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The need to integrate competences aligned with the Sustainable Development Goals (SDGs) into higher education curricula has gained considerable attention in recent years. While the literature shows an increase in research on this topic, there remains a scarcity of papers addressing effective strategies to foster students' environmental sustainability competencies and skills, through active pedagogical methods. A promising avenue to achieve this goal is the adoption of the Flipped Classroom methodology. This approach has proven its ability to guide students towards reflection and critical thinking, making it a good tool for promoting sustainability awareness. An experience of educational innovation is presented that develops SDG 12 "Guarantee sustainable consumption and production patterns", and SDG 9 "Industry, innovation and infrastructures", in the subject Production Management, with the aim of achieving the competence "environmental awareness". From the perspective of the students, an evaluation of the educational experience is presented. The results show the success of the Flipped Classroom methodology in providing students with a holistic understanding of the principles of sustainable development and their application through the SDGs within their academic trajectory. In particular, this approach provides them with the skills and aptitudes to promote sustainability.

In recent years, academic work around the application of teaching gamification techniques, has undergone a growing evolution, being the common denominator of all of them, the use of advanced technology for its implementation. However, it is considered that the key to the implementation of a gamified system is not in the use of technology itself, but in the procedure of design and elaboration of it, being able to opt for non-technological alternatives when circumstances require it. Although there are works that include the steps to be followed to implement gamification in the classroom, those found show specific experiences that are difficult to extrapolate to areas of knowledge other than those tested. Thus, it is considered to be useful for teaching community, have a starting point that can guide you on the steps to follow and how to analyze them to correctly develop a gamified plan. Therefore, the aim of this paper is to propose the protocol to follow to gamify a subject, aimed at helping students acquire and reinforce the competences required by the European Higher Education Area. Each step of the process is analyzed and a series of non-technological activities are provided that can be effective in achieving the learning objective. Originality underlies the consideration that it is not essential to use video games, simulators or mobile applications for a gamified system to succeed. It contributes, in this way, with a rigorous framework that can be used as a reference by the educational community in its gamified processes.

Purpose: The aims of the paper is offers a model of analysis which allows to measure the impact on the performance of fairs, as well as the knowledge or not of the motives of participation of the visitors on the part of the exhibitors. Design/methodology: A review of the literature is established concerning two of the principal interested agents, exhibitors and visitors, focusing. The study is focused on the line of investigation referred to the motives of participation or not in a trade show. According to the information thrown by each perspectives of study, a comparative analysis is carried out in order to determine the degree of existing understanding between both. Findings: The trade shows allow to be studied from an integrated strategic marketing approach. The fit model between the reasons for participation of exhibitors and visitors offer information on the lack of an understanding between exhibitors and visitors, leading to dissatisfaction with the participation, a fact that is reflected in the fair success. The model identified shows that a strategic plan must be designed in which the reason for participation of visitor was incorporated as moderating variable of the reason for participation of exhibitors. The article concludes with the contribution of a series of proposals for the improvement of fairground results. Social implications: The fit model that improve the performance of trade shows, implicitly leads to successful achievement of targets for multiple stakeholders beyond the consideration of visitors and exhibitors. Originality/value: The integrated perspective of stakeholders allows the study of the existing relationships between the principal groups of interest, in such a way that, having knowledge on the condition of the question of the trade shows facilitates the task of the investigator in future academic works and allows that the interested groups obtain a better performance to the participation in fairs, as visitor or as exhibitor.