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Purpose: This paper aims to ask how the European Higher Education Area (EHEA) has orchestrated a sustainable development (SD) agenda in its international policy since 2020. Design/methodology/approach: By drawing on theoretical ideas around policy orchestration as a key UN governing strategy and applying them to the analysis of the progression of the SD agenda in the EHEA, the paper conducts a thematic analysis of six recent key EHEA international policy documents and 19 interviews with key Bologna stakeholders in France, Germany and Italy. Findings: The resultant analysis uncovers three overarching key themes that show the EHEA has the capacity to mitigate pitfalls in the UN's SD agenda; some weaknesses of the UN's orchestration of SD are translated into weaknesses in the EHEA's formulation of its SD agenda; and the further development of an SD agenda as an essential direction of EHEA's work. The paper then goes on to discuss how EHEA policies only mention SD discourse, omit concrete plans for its implementation and keep the very meaning of SD ambiguous throughout international policy documents. Originality/value: The authors offer three original recommendations that the EHEA should adopt in an attempt to mitigate the issues raised in the run-up to its 2030 deadline for implementing its policies: the EHEA should develop an explicit definition of SD; recognise the Euro-centredness of EHEA policies and open them up to other voices; and cite academic research when developing policy documents. [ABSTRACT FROM AUTHOR]

This research examines the incorporation of Design for All (DfA) in the human nutrition and dietetics curriculum within the European Higher Education Area (EHEA), aligning with the Convention on the Rights of Persons with Disabilities (CRPD). A bibliographic review in the Scopus database focused on literature connecting DfA with this degree. The study also analyzed Spain's legal and educational frameworks, including ANECA's White Book and Order CIN/730/2009. The findings highlight a gap in explicitly including DfA in Spanish universities' curricula for this degree. The paper stresses the importance of integrating DfA across essential courses like public health and diet therapy. It suggests a pedagogical approach blending theory, problem-solving, and service-learning to foster an understanding of inclusivity. The article proposes strategies for embedding DfA in the curriculum, recommending the development of specific subjects and integrating DfA content into existing courses. This approach aims to prepare future professionals to offer inclusive nutrition and dietetic services, ensuring equitable access and participation for all, including those with disabilities. This curricular integration is vital for addressing societal needs and upholding quality and inclusivity in health services. [ABSTRACT FROM AUTHOR]

In the attempt to make a further step toward a research-based definition of the core professional development needs of teachers of languages for specific purposes (LSP), this paper aims to upgrade the framework of professional development needs of LSP teachers developed by Bocanegra-Valle and Basturkmen (2019). With this objective in mind, the paper will examine the differences in the professional development needs of LSP teachers in the European Higher Education Area (EHEA) based on their experience with LSP teaching in higher education, qualification level, and LSP taught. The results suggest that the core LSP teacher professional development needs are distributed across the categories of course development, knowledge of the target discipline/profession/industry, knowledge of language use in the target discipline/profession/industry, peer collaboration, and professional development opportunities. Efficient LSP teacher professional development could be based on a three-stage model: a general LGP teaching methodology course, followed by a general LSP teaching methodology course, and finally discipline-specific acculturation. [ABSTRACT FROM AUTHOR]