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This research investigates the factors influencing environmental sustainability in a Peruvian higher education institution (HEI), using Structural Equation Modeling (SEM) with SmartPLS. The methodology included data collection through questionnaires administered to students, alumni, and professors, followed by SEM analysis to assess the relationships between technological support (TS), document management (DM), open government (OG), pro-environmental organizational culture (POC), service satisfaction (SS), and environmental sustainability (ES). The findings emphasize that technological infrastructure significantly enhances document management, which in turn boosts service satisfaction and promotes a pro-environmental organizational culture. The pro-environmental organizational culture emerges as the most powerful mediator, significantly impacting environmental sustainability. Although service satisfaction also contributes positively, its effect is less pronounced. Furthermore, transparency and open access to information improve document management, albeit with a lesser impact. Sociodemographic variables such as gender and academic program within the institution influence the relationship between the examined variables, suggesting that these characteristics can affect the perception and effectiveness of sustainability practices. This study provides a robust foundation for designing effective strategies to promote environmental sustainability in higher education institutions and would contribute to the fulfillment of the SDGs. [ABSTRACT FROM AUTHOR]

We live in an increasingly digitalized and competitive world, so the use of technological resources in continuing education is essential. The objective was to determine the impact of the MOOC based on the flipped classroom methodology on the level of information competence and information literacy in primary school teachers. The approach was quantitative, pre-experimental design. The sample consisted of 810 teachers from the Lambayeque region. After the MOOC application, it was found that the competency of navigation, search and filtering of information, data and digital content obtained the highest score, with 2.84 in the pretest and 3.67 in the posttest on a scale of 1 to 5. The conclusion is the need to train teachers so that they are able to respond effectively and efficiently to the new challenges of this digital society. [ABSTRACT FROM AUTHOR]

Digital transformation has become constant and has forced governments to reevaluate the validity of their educational models; therefore, regarding digital and information literacy, to train teachers to improve new digital skills becomes essential. For these reasons, this research will explore the instruction of teachers in digital and information literacy in basic education; likewise, there will be an observation of the research's theoretical-methodological characteristics related to these variables, and, also, we will carry out an analysis of the most pertinent contributions on the impact of new literacies and competencies in the teaching–learning processes in basic education, with the purpose of obtaining a current state overview of its teacher training within the framework of the technologies' usage linked to teaching. This review was based on the guidelines of the PRISMA protocol, and to select 56 documents, the Scopus and Web of Science (WoS) databases were used. The results show that, in the Scopus database, Spain is the country with the most research on the subject, with 29% of the total, followed by Indonesia, with 6%, and the United States, with 4%, and that the articles focus mainly on the social sciences and computer science. Likewise, in WoS, the country with the most research on the subject is Spain, with 30%, followed by Russia, with 10%, and Norway, with 8%, and the articles mainly revolve around the categories of education and communication. The research related to this topic uses a quantitative approach in 68%, a qualitative approach in 25% and a mixed approach in 7%. It was shown that there is a direct relationship between digital and information literacy and digital competency. In addition, it is also emphasized that digital and information literacy are continuous and long-term processes. More didactic proposals on digital skills would be necessary, over government policies and efforts, to achieve a community with a high level of digital and information literacy. [ABSTRACT FROM AUTHOR]