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Purpose – This paper is dedicated to elaborating, proposing and validating an action plan to enhance the mitigation of risks generated by the COVID-19 pandemic in the electric sector supply chain, aiming to promote a more resilient supply chain. Design/methodology/approach – For this, a systematic review of the literature was carried out to prepare an action plan that was validated by a group of experts, through the Delphi methodology. Findings – As a result, an action plan was obtained, with 18 actions subdivided into 13 resilience elements and related to 20 main risks arising from the pandemic. The actions oriented to the development of relationships among supply chain members, promotion of a culture oriented to learning and problem solving, contingency plan, safety stock and risk management were pointed as those capable of generating resilience in the chain analyzed in the moment of crisis. Originality/value – The results achieved can contribute to the expansion of debates in the area of resilient supply chain management, as well as contribute to supply chain managers in their elaboration and definition of actions that aim to make the supply chain more resilient. It is noteworthy that no similar study was found in the literature considering the specificities of supply chain management in the Brazilian Amazon region.

Abstract Many of the energy systems functioning across the developing world are poorly designed and largely inadequate to meet a country's commercial and domestic energy needs. This is especially so in Latin America, where poverty trends have been exacerbated by limited access to energy, which could be used towards supporting industrial and small-scale commercial activities. This has characterised the widespread trend of energy poverty. This phenomenon poses a major barrier towards achieving the UN Sustainable Development Goals (SDGs) and addressing climate change, since lack of access to reliable energy generation systems hinders the development of economic activities and limits the comfort of living conditions. This paper reports on a study aimed at catering to a better understanding of the challenges related to energy poverty in Latin America and identifying some of the tools that may be deployed to address them. The methodological procedures used were bibliometric analysis and survey. The main findings of this research evidence that reducing energy poverty in Latin American countries is crucial to alleviating household costs since a considerable part of family income is used to pay the energy needs. Less use of coal, greater access to electricity—including those from renewable generation—as well as the use of technologies and programs subsidized by governments would significantly contribute to increasing the Latin American citizens' quality of life and achieving the SDGs.

This paper investigates the relationships between challenges faced by Brazilian companies in adopting Energy Management Systems (EnMS). The fuzzy Decision-Making Trial and Evaluation Laboratory (DEMATEL) methodology is employed to examine the interdependencies between the challenges. The study involves assembling an expert panel to assess the causal relations between key challenges identified through a literature review. The findings reveal that challenges related to insufficient financial resources, deficiencies in competencies within the implementation team, and lack of support from top management are pivotal factors influencing the adoption of EnMS. These challenges are positioned as core factors, highlighting their critical role in EnMS implementation. Conversely, factors such as difficulty in determining appropriate performance indicators and justifying EnMS certification maintenance are categorised as impact factors, signalling their lower priority for resource allocation. The study contributes to research by providing a nuanced understanding of the challenges hindering EnMS adoption and their interdependencies. Additionally, the findings offer practical insights for organisations seeking to implement EnMS, guiding resource allocation and strategic planning efforts to overcome barriers effectively.

The COVID-19 pandemic has affected all Sustainable Development Goals (SDGs), leading to setbacks in various Latin American countries. In Brazil, progress in technological development and the adoption of sustainable practices by organizations has been significantly hindered. Yet, there remains a limited understanding of the long-term impacts on the country’s development, and a structured national plan for recovery and resuming progress toward the SDGs is lacking. This paper aims to investigate the repercussions of COVID-19 on SDGs 9 (industry, innovation, and infrastructure) and 12 (sustainable consumption and production) in the context of a latecomer country such as Brazil. This study adopted the Delphi-based scenario and Fuzzy Delphi approach and involved the participation of 15 sustainability experts with extensive experience in the Brazilian industrial sector. The findings elucidate the long-term impacts of the pandemic on these SDGs, focusing on Brazil’s socioeconomic landscape and developmental challenges. The pandemic worsened pre-existing issues, hindering infrastructure modernization, technological investment, and sustainable practices. Insufficient research funding, industry modernization, and small business integration further impede progress. Additionally, the paper identifies implications for research, companies, and public policies, aiming to provide actionable insights for fostering sustainable development in the post-pandemic era.

This paper presents an innovative experience involving students and professors from diverse backgrounds and regions that was designed to integrate corporate sustainability (CS) knowledge into undergraduate programs. An action research approach was adopted, with the course running over one semester. The course involved 146 students with diverse academic backgrounds from universities across Brazil along with eight professors from Brazil, Chile, and South Africa. The proposed approach provides actionable insights into the integration of sustainability concepts in the higher educational setting, thereby contributing to the development of a more environmentally and socially conscious generation of professionals. The learning outcomes are discussed in the light of the Sustainable Development Goal (SDG) Agenda, particularly SDG 7 (affordable and clean energy), SDG 9 (industry, innovation, and infrastructure), and SDG 13 (climate action). In addition, it is important to highlight that the dissemination of the course’s key features can be useful for universities, professors, and researchers engaged in training future professionals capable of addressing real-world problems of innovation and sustainability. By employing an action research methodology and fostering collaboration among students and professors with diverse academic backgrounds and from different countries, including Brazil, Chile, and South Africa, this paper presents a multiregional and interdisciplinary perspective that sets it apart from conventional practices. The emphasis on providing actionable insights and its potential applicability for universities, professors, and researchers involved in training future professionals further underscore its distinctive contribution to education for sustainable development.

Abstract Many higher education institutions around the world are engaged in efforts to tackle climate change. This takes place by not only reducing their own carbon footprint but also by educating future leaders and contributing valuable research and expertise to the global effort to combat climate change. However, there is a need for studies that identify the nature of their engagement on the topic, and the extent to which they are contributing towards addressing the many problems associated with climate change. Against this background, this paper describes a study that consisted of a review of the literature and the use of case studies, which outline the importance of university engagement in climate change and describe its main features. The study identified the fact that even though climate change is a matter of great relevance to universities, its coverage in university programmes is not as wide as one could expect. Based on the findings, the paper also lists the challenges associated with the inclusion of climate change in university programmes. Finally, it describes some of the measures which may be deployed in order to maximise the contribution of higher education towards handling the challenges associated with a changing climate.

Purpose: This study aims to investigate the main areas in which researchers are focusing their efforts in terms of sustainability in higher education (curriculum, campus greening, research, governance or outreach), the format in which this research is performed (in terms of individual or combined efforts) and the primary research focus (in terms of local or global issues). Design/methodology/approach: Trends on sustainability research were investigated by means of an online survey -- the World Survey on Sustainability Publishing and Research in Higher Education, which was disseminated among members of the European School of Sustainability Science and Research and the Inter-University Sustainable Development Research Programme. Findings: The survey collected responses from 103 researchers across over 40 countries. Three trends emerged: in spite of the intrinsic value of sustainability research in higher education, this area is not as mature as one could expect; the range of themes covered is wide and addresses a variety of areas; and individuals working alone is the most common means of doing research, whereas research at the university, department and faculty level appears to be less common. Originality/value: The paper outlines some measures via which higher education institutions may be able to take more advantage of the many opportunities sustainability research offers to them.

Purpose: Considering the relevance of education for sustainable development (SD) to enhancing engineers' abilities to contribute towards sustainability-related issues, this study aims to help understand the global context of the insertion of SD into engineering education and to provide guidelines to further evolve research and efforts towards implementing Engineering Education for Sustainable Development (EESD). Design/methodology/approach: This study performed a longitudinal analysis using bibliometrics and a content analysis via Conceive-Design-Implement-Operate standards. SciMAT software was used to support the bibliometric analysis. Findings: In addition to an increase in the practical aspects presented due to a change in the approaches taken to examine key topics, evidence on important concepts such as "life cycle assessment" and "digitalisation" increased in more recent years. However, it was possible to show that, despite the evolution observed throughout the years, several important opportunities exist for engineering programmes to improve and, for researchers, to fill the related gaps in the research. Originality/value: This study can be used as a guide for future research and as a source of insights for EESD implementation and improvement.

Purpose: The inclusion of sustainability in higher education courses has been debated in recent decades and has gained particular emphasis throughout the COVID-19. This paper aims to show how the context of the pandemic, which demanded the transition from in-person classes to virtual classes, was used to illustrate better the concepts of life cycle assessment (LCA) for Production Engineering students in a Brazilian University. Design/methodology/approach: The research strategy used was action research. Throughout the discipline offering, the environmental impacts resulting from in-person and remote classes were comparatively assessed through a practical activity using LCA. Students' behaviour and perception of the activities were recorded by the professor and discussed with the other researchers on the team. At the end of the course, students answered a questionnaire to assess their satisfaction with different aspects of the discipline, and these data were analysed via Fuzzy Delphi. Findings: The results focus on discussing the pedagogical aspects of this experience and not the environmental impacts resulting from each class modality. It was possible to notice a greater engagement of students when using a project that directly involved their daily activities (food, transportation, use of electronics, etc.) compared to the traditional approach of teaching LCA concepts. In this traditional approach, the examples focussed on the industrial sector, a more distant context from the reality of most students. Student feedback demonstrated great acceptance by them regarding the approach adopted. Originality/value: This study contributes to expanding debates about sustainability insertion in higher education and the training of professionals more aligned with the sustainable development agenda.

Purpose: Junior enterprises have been gaining increasing attention in the Brazilian Higher Education Institutions. In addition, these companies are contributing to enhance the training of future professionals. Improvements in future professionals' training must consider education for sustainability. In this context, this paper aims to critically analyze the role of junior enterprises in the training of undergraduate students in line with the sustainable development goals (SDGs). Design/methodology/approach: To discuss the ways for junior enterprises to contribute to students' training with a higher alignment with sustainable development, it is necessary to know the routine of their activities well. Therefore, the strategy used in this research was to use the Delphi process with students who participated/participate in this kind of extracurricular activity in their institutions and are familiar with the SDGs disseminated by the United Nations. Findings: From the rounds of Delphi method debates, eight items were listed and presented an agreement greater than 50% of the participants. Illustratively, three of them are cited here: most participants understand that some current metrics used by junior enterprises require greater alignment with the SDGs; most participants agree that junior enterprises need to better monitor the results of their post-execution projects because in general beneficial impacts on sustainability are observed in the long term; and most of the participants understand that the actions developed by junior enterprises are aligned with corporate sustainability and conscious capitalism. Originality/value: The contribution of junior enterprises to the promotion of sustainability education is practically not addressed in the literature. The findings presented here, resulting from the Delphi process, can greatly contribute for junior enterprises to rethink their actions to better prepare future professionals to act toward sustainable development.

Purpose: This paper aims to discuss how the theory of complex thinking can be considered an interesting element in engineering education, especially in the context in which challenges toward sustainable development are multidisciplinary. Design/methodology/approach: This viewpoint synthesizes the main reflections and discussions generated during a process of debate, research and creation of a proposal for an undergraduate engineering course at a higher education institution in Brazil. The literature on engineering education, sustainability and complexity was considered in an integrated way. Debates were conducted considering the authors' knowledge and experience as professors of engineering courses and researchers in the field of sustainability. A qualitative and reflexive approach was used to organize the main discussions. Findings: The prevailing classical engineering paradigm trains professionals to think from a Cartesian, reductionist perspective, appropriate for solving well-structured problems with known solution paths and convergent answers. However, addressing sustainability challenges requires a different kind of thinking capable of dealing with situations characterized by uncertainty, emergence and incompleteness of knowledge. Complexity thinking can be useful for this purpose as it provides a broad system approach to deal with ill-defined, ill-structured and unpredictable problems. This study can be understood as a call to researchers and professionals to consider the value and importance of complexity thinking to advance engineering education for sustainability. Originality/value: The need to overcome the limits of the classical engineering paradigm is emphasized in the context of sustainability. Complex thinking is considered as a path toward a paradigm shift in engineering education for sustainability. It can contribute to the training of professionals to face pressing challenges now and in the future. This viewpoint provides some insights to enhance debates on education engineering.

The purpose of this paper is twofold: (i) to identify the thematic categories and central topics connecting digitization and operational efficiency in the banking sector; and (ii) to develop a research agenda to guide future research endeavors to advance knowledge related to digital operational efficiency (DOE). Employing a two-stage content-centric review approach, this study comprehensively outlines overarching themes and subsequently delves into specific dimensions. The first stage aimed to provide an overview of research connecting operational efficiency and digitization in the banking sector and to refine the search criteria for content analysis. The second stage employed content analysis concentrated on journal articles published between 2018 and 2023. Central topics include enhancing banking industry performance through industry 4.0 technology and partnerships, the impact of the COVID-19 pandemic on bank digital transformation, organizational adaptations for embracing new digital business models, and elevating customer experience through novel operational paradigms. The research agenda proposed include the following: DOE conceptual development; digital bank break-even analysis; optimization of the product and service portfolio offered by digital banks; and consumer experience and level of service of digital banks. By delving into the impact of industry 4.0 technologies, pandemic, and digital business models, this paper enriches our understanding of the complex interplay between digitization and operational efficiency. The proposed research agenda offers a roadmap for future scholarly endeavors, contributing to the evolution of theoretical frameworks in this field. This paper offers insights relevant for banking industry professionals, providing them with valuable guidance on how to enhance their performance, optimize their digital product and service portfolio, and elevate the overall customer experience in the rapidly evolving landscape of digital banking.

Applications of deep learning (DL) in autonomous vehicle (AV) projects have gained increasing interest from both researchers and companies. This has caused a rapid expansion of scientific production on DL-AV in recent years, encouraging researchers to conduct systematic literature reviews (SLRs) to organize knowledge on the topic. However, a critical analysis of the existing SLRs on DL-AV reveals some methodological gaps, particularly regarding the use of bibliometric software, which are powerful tools for analyzing large amounts of data and for providing a holistic understanding on the structure of knowledge of a particular field. This study aims to identify the strategic themes and trends in DL-AV research using the Science Mapping Analysis Tool (SciMAT) and content analysis. Strategic diagrams and cluster networks were developed using SciMAT, allowing the identification of motor themes and research opportunities. The content analysis allowed categorization of the contribution of the academic literature on DL applications in AV project design; neural networks and AI models used in AVs; and transdisciplinary themes in DL-AV research, including energy, legislation, ethics, and cybersecurity. Potential research avenues are discussed for each of these categories. The findings presented in this study can benefit both experienced scholars who can gain access to condensed information about the literature on DL-AV and new researchers who may be attracted to topics related to technological development and other issues with social and environmental impacts.

Neste artigo, realiza-se uma análise exploratória de dados coletados em uma pesquisa aplicada a estudantes brasileiros da Universidade Estadual de Campinas (Unicamp) sobre as dificuldades observadas na transição do ensino presencial para o remoto devido à pandemia de covid-19. Conduzimos uma pesquisa bibliográfica e aplicamos a análise fatorial exploratória (AFE) às respostas de 1.776 estudantes, buscando obter um modelo que explicasse a maior parte da variação dos dados. Analisando os resultados da aplicação da AFE, destacam-se dois grupos de dificuldades: as relacionadas ao planejamento do curso e as relacionadas ao acesso e à disponibilização de infraestrutura adequada para o ensino remoto. Essas reflexões podem contribuir para os planos institucionais das instituições de ensino superior. É interessante salientar que não estamos inferindo uma prevalência de dificuldades, mas apontando que essas dificuldades devem ser analisadas e exploradas pelos stakeholders (partes interessadas) universitários.

Abstract This paper aims to understand the main difficulties faced by women throughout their careers in Brazil and abroad. Based on the information gathered from these experiences, it seeks to advance the discussion on women's participation in STEM focusing on SDG 5 (gender equality) and SDG 8 (decent work). The main difficulties experienced by women in STEM as discussed in the academic literature were mapped. This provided input to develop a questionnaire containing qualitative and quantitative questions used to conduct interviews with women working in STEM. The sample consisted of highly qualified professionals working in high positions in the hierarchies of multinational companies in the STEM field with experience both in Brazil and abroad. The data collected was analyzed using a mixed-methods approach, including content analysis for qualitative questions and the Grey Relational Analysis for quantitative questions. The results revealed that the lack of flexible work systems, the scarcity of gender-sensitive organizational policies and labor policies, and the prevalence of traditional cultural models are some of the main difficulties faced both in Brazil and abroad by the women interviewed. The need to discuss issues of gender equality and decent work in the early stages of education is important for increasing women’s participation in STEM, which is a critical factor in the development of inclusive organizations and in fully achieving the sustainable development of society. This paper presents a unique perspective of the perceived difficulties faced by executive women who worked in Brazil and in different countries (i.e., Canada, Denmark, France, Germany, Switzerland and the United States). Gender equality in organizations is highly context-dependent, and cross-cultural analysis generates relevant insights to face the challenges and advance the discussion on women’s participation in STEM.

Purpose: This study aims to analyse how the materials selection courses of engineering undergraduate programmes can be better aligned with the United Nations Sustainable Development Goals (SDGs). Design/methodology/approach: Initially, a content analysis was performed in 39 materials selection course descriptions from 40 engineering undergraduate programmes of Brazilian higher education institutions, and subsequently, Delphi method procedures were conducted with professors that teach or have taught the course and are knowledgeable in the subject of sustainability. Findings: Considering the analysed course descriptions, it was shown that most of the materials selection courses do not consider or present little emphasis on sustainability aspects. Regarding the Delphi method, eight items were evidenced to consider sustainability aspects in the analysed courses. Originality/value: This study contributes to the debates about sustainability insertion in engineering undergraduate programmes. More specifically, the findings presented consolidated information that professors and coordinators can use to align materials selection courses with the SDGs better.