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The main aim of the current study is to investigate the effect of Anti-Crack HP 67/36 glass fibre on the mechanical performance of mortars made of cement, with a focus on post-cracking evaluations using the digital image correlation (DIC) technique.

Experimental tests were carried out on 36-mm long fibres at 0.8% by volume and added to the normal strength (NSM), high strength (HSM) and high strength mortar with fly ash (HSMFA) mortars. CEM I 52.5 CP2 NF, CEM II/A-L 42.5 NF and CEM III/C 32.5 N-SR PM were used for each series of mortar to assess the performance of the glass fibres with the types of cement. F-class fly (FA) ash was used to reduce global CO₂ emissions.

The mortar’s strength decreased as the cement types changed from CEM I to CEM II and III. However, due to changes in the portlandite content of the cement, water porosity increased for both types of mortar, without and with fibre. It was also found that using glass fibre increased flexural strength more than compressive strength, regardless of the type of cement used. For all the strength classes, it was found that the mortar mixes with CEM I had the highest critical crack opening (w_c) and fracture energy (G_F), followed by CEM II and III. No significant effects were observed in the mortar’s property by replacing fly ash (12%).

Only mortars were formulated in this study, but the results must be verified at the concrete scale.

Validation of the DIC technique to characterize the post-cracking behaviour of cement-based material. Use of glass fibres to improve the material’s resistance to cracking.

Use of CEM II and CEM III cements with low CO₂ footprint instead of CEMI without altering the mechanical performance of the material.

The work is a further contribution to studying the cracking behaviour of several series of variable mortars depending on the resistance class and the type of cement used.

In a context of growing concern about the environmental and social crisis, education for sustainability has emerged as a key educational approach to address these challenges. University education plays a crucial role in training professionals who are aware of and committed to sustainability. This study aims to examine the impact of the socio-professional characteristics of university professors on the awareness and implementation of sustainability in teaching and research.

This study uses the academics’ statements through a survey to describe the degree of awareness and implementation of sustainability at the University of the Basque Country (UPV/EHU) and evaluates the influence that certain socio-professional variables can have on their commitment to sustainability. For this purpose, the paper proposes the use of descriptive and inferential statistical techniques.

The research reveals that UPV/EHU is in the first phases of implementation of sustainability, indicating a low overall implementation. Therefore, it is proposed to promote internal awareness about sustainability, promote teacher training, integrate sustainability competencies in academic programs and promote research in areas with less scientific production related to sustainability, with emphasis on interdisciplinary collaboration and gender equality to achieve greater integration of sustainability in the university. In the case of the UPV/EHU, the sustainable development champions fulfill the profile of a female professor, with full-time dedication and whose disciplinary area is a minority.

This research has an individual framework and a static nature, and the results should be interpreted only in their context. Future research should have a national framework, a longitudinal nature and a broader range of university institutional agents. Another limitation of this methodology is the question coding process (Likert scales), which opens a wide range of subjectivity for the researcher.

To the best of the authors’ knowledge, this is the first study that measures the degree of implementation of sustainability at the UPV/EHU with the aim of specifying its efforts in the implementation and promotion of sustainability.

This study aims to analyse the influence of the pillars (hard and soft skills) of digital academic entrepreneurship on students' entrepreneurial intention.

This was done by adopting a quantitative methodology involving empirical research with a sample of 761 university students from two countries and adopting structural equation analysis to validate the theoretical model proposed.

The results indicate a direct influence between hard and soft skills and entrepreneurial intention, and a positive, indirect influence between these and entrepreneurial intention mediated by the dimensions of the theory of planned behaviour (TPB) – entrepreneurial attitude, subjective norms and perceived behavioural control. Therefore, the pillars of digital academic entrepreneurship have a direct and indirect influence on university students' entrepreneurial intention.

This study also contributes to better operationalization of entrepreneurial education in university environments, since the development of hard and soft skills can be planned better based on the model proposed here. Considering the relations between the dimensions of hard and soft skills and those of TPB, this study shows there can be an influence on students' entrepreneurial intention.

In this study, a new and innovative construct is inserted in the model of entrepreneurial intention: “structural pillars of digital academic entrepreneurship” through structural equation modelling, to determine the degree of influence of these pillars (hard and soft skills) constructs on HEI students' entrepreneurial intention.