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In the era of digital transformation, the intersection of adult learning, digital competence, global progress, and sustainable development emerges as a pivotal focus. This article dives into the complex interaction of these factors centering on the pivotal role of digital competence in advancing sustainable development goals through adult education. By exploring the dynamic landscape of technology and education, the paper investigates how enhancing digital competence among adult learners facilitates global understanding and fosters sustainable behaviors. The accessibility afforded by digital education empowers individuals at any life stage or circumstance to actively participate in lifelong learning, upskilling, and reskilling. The research systematically examines literature to capture the essence of the study, emphasizing the vital importance of digital competency for global understanding and sustainable development. It elucidates key concepts, unraveling the intricate relationship between digital transition, adult education, and the overarching pursuit of sustainability. This study posits hypotheses that underscore the critical role of digital competence in sparking global knowledge and catalyzing sustainable development within the dynamic realm of digital change. It contends that digital technologies, through personalized education, contribute significantly to the achievement of global sustainability goals. The findings accentuate how the digital revolution in adult education transcends conventional boundaries, leveraging technology to democratize knowledge and foster global collaboration. Empowered as change agents, learners equipped with both global awareness and sustainable skills have the potential to propel society towards a more interconnected and sustainable future. The study concludes with insights underscoring the profound link between digital competency, global awareness, adult education, and sustainable development, offering valuable guidance for educators, policymakers, and academics.

Makerspaces have emerged as dynamic environments that foster creativity, innovation, and hands-on learning experiences. This article delves into the function of makerspaces as educational environment fostering sustainable development. The study seeks to emphasize the importance of makerspaces in cultivating the skills and perspectives essential for sustainable development in the 21st century. By performing a systematic literature review, it examines how makerspaces empower individuals to engage with sustainable practices and contribute to broader societal and environmental goals. The article delves into the multifaceted ways in which makerspaces support sustainable development through experiential education, collaborative problem-solving, and the application of emerging technologies. Additionally, it highlights the potential for makerspaces to bridge the gap between formal education and practical sustainability challenges, ultimately promoting a more sustainable and equitable future. The aim of the study is to underscore the significance of makerspaces in nurturing the skills and mindsets needed for sustainable development in the 21st century. In this sense, we performed a systematic literature review of publications from the ERIC and Google Academic databases. 33 articles met the inclusion criteria. Their analysis reveals that makerspaces contribute as learning spaces to sustainable development, in various ways, educating participants about sustainable development, but also fostering innovation, debate and social action towards the global goals of sustainability and justice. Overall, this analysis underscores the significant potential of makerspaces as learning spaces for sustainable development and education for development. They can not only educate students about sustainable development but also inspire innovation, debate, and social action towards global sustainability and justice goals.

Sustainable development has become an increasingly important topic in recent years as the world has become more aware of the need to protect the present and the future. Sustainable development is concerned with the improvement of life quality for all. Sustainable development is development that meets the needs of the present without denying the needs of future generations. In general, sustainable development means meeting human needs. The emphasis in the given article is on adult learning and education from the perspective of sustainability in different contexts: formal, non-formal, informal; the eight key competences for sustainability are defined, namely: systematic thinking competence; anticipatory competence; normative competence; strategic competence; collaborative competence; critical thinking competence; self-awareness competence; integrated problem-solving competence and the essence of these sustainability competences is explained. At the same time, some methodological guidelines for the training/development of sustainable competences for adults are proposed. The andragogic model of adult learning and education from the perspective of sustainability is presented schematically and clarified in detail, it focuses on three dominant principles: the principle of centering on the learner; the principle of centering on action and active learning; the principle of construction/reconstruction. Also important are the results of the adults' survey regarding their perception of sustainability, which led to the formulation of relevant conclusions: formal, non-formal and informal education have a determining role in sustainable development, because it is precisely within these forms of education that people can develop the necessary competences for to be part of the sustainable development of humanity, and qualitative adult learning and education must include in itself the purpose, relevance and values of sustainability.

Australia has no national approach to climate change education, neither for primary, secondary, or tertiary education nor for the informal and community adult education sectors. Inaction has its roots in Australian politics reluctant to engage with scientific evidence or community experience of extreme weather events and hamstrung by the political interference of carbon dealing mega-corporations cashing in on a profit-making bonanza. Adult educators have a substantial role to play in addressing the climate crisis and there is value in considering the international sphere for policy guidance. We conducted a descriptive, desktop content analysis of documents produced under the auspices of the United Nations from 2010 to 2022 searching for future-focussed statements on climate justice education policy. International frameworks and conventions hold concrete possibilities for imaging transformative practices. There are increasing levels of detail in frameworks supportive of climate change education internationally, and Australia is a signatory. Our work contributes towards the argument that Australia needs to develop national and state policy settings for climate justice education in line with United Nations settings.

This paper brings together studies on the future and design methodologies to develop a novel proposal for prospective analysis in the field of education. We apply mixed research methods in combination with design methodologies to open up new routes for studying the evolution, impact and behaviour of trends in future scenarios. Our research is based on an analysis of qualitative data from secondary sources and interviews with experts, which we transform into quantitative data using fuzzy logic models applied to uncontrolled Internet data environments. Our goal is to verify the validity of the DEFLEXOR method, which addresses the need to identify educational opportunities based on future scenarios defined using megatrends detected in various fields. Our conclusions highlight that combining qualitative and quantitative approaches with the methodological principles of design thinking, together with automated calculations arising from creative reflection by experts, constitutes a powerful methodology for developing specific prospective studies.

Since the implementation of the Excellence Initiative and the Excellence Strategy, German higher education institutions have been restructuring university governance, especially those selected as Universities of Excellence. This study uses a holistic and mission-related integrated governance approach to conduct a qualitative analysis of the governance transformation of German Universities of Excellence, aiming to provoke discussion on transforming governance to optimize organizational effectiveness and sustainable development of German higher education institutions. Transforming governance of German Universities of Excellence involves mission statements, strategic goals, institutional strategies, research, teaching, the third mission, internationalization, global engagement, governance relationships and structures, institutional leadership, funding, autonomy, innovation, digital transformation, quality assurance, and sustainable development, aiming to enhance accountability, performativity, transparency, openness and organizational effectiveness with efficient administrative management in alignment with institutional missions, vision, core values, and strategic goals.

Purpose: This study aims at understanding how higher education institutions (HEIs) can contribute to sustainable development, by designing their programmes for bringing about a transformative impact on communities and students, and also to examine what alternative pedagogical approaches could be used for that. In the past decades, HEIs have increasingly created social innovation (SI) programmes, as a way to achieve United Nations Sustainable Development Goals. These community-oriented and field-based programmes are difficult to ally with conventional classroom education. This study explores how these programmes could integrate the participatory approach and what would be the benefits. It also investigates the effectiveness of the experiential learning approach for teaching sustainability. Design/methodology/approach: A case study method is used to document SI projects initiated by an HEI programme in rural India. Findings: It was found that the participatory approach contributes to empowering communities and also benefits the students in terms of academic, professional and personal growth. Empirical findings show that experiential learning is an efficient method to teach sustainability. Ultimately, both pedagogical approaches are found to be mutually beneficial. Originality/value: This study fills a gap in the literature, by providing empirical evidence on how HEI can implement innovative educational strategies such as participatory approach and experiential learning in their programmes towards teaching sustainability. A conceptual model for HEI interested in developing similar programmes is also proposed. To the best of the authors' knowledge, this study is one of the first studies focusing on the context of Indian HEI.

Competency-based education (CBE) contributes to preparing competent citizens for a fast-changing world. This study aimed to investigate teachers' self-efficacy towards the CBE in addressing the shift from standards-based to outcome-based education. Participants consisted of an entire school, comprising 24 teachers and one administrator. Pre-experimental design was used with one short case study to collect research data using both quantitative and qualitative methods. Quantitative data were obtained through a 40-statement survey scale administered to a total number of 25 participants before and after the workshop. The survey data was analysed using descriptive statistics and a paired sample t-test. Teachers' current practices were assessed using a five-point Likert scale with 15 statements, analysed using descriptive statistics and interpreted based on the extent to which teachers agreed. Seven teachers and a school administrator were then interviewed and analysed through theme analysis. Qualitative results were utilized as supporting evidence for the interpretation of quantitative data. Findings prevailed that the workshop helped increase teachers' self-efficacy towards the CBE approach (t = 11.337, p-value 0.00). Teachers' current practices led to the summary of the possibility of CBC implementation, but as revealed in the interviews, there are still challenges that need to be addressed.

This study aimed to examine the effects of school principals' distributed leadership behaviors and teachers' self-awareness on school effectiveness through the mediating role of democratic practices and attitudes towards sustainable development in schools. Accordingly, an integrative model was created. The study data were analyzed using structural equation modeling and bootstrapping tests. The analysis results confirmed that organizational democracy played a prominent mediating role between school principals' distributed leadership practices and teachers' perceptions of school effectiveness. We also found evidence for the effects of school principals' distributed leadership behaviors and teachers' self-awareness on school effectiveness through the mediating role of teachers' attitudes towards sustainable development. We concluded that school principals' distributed leadership practices could enhance school effectiveness through teachers' perceptions of organizational democracy and attitudes towards sustainable development in schools. Besides, a high-quality educational environment and school effectiveness could be promoted by increasing teachers' self-awareness and attitudes towards sustainable development.

Girls' hostels are an intervention used in many countries to create safe learning environments and ultimately promote girls' enrolment, participation and academic success. In contrast, many of the girls' hostels built in Tanzania's community secondary schools are underutilised, and others are not used at all. Using Maslow's theoretical framework, this qualitative-based research was conducted in rural Tanzania to explore the motives for the underutilisation of the girls' hostels and the challenges facing girls when they shun hostels. Data were collected through interviews with girls, teachers, parents and the District Education Officer. Girls' hostels remain underutilised due to cultural beliefs, safety and cost, resulting in an unsupportive learning environment and unsafe accommodation. There is a need to educate various stakeholders on the importance of girls' education and the significance of girls living in hostels. Again, improving the quality of hostels is crucial to attracting girls and maximising their educational opportunities.

Purpose: Literature suggest that physical education and health (PEH) may contribute to the sustainable development (SD) agenda, yet little is known how PEH teachers relate SD to their teaching practices. This paper explores Swedish upper secondary PEH teachers' experiences and perceived competence regarding teaching SD as part of PEH. Method: An online questionnaire was used to examine SD competence. Data from 702 PEH teachers were analyzed descriptively and inferentially. Results: PEH teachers perceive higher competence regarding the social dimension of SD compared to the economic and environmental dimensions. Female teachers and those with more than 15 years teaching experiences reported the highest perceived competence. Seventy percent of the respondents perceived that they lacked competence to teach SD. Discussion/Conclusion: PEH teachers struggle to relate SD to PEH practice and call for support to increase their competence in terms of how to conceptualize and transform SD into PEH teaching practice.

Although education is acknowledged as an important tool to address climate change, only some countries refer to education within their Nationally Determined Contributions (NDCs). Using a mixed-methods approach, we explore the question of how countries frame education within their climate pledges. First, we examine NDCs with a discourse network analysis (DNA) to identify country framings of education and climate change and potential discourse coalitions among countries. Education is most often referred to as an instrument to adapt to climate change and to a lesser extent as an instrument to mitigate climate change. Second, we use a regression analysis to complement the DNA results. We find that countries with a higher exposure to climate change impacts are more likely to mention education, which explains the prevalence of the adaptation framing. Moreover, we find that countries with a higher GDP per capita are less likely to include education within their NDCs. These results confirm the traditional divide between Annex 1 and non-Annex 1 countries also with regard to education in NDCs.

In the present study, we present a cross-country comparison of the status and condition of sustainable development (SD) in the Nordic physical education (PE) curricula. The aim of the study was to increase knowledge of how SD perspectives are represented and conceptualised in the Nordic PE curricula. An expert-driven research approach was used where representatives from Denmark, Finland, Iceland, Norway, and Sweden provided country overviews and completed surveys to elaborate on the status, pre-conditions, prospect/future, and research initiatives in relation to SD in PE. The study shows that SD perspectives seldom are explicitly mentioned in the Nordic PE curricula, and that little is known regarding how PE teachers understand SD in relation to PE goals and content in their countries. Suggestions on specific SD goals to focus on in Nordic PE, as well as suggestions on future research are provided and discussed in the paper.

Taking the United Nations' Sustainable Development Goal 4 (SDG4 - quality and equity in education and lifelong learning opportunities for all by 2030) as a global education policy, this article investigates the accompanying consensus politics. It shows how political consensus among 193 UNESCO member states over the national implementation of SDG4 indicators was convened into a measurable commitment to the production, utilisation, and sharing of education data, a technical one. It argues that, the Technical Cooperation Group (TCG), a political Initiative from the UNESCO Institute for Statistics (UIS), made instrumental use of indicators (thus data) to formulate and put into practice a global set of policy values dubbed collectively here as experimentality. Experimentality being inherently topological (working in spatiotemporal configurations), these values helped TCG think and act in topologically reflexive ways. That is, they enabled the formulation and putting into practice of spatiotemporal frames critical to bringing the global and the national together into collaborations for SDG4. Advancing the cross-disciplinary notion of experimentality and a topological semiotic approach to policy culture, this paper adds a value-focused perspective to the mobilities research on global education policy. A large corpus of web materials made official by TCG constitutes the empirical basis.

The concept of frugal innovation has gained significant traction in low middle-income countries due to its potential to contribute to sustainable development goals (SDGs). This study examines the role of universities in promoting frugal innovation and their capacity to drive socio-economic development through entrepreneurial initiatives. The objective is to explore how universities can serve as both entrepreneurial and development-focused institutions and to develop a conceptual framework to guide their efforts. The study utilizes an exploratory single case study methodology, focusing on the American University of Nigeria (AUN), a leading institution in Nigeria known for its development and entrepreneurship programs. Drawing on data from the AUN THE global impact ranking 2024, the results of the study indicate that the ability of a university to effectively manage technology and skills transfer in frugal innovations is influenced by six university capabilities, and the generation of frugal innovations is moderated by policy and innovation ecosystems involving government agencies, regulatory bodies, and policymakers. This study contributes to the existing body of knowledge by initiating a discussion on how development and entrepreneurship can support frugal innovation, and offers practical insights to inspire other universities to develop their own models for societal and economic impact. The study underscores the necessity of integrating "development" into the vision of universities, particularly in low middle-income and developing economies, and emphasizes the significance of universities embracing both entrepreneurial and development-focused roles. The findings highlight the potential of universities in advancing sustainable development goals, particularly in low middle-income and developing economies, as they work towards meeting the global SDGs by 2030.

This bibliometric research aims to analyse inclusive education research from 1999 to 2018 as illustrative of worldwide trends regarding inclusive education. Five core issues consistently emerge from this analysis, and they are listed in chronological order as follows: Para-educational experiences and peer supports, pre-service and in-service teachers' attitudes, outcomes, and achievements of students with disabilities, teacher education/training, and teachers' efficacy. Their relationship was interdependent and supplementary to one another. From the results, several potential themes have emerged, such as inclusive education in multicultural environments, inclusion in higher education, relevant debates, and policies on inclusive education. From the evolutionary trajectory of inclusive education research, universal education may become a major future trend of research into Sustainable Development Goals (SDGs).

Purpose: The purpose of this study is to propose a model for integrating microgames in teaching primary Education for Sustainable Development (ESD) and illustrate the application of the proposed model in teaching integrated mathematics, arts, technology and language in primary ESD. Design/methodology/approach: The model was based on conceptual mapping from the reviewed literature and reflection from their teaching experience. Findings: The model and the related teaching-learning activities have been proposed. Originality/value: The proposed model enhances the use of microgames in an interdisciplinary teaching framework.

Purpose: The purpose of this study is to explore the incorporation of the sustainable development goals (SDGs) at the National University of Moreno (Universidad Nacional de Moreno, UNM, in Spanish), focusing on teaching and research activities, encountering difficulties from primary and secondary information sources, to integrate the SDGs, and contribute with actions for their incorporation into teaching and learning processes and research, in a newly established university. Design/methodology/approach: To describe the implementation of the SDGs, an empirical study was conducted using a mixed methodology for data collection. Data collected from the survey were combined with information from the UNM project database for the period 2017-2022. Non-parametric methods were used to analyse both sets of data. Findings: This study provides an initial overview of SDG implementation at UNM, allowing the identification of constraints and challenges to scale up contributions to the SDGs at UNM, as well as the generation of relevant action lines in the interaction with university's authorities. Research limitations/implications: Conducting studies through questionnaires has limitations, similar to other cases analysed. To increase the validity of the data, prior consultations were carried out. In addition, the database of research projects was used to identify the application of the SDGs in research. However, an approximation of the current situation could be obtained. Practical implications: Particular importance was given to the challenges encountered during the data analysis phase in relation to capacity building needs. This enabled a set of actions to be defined to bring the SDGs closer to the UNM. Originality/value: Although the paper used methodologies already proposed by other authors, such as survey collection, its value lies in demonstrating the possibility of using them to analyse whether the SDGs are integrated into teaching and research activities in a recently founded university, where the SDGs are integrated into its principles. The analysis also complements the survey results with information from project databases, which has not yet been analysed in the literature. Based on the results, activities are designed so that the SDGs could begin to guide teaching and research activities.

Purpose: Previous research has evidenced that communication design students wish to engage further with sustainable practices but struggle to understand how (Newton and Ellis, HER conference 2023). Whereas other design disciplines (fashion, product, furniture) can often focus on a "physical" output, communication design embraces multiple outcomes, distributed throughout a range of platforms, representing an area of industry and study which can prove difficult to define. This study aims to add further clarity as to how students consider sustainability aligned to their practice. Design/methodology/approach: Previous focus group research sought to uncover how communication design students implicitly consider "sustainability", uncovering that their knowledge is limited. Suggestions from participants emphasised that it was the role of the institution, not the student, to fully integrate sustainability into practice and to define methods they can deploy. This paper notes a subsequent workshop conducted with 33 Level 5 undergraduate students asking them to reflect on Sustainable Development Goals (SDGs) 12/13 in relation to meaningful practice and institutional responsibility. Findings: Workshops demonstrated the need to engage with sustainable thinking throughout every stage of development. It is clear that students demand more from academic staff at programme level, and from the institution at large, to provide further solutions to sustainability concerns which are relevant to their specific practice. Originality/value: Discussion surrounding pedagogical practice across communication design lacks interrogation, yet the discipline represents a significant aspect of both design and contemporary society. It is paramount that methods for reinforcing implicit engagement with sustainable best practice within students, their development and their future beyond university are therefore developed.

Purpose: Recognising that there is increasing urgency to equip graduates to become future leaders in delivering the sustainable development goals (SDGs), this study presents a critical analysis of a whole-institution approach to embedding education for sustainable development (ESD) in curricula. This study aims to explore the wider reach of adopting a similar approach within varied professional practices and institutional settings. Design/methodology/approach: The approach is mixed-methods action research framed within a revised institutional strategy. The authors place this in the wider context of ESD in higher education. Findings: Embedding ESD in curricula and recognition of its relevance across all disciplines were important to stakeholders. These outcomes translated into strategic commitments. Within the first year of the strategy, Carbon Literacy was embedded in almost 20% of courses and in progress in a further 25%; ESD was embedded in 42% of courses and in progress in a further 7%; and over 80% of students agreed with the statement "My course provides me with the opportunities to gain knowledge and skills relating to sustainable development". Originality/value: This work demonstrates effective measures that can be amplified across the sector, framed by two overarching principles that are effective regardless of context: demonstration that sustainability adds value to academic activities and consultation and co-creation to build a shared vision and support for change.

Purpose: This study aims to investigate the contribution of higher education institutions (HEIs) to the sustainable development goals (SDGs) and propose strategies to cultivate a culture centred on the SDGs in HEIs. Design/methodology/approach: The methodology used encompassed an integrative literature review, combining bibliographic analysis on how HEIs incorporate the SDGs into their practices, adopting a qualitative approach for the analysis and categorization of the results. Findings: The multifaceted contributions of HEIs in promoting the SDGs stand out, through their roles in teaching, research, management and integration and communication between university and society. Research limitations/implications: While influencing policies at various levels, HEIs encounter challenges in the effective integration of SDGs into their strategies. This underscores the need for contextualized governance, understanding students' perspectives on sustainability and active external collaboration in policy formulation. Practical implications: There is an urgent need to integrate SDGs into academic programmes, emphasizing the importance of redesigning curricula, actively involving teachers, researchers and students, establishing partnerships and promoting research applied to SDGs. Social implications: The social relevance of the study lies in the emphasis on an SDG-centred culture, involving teaching, research, outreach, community engagement and governance practices. Originality/value: The study's uniqueness lies in identifying persistent challenges during the transition to an SDG-centred culture, necessitating multisectoral collaboration and educational programmes that integrate sustainability principles into the strategy of HEIs.

Purpose: Considering the critical role of higher education institutions in the advancement of the 2030 Agenda, this paper aims to analyse the incorporation of the gender perspective (Sustainable Development Goal 5) in the University Cooperation for International Development. Design/methodology/approach: Following a qualitative methodological strategy, this paper identifies the potentialities and challenges of this perspective from the point of view of the technical staff of the cooperation units of seven Spanish universities. Findings: Results show a strong intention to incorporate gender principles, in accordance with the SDGs framework. However, the findings also point to certain divergences in the forms of understanding and implementing gender equality in practice. Finally, this paper uncovers a variety of strategies to navigate the resistances, still existing in the university community. Originality/value: Spain is orienting the legal framework of its cooperation and international relations towards the ambitious horizon of a feminist foreign policy. Universities are key actors in international development cooperation and the implementation of the SDGs. This is an issue that has received little research attention, particularly from a gender perspective.

Purpose: The Sustainable Development Goals (SDGs) were established by the UN in 2015 as an international call to action to end poverty, protect the environment, and ensure that everyone will live in peace and prosperity by the year 2030. (UNDP, 2015). Out of the 17 Goals, Goal 4 talks about "ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all." The SDGs are essential to architectural education since buildings account for 40% of extracted materials used in construction and 39% of global energy-related carbon emissions. (Hendawy, 2023) To accomplish these objectives, the architecture curriculum must be up-to-date and efficient. It specifically takes into account the field of architecture. The purpose of this paper is to propose a framework for curriculum guidelines of B.Arch. design studios, focusing on the parameter designing for inclusivity (UIA2023CPH, 2020) of SDGs. Design/methodology/approach: Models, approaches and theories of curriculum development are studied. An evaluation matrix is made to evaluate different curriculum framework for government colleges on their incorporation of SDGs. A survey/questionnaire and interviews with academicians from architecture are conducted to analyze the incorporation of SDGs in design studios and find recommended solutions for its incorporation. Findings: Finally, this research paper proposes a set of Architecture curriculum guidelines based on the evaluation framework for B.Arch. and an exemplary curriculum design model for the Architecture design studio which is evaluated through the desk critique stage for analyzing its functionality and applicability. Originality/value: Despite the emphasis on SDGs in the present scenario, the "Council Of Architecture (Minimum Standards of Architecture Education in India) Regulations, 2020" does not include or mention SDGs as a key aspect (Architecture, 2020).

Purpose: The global COVID-19 epidemic has posed significant challenges to the development of innovation and entrepreneurship education in Chinese and foreign universities, and the application of artificial intelligence generated content (AIGC) technology has presented both opportunities and challenges to its development. The purpose of this study is to summarize advanced experiences and models of new engineering innovation and entrepreneurship education development in Chinese and foreign universities, as well as to analyze the influencing factors. Taking the sustainable development goals (SDGs) into account, this study qualitatively proposes enhancement paths and improvement suggestions based on the application of AIGC technology, providing a reference for promoting the sustainable development (SD) of innovation and entrepreneurship education in Chinese universities. Design/methodology/approach: By using the qualitative comparative analysis (QCA), this paper studies the interaction mechanism between the influencing factors of innovation and entrepreneurship in universities under the background of SDGs. This paper selects 12 representative universities with different cultures and strengths. Meanwhile, this paper analyzes the content of 2,535 publications on innovation and entrepreneurship education and summarizes seven influencing factors as comparison criteria. Then, this paper codes, summarizes and uses configuration to assess the primary factors influencing the development of innovation and entrepreneurship in colleges and universities at home and abroad. Findings: On the quality of new engineering innovation and entrepreneurship education, comprehensive, diverse influencing factors and upgrading paths are obtained. Furthermore, this research proposes that the SD of innovation and entrepreneurship education in universities should make effective use of "AI plus education" and actively construct practical and teaching platforms. Meanwhile, the ChatGPT is being used to strengthen the innovation and entrepreneurship curricular system and talent training mode. The research also makes recommendations for improving teachers' ability to acquire intelligent tools and promotes three-way teaching modalities of "teacher-AI-student" by taking into account the influence of various aspects. Originality/value: This research uses the QCA research method, which analyzes not only influencing factors on the SD of innovation and entrepreneurship education but also explores the interaction mechanisms among factors. Furthermore, the research incorporates SDGs and AIGC technology application scenarios into the field of domestic innovation and entrepreneurship education, which will be helpful in SDGs of innovation and entrepreneurship education on both theoretical and practical levels.

Purpose: This study aims to examine and assess how sustainable development goal (SDG) Target 4.7 is incorporated in one leading higher education institution (HEI) in China (with a focus on teacher-education programmes) from students' perspectives. Design/methodology/approach: This study uses document analysis and a semi-structured interview to analyse official and accessible documents of the programmes related to SDG Target 4.7 and recorded interviews with seven students across various Postgraduate Diploma in Education programmes in the field of education at the examined university. Findings: SDG Target 4.7 is absent in the related documents. Challenges and barriers for students include limited opportunity to be informed about SDG Target 4.7, limited topics covered, ineffective pedagogies and students' diverse needs being neglected and teachers not giving immediate feedback. Given the opportunities in teaching and learning SDG Target 4.7, such as students are keen to learn and implement SDG Target 4.7, future directions could be reducing teachers' lecturing and increasing student engagement in multiple ways, providing concrete examples that are relevant to students' lives and giving immediate feedback and designing more related courses to specifically and systematically teach SDG Target 4.7. Originality/value: This study contributes to the field by identifying and deeply analysing an interesting and representative non-western case that remains underexplored in literature. In this sense, it helps international readers to generate a more comprehensive understanding of Chinese approaches to SDGs in its higher education system, develop a more holistic global discourse on incorporating SDGs into HEIs and compare the similarities and differences between different countries' approaches.

Purpose: University research institutes were established in Malaysian Universities to facilitate research activities that do not fit into discipline-oriented departments, including the multi- and inter-disciplinary research that goes beyond the single-disciplinary boundary. This paper aims to report on a case study of one university research institute established in Universiti Kebangsaan Malaysia (UKM), known as the institute for environment and development (LESTARI). LESTARI conducts multi-disciplinary research that emphasises research and capacity building on issues related to sustainable development. The aims of this paper are to examine the research evolution undergone at LESTARI, and to ascertain its contribution towards sustainable development goals (SDGs). Design/methodology/approach: LESTARI was established two years after the Rio Conference held in 1992, with the aims of promoting sustainable development through research and capacity building. This paper uses a qualitative approach to evaluate the research evolution of LESTARI, and a quantitative analysis to ascertain LESTARI's contribution to SDGs. Findings: After almost 30 years of establishment, LESTARI has moved from multi-disciplinary research to inter-disciplinary research. Although the transition was based on respective research areas (e.g. chemicals management and geopark), the research maturity of LESTARI is shown in its transformation from conventional to translational research. LESTARI has proven its capability to conduct multi-disciplinary and inter-disciplinary research, and the research outputs are also contributing to the SDGs. Practical implications: The LESTARI case study has shown that as long as a research institute has a firm and clear research direction, regardless of how it is evaluated and monitored (e.g. evaluated by SDGs), the research institute remains relevant in the context of its establishment. Social implications: The findings from this paper serve to set LESTARI as an example for other university research institutes, whether in Malaysia or in other countries. Originality/value: To the best of the authors' knowledge, this contribution is the first that discusses the transition from multi-disciplinary research to inter-disciplinary research, as well as the contribution to SDGs, among university research institutes in Malaysia.

Partnership among higher education institutions serves as the central element for sustainable development. The quality of their partnerships is highly necessary for higher education development, specifically in academic infrastructure, curriculum design, pedagogical practices, and financial frameworks. This progression is expected to enhance students' satisfaction and loyalty. Therefore, this study explores the effects of partnerships among higher education institutions with legal entities on students' satisfaction and loyalty. Accordingly, this research adopted a quantitative descriptive and regressive survey approach. The research population consisted of students from a university with a legal entity. At the same time, the sample was taken through purposive sampling with the criteria of having interacted or received services from the university's partner with a legal entity. Data were garnered through questionnaires, which have been declared valid and reliable. The collected data were analyzed using the structural equation model technique through Structural Equation Modeling-Partial Least Squares with SmartPLS 3 application. The research results indicate the following: (1) partnership quality (PQ) directly influences student satisfaction (SS), (2) SS directly affects student loyalty (SL), (3) PQ of higher education institutions with legal entity presents no effects on SL, and (4) PQ indirectly affects SL through SS.

Purpose: The purpose of this study is to evaluate the level of sustainability consciousness (SC) and sustainable development (SD) awareness of medical students, as well as to identify the factors associated with them. Design/methodology/approach: This cross-sectional and descriptive study was conducted among 1,435 medical students. The socio-demographic questionnaire and the sustainability consciousness questionnaire (SCQ-L) were the data collection instruments. Findings: A significant proportion of medical students had not heard of the concept of SD (63.6%), only 7.9% of the participants reported that they could define the SD concept. Female gender and good economic status were associated with significantly higher median SCQ-L total score (p = 0.001). Although all SD goals are closely related to health, almost half of the medical students reported no impact on SD. Besides, 47.8% of the medical students reported that physicians could have an active role in achieving SD. Social implications: As the realization of SD and health services are closely linked, it is important to examine the sustainability knowledge, attitude and behavior of health professionals. Originality/value: This study examined the SD awareness and SC knowledge, attitude and behavior among medical students, the leading health-care professionals of the future.

Despite an emerging emphasis on the role of engineers in achieving the SDGs, there is still a lack of agreement on which competencies should be prioritised to prepare them to tackle future sustainability challenges. By formulating a theoretical framework of key sustainable competencies based on prior studies, this study investigated engineering students' subjective views on which competencies they considered as the most important to support them in becoming sustainable engineers/designers. Using Q methodology, views were collected from 26 master students in a Sustainable Design programme in a Danish systemic problem- and project-based (PBL) context. Three key competencies were identified: collaboration, interdisciplinarity, and systemic thinking. Competences within the 'doing' and 'being' dimensions were represented the strongest. There is a hierarchy between the competencies, with collaboration being the highest level, as it demonstrates that it is transversal to the others. These results emphasised the role of PBL in developing competencies for sustainability and in reinforcing the value of Education for Sustainable Development.

Green internet of things is important to achieve atmospheric decarbonisation, it is crucial to implement procedures and practices that prioritise resource conservation and environmental protection. However, the growing use of internet of things devices poses a challenge due to their high-energy requirements for data reception and transmission which often leads to rapid battery drain, necessitating frequent battery replacement and consequently these discarded batteries often end up in landfills, causing adverse environmental impacts. This paper examines the environmental consequences of IoT devices' energy consumption and battery disposal and also explores potential solutions and strategies to mitigate these issues. This paper reviews two methods, which have proven useful in measuring energy usage. The study emphasises the importance of adopting sustainable practices in the design, usage, and disposal of IoT devices to minimise their ecological footprint and promote a greener future.

Purpose: Integrated crop-livestock systems (ICLS) can foster agroecological transitions. However, knowledge on how extension services influence such systems is still lacking. The manuscript analyzes ICLS advisors' perceptions of the conditions toward recoupling crops and livestock at the farm level. Methodology/Approach: We conducted and analyzed 20 semi-structured interviews with advisors and project managers currently working with ICLS in Brazil and France. Findings: The results revealed the following advisors' activities undertaken to support recoupling crop and livestock systems: i) gathering ICLS knowledge by building a network as a knowledge source, along with mobilizing and combining tools and skills, ii) communicating and facilitating arrangements between farmers and farmers' groups, iii) supporting ICLS co-design by assisting farmers in setting goals and plans, and iv) assisting on-farm transitions by supporting implementation and monitoring. Practical implications: This research highlights the key role of advisors in the transition toward the recoupling of crops and livestock at the farm level. ICLS advising could be improved and simplified with better-adapted tools, training to acquire knowledge, and skills specific to the ICLS context. Theoretical implications: Systemic thinking, facilitation, communication, and mobilizing a broad network to exchange knowledge are key requirements for advising complex systems such as ICLS. This is a typical case of a 'knowledge brokering' approach in which advisors engage in systemic facilitation to encourage innovation adoption. Originality: Our analysis provides promising insights into the specific advisor experiences in the transition towards adopting agroecological approaches, such as ICLS. This research opens avenues for future research to encourage ICLS adoption.

Engineering education is pivotal in driving sustainable development forward, yet many engineers encounter hurdles stemming from insufficient preparation for sustainability challenges. A major factor contributing to this is the lack of a structured and practical framework to guide the integration of sustainability into engineering education. This study addresses this gap by presenting a system-based framework tailored to 'engineering education "as" sustainable development.' The framework outlines a dynamic and inclusive organisational system, incorporating inputs from key stakeholders, a value-and-belief subsystem, throughput processes, and resultant outcomes. These outcomes encompass the cultivation of a new cohort of engineering graduates equipped with sustainable development knowledge, skills, and values/attitudes, thereby fostering the sustainable well-being and prosperity of all stakeholders involved. Additionally, the study examines the intricate relationships, including feedback loops, among system components and concludes by offering insights for practitioners to consider for future action and implementation.

This paper examines the development of e-learning mediating tool(s) for an online professional development programme, focusing on sustainability and teacher education, implemented across 11 countries in the southern African region. The paper focuses on how we approached the design and development of an online mediating tool(s) for interactive, situated learning that seeks to support sustainability practices and engagement of teacher educators at a local level while learning together with others across national borders. Using cultural historical activity theory, we elaborate on our understanding of mediation and then focus on the design and the development of the e-learning mediating tool, which we describe as an expansive learning process in our research and practice community. Our main finding is that to establish an interactive learning environment for situated, transformative learning in teacher education settings requires a comprehensive complex process of collaborative learning supported by a range of e-learning mediation tools, that are complemented by on-site engagement and support in communities of practice. We conclude that the successful deployment and use of an e-learning mediating tool depends on interconnected learning systems that is supported by the development of digital literacy skills, continuous online support, and similar communication tools.

This article investigates how critical pedagogy might broaden its purview and cultivate a more symbiotic relationship between formal education and life-long learning through a 'counter-critical pedagogy'. By reconsidering central tenets of Paulo Freire's "Pedagogy of the Oppressed" through the lens of Bernard E. Harcourt's provocation for a 'counter-critical theory', the article proposes how pedagogy could more effectively respond to circumstances - both personal and global - that are ever-changing and urgently require our intervention. In addition to critiquing the writings of Freire and Harcourt, the article draws on Indigenous epistemologies and the field of artistic research to emphasize the importance of complex and interdependent modes of knowing and holistic approaches to creating community. Key concepts in critical theory and critical pedagogy are repositioned in more active and processual terms that promote a dynamic approach to learning, one that is fully contextualized and situated, embraces greater complexity and intersectional approaches and requires a holistic and ongoing process of reflection and critique.

In the future of education, concepts of sustainability and recycling have to become integral parts of core subjects which require interdisciplinary collaboration beyond subject borders. Project-based Learning offers the perfect educational environment for such integration of knowledge not limited by single subject curricula or school curricula in general. At the same time, it offers a hands-on approach to actively involve students in the creation of products as well as the training of skills for critical thinking and problem-solving, but also increases their awareness regarding sustainability and environmental challenges. In this context, the goals of a circular economy are supported by such an educational approach combined with an environmental focus.

Purpose: Sustainable development (SD) is becoming an important area of research in accounting education. This paper examines if postgraduate accounting students in the Greek context present different awareness of SD issues and if this is related to their Master's orientation. Moreover, it compares the results with other similar studies. Design/methodology/approach: An online questionnaire was designed based on Ebaid (2022) and Aleixo et al. (2021), and distributed to two different Master's orientation programs. Then, descriptive statistics and contingency table analysis were performed to illustrate the main differences regarding the students' responses. Findings: The results indicate that the examined postgraduate students recognize the importance of SD for their future careers and require more knowledge about this issue. Moreover, it is presented that most of the postgraduate students adhere to the core sustainability principles (i.e. recycle, reuse and reduce), while only the students of environmental, social and governance (ESG) Master are significantly and actively engaged in social and environmental activities. Collectively, the results show that postgraduate students in Greece are more familiar with the term SD compared to participants in other similar studies in different contexts. Practical implications: Planners and decision-makers in higher education institutions could benefit from the findings to reconsider accounting education by introducing new courses and/or Master's programs to promote knowledge and action for SD. Originality/value: This is the first study, as far as we know, that examines the issue of sustainability and accounting education on postgraduate students.

This exploratory study examines Collaborative Online International Learning (COIL) efforts of two teacher educators at Turkish and American universities who co-designed teacher education courses intending to develop intercultural and global competencies among students. Drawing from theoretical perspectives of Global Citizenship Education (GCE) (UNESCO, 2015), global competencies (Asia Society, 2008), and intercultural competencies (Barrett, 2018), the instructors virtually linked the two institutions, co-designed course syllabi and assignments, and promoted virtual exchange with teacher candidates. All students collaborated on two course assignments: 1) Comparative Intercultural Exchange -- creation and analysis of autobiographical videos communicating personal, social, and cultural identities; and 2) Sustainable Development Goals (SDGs) Critical Inquiry -- analysis and presentation of SDG targets at local, national, and global levels. Data analysis revealed five salient themes across American and Turkish students. The findings indicate that students considered the COIL project an affirming experience in developing intercultural and global competencies.