reduced to 74 papers. In them publication trends, impact of publications, citation frequencies, among others, were compared. In addition, its use was identified for learning topology at different levels of training, areas of knowledge where this discipline is most applied and strategies used to teach these applications.

Higher education institutions have been complicit with the ongoing coloniality project that reinforces and perpetuates inequities, dismisses interests, knowledges, alternative discourses, and world views different from Western European thought (Bell, 2018; Dastile & Ndlovu-Gatsheni, 2013; Harms-Smith & Rasool, 2020). Education is rooted in colonialism, which raises doubts about the feasibility of universities implementing a decolonial agenda (Dhillon, 2021). To contribute to the conversation about decolonial praxis and the documented efforts in the literature on how to enact a decolonial rehumanizing agenda, this paper presents a systematic literature review of works from the Global South that attempt to disentangle universities from colonial practices in higher education. The works reviewed describe a variety of practices from pedagogical practices, curriculum changes, and institutional connections with marginalized communities that make visible knowledges, languages, and perspectives traditionally excluded from universities.

Language assessment literacy has gained recent attention in the field of language testing, particularly on teachers' profile. However, the literature on LAL is limited regarding teachers' perceptions of language assessment courses. In this paper, we used a case study method to characterize the perceptions of eighteen English language teachers into three components of an online assessment course: contents, activities, and impact on their professional development. For data collection, we used a questionnaire and a focus group interview. Findings indicate that the teachers perceived course contents as organized, relevant, and useful; they also considered test analysis and collaborative tasks as valuable. Regarding professional development, the teachers explained that test-analysis tasks made them aware of their mistakes in assessment. Finally, the teachers suggested that the course raised their awareness of what language assessment is and does. Based on these results, we provide recommendations for LAL courses elsewhere.

This paper is a theoretical contribution to discussions about the emancipatory potential of citizenship education across four sites (i.e. Catalonia, Colombia, England, and Pakistan). By reflecting on policy and empirical data from our four contexts of study, we discuss whether citizenship education manifests different conditions of emancipatory education (modern, postmodern, and posthumous). We argue that citizenship education offers possibilities for emancipation, but these are constrained by capitalist and Enlightenment barriers. We conclude that if an emancipatory form of citizenship education is to be possible, there is a need to make room for politics in school classrooms and further politicise epistemological and anthropological assumptions. We recommend a form of citizenship education that conceptualises emancipation as our ability to respond ethically to situated challenges by thinking by ourselves with others.

Purpose: The purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable assessment practices that support knowledge acquisition for undergraduate students in business administration at a Colombian university. Design/methodology/approach: For the analysis, a two groups comparison was performed using a nonequivalent control group design with a sample of 420 students. As this study wants to find insights to improve the knowledge on assessment topics in marketing research (MR) education, it was focused on the students from the business administration program. This study also uses individual scores from the state test as prior cognitive scores and the high school classification provided by the National Ministry of Education in Colombia (2012). Findings: It was found that the variables that best predict performance on the MR course examinations were the mathematics skills and reading comprehension scores on the state test. The study also showed a better performance of female students on both assessment methods. There were no significant differences between the assessment methods or among the high school levels. Research limitations/implications: One of the limitations of this study is the limited number of items on the tests. Additionally, the authors recommend conducting an analysis of the differences between the testing items to provide a detailed explanation of students' performance when comparing computer-based testing and paper-and-pencil testing. Practical implications: Further design of teaching material and assessments online and offline, based on local and regional marketing problems, is suggested. As the current text and readings are more oriented to the English-speaking contexts, most of the problems presented are oriented to multinational companies and brands. Social implications: Insights into the skills required for future jobs provide valuable guidance (World Economic Forum, 2020). Essential skills for emerging roles, like data scientists, can find robust support within the MR course. To further enrich in-class and online exercises with Excel and SPSS, Colombian educators can leverage data sets obtained from sources like the national statistics office and international market intelligence databases available through the university's library, including Passport and Statista. Engaging with authentic data sets provides students with a more profound understanding of practical applications in MR. Originality/value: This approach facilitates the identification of key variables, such as assessment and cognitive abilities in math and reading, which predict students' knowledge acquisition in MR. It not only offers insights into the relevant factors influencing learning in MR but also provides valuable feedback. Additionally, it suggests potential avenues for future research in this field.

This paper reports some results of a study on how Colombian primary-school teachers, experienced in the use of technological tools, integrate digital resources into their practice. Specifically, we investigate the processes of selection and integration (including appropriation and orchestration) of these resources in the teaching of geometry. We aim to illustrate the potential paths (along with associated criteria) that teachers follow when selecting and integrating digital resources into their practice, using the Documentational Approach to Didactics. Accordingly, we present case studies of a 1st-grade teacher and a 5th-grade teacher, which describe their paths during their respective geometry lessons. The paths followed by the teachers were influenced by their knowledge and beliefs regarding the utilisation of digital technology resources and the potential student engagement with such resources. All these aspects come into play as teachers select and orchestrate digital resources. Our empirical data analysis enabled us to infer several criteria for resource selection and levels of orchestration and appropriation manifested by the teachers as they integrated digital resources into their classes. This work can provide valuable insights for further exploration of how teachers integrate digital resources, and can contribute to the development of professional development programmes.

This paper presents the results of a critical ethnography of literacy practices experienced by a group of university students, who perceived them as promoting social exclusion in the Colombian educational system. It also gives an account of their views about how this educational system could be more inclusive and contribute to peacebuilding in the country. Inspired by Paulo Freire's understanding of literacy and Hannah Arendt's political theory, the meaning reconstructive analysis of 46 stories reveals a thematic universe composed of three main categories: understandings of social exclusion from schooling experiences, types of social exclusion as lived in schooling, and social exclusion-related factors of literacy practices. Based on two discussion groups, and an analysis in the light of the theory of practice architectures, it is argued and empirically substantiated that ethical literacy, as a way of being-with-others, is a practice that must be at the core of an education for peace.

Is it possible to measure how critical soft skills like leadership or teamwork are from the viewpoint of graduate studies offerings? This paper provides a conceptual and methodological framework that introduces the concept of a bipartite network as a practical way to estimate the importance of soft skills as socio-emotional abilities trained in graduate studies. We examined 230 graduate programs offered by 49 higher education institutions in Colombia to estimate the empirical importance of soft skills from the viewpoint of graduate studies offerings. The results show that: (a) graduate programs in Colombia share 31 soft skills in their intended learning outcomes; (b) the centrality of these skills varies as a function of the graduate pro- gram, although this variation was not statistically significant; and (c) while most central soft skills tend to be those related to creativity (i.e. creation or generation of ideas or projects), leadership (to lead or teamwork), and analytical orientation (e.g. evaluating situations and solving problems), less central were those related to empathy (i.e. understanding others and acknowledgment of others), ethical thinking, and critical thinking, posing the question if too much emphasis on most visible skills might imply an unbalance in the opportunities to enhancing other soft skills such as ethical thinking.

Purpose: This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade. Design/methodology/approach: This study used a systematic literature review following Petticrew and Roberts' study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database. Findings: The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools' identity, teaching, learning and business schools' key players. Research limitations/implications: As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper. Practical implications: This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation. Originality/value: Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it.

Purpose: Service-learning (SL) shows potential to respond to the global policy agenda of education for sustainable development (ESD) by increasing pro-sustainability competences through direct involvement of students in projects that satisfy identified community needs. Nevertheless, there is a scarcity of studies that attempt to measure the impact of SL on students' sustainability competences, especially the action competence. This study aims to address this gap by examining the experiences of higher education students. Design/methodology/approach: A pre-post survey design based on the Self-Perceived Action Competence for Sustainability Questionnaire was conducted on an interdisciplinary group of 219 students of two courses (Sustainable Development and Ecology) in Medellin, Colombia, half of which (109) participated in SL projects. Findings: Sufficient empirical evidence was found to suggest that SL boosts the impact of academic courses regarding action competences in students (specially their willingness to act). Research limitations/implications: The statistical analysis shows some contradictions that should be addressed in further research. Practical implications: These results can encourage more educators and universities to implement strategies such as SL to move forward with ESD and thus help overcome the current socioecological crisis. Originality/value: This paper not only discusses the theoretical potential of SL but also contrasts theory with empirical observations of 13 SL projects assessed in terms of self-perceived action competence for sustainability.