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Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes.

The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom.

Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed.

This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations.

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.

The model was based on conceptual mapping from the reviewed literature and reflection from their teaching experience.

The model and the related teaching-learning activities have been proposed.

The proposed model enhances the use of microgames in an interdisciplinary teaching framework.

This paper aims to identify how the faculties of a Colombian University have understood the concept of sustainability and the way they have embedded it into their training.

Qualitative research was done using documentary and content analysis which allowed researchers to recognize features correlated to sustainability which are needed to promote and act for social equity, ecological care and economic development.

It was found that most faculties at the university do not conceptualize it; ergo, courses are designed neither for promoting sustainability nor sustainable education. Besides this, almost no level of integration was identified among faculties on this topic.

Many people agree education for sustainability is a key action to overcome the complex challenges the planet is facing; nevertheless, the prejudice that training to solve sustainability problems is an exclusive task of certain disciplines is common. This misunderstanding reduces the possibilities of pursuing a sustainable future, considering that these issues affect all humankind and that they can only be solved through interdisciplinary and collaborative work.

The paper also outlines some actions that Universidad Pontificia Bolivariana (UPB) can take to consider sustainability issues, and they are as follows: identification of competencies to include in the curricula; recognition of the potential of integrating education for sustainable development (ESD) into the curricula by strengthening the competencies and capacities; strengthening the competencies and capacities of the academic staff through ESD training processes; articulation of research with the curricula in such a way that the results of research processes permeate the curricula.

This study has some limitations. For instance, regarding the survey, the size of the sample may seem too small, a bigger sample will allow better information for the results. Regarding the case studies, a greater diversity of programs could have provided a wider range of results. Despite these limitations, for UPB, the study shows a snapshot of the literature review and the articulation of sustainable development and climate change education (CCE) in all programs the university has. The implications of this paper and research are the following. First, it reiterates the importance of having within the same institution a common language to talk about sustainability. Second, it recognizes the competencies and skills that should considered when implementing ESD and CCE in curricula.

This idea corresponds to a lack of debate about what the term signifies and means. It is believed that, as sustainability has been highly researched in the past two decades, it is a cross-cutting element in any faculty proposal; however, due to the complexity of the term, it is understood differently by each member of the same academic community, affecting their ability to design a systemic and systematic curriculum that enables to educate for sustainable goals.

This study aims to focus on key approaches to education for sustainability (EfS) leadership development in the context of Malaysian and Japanese universities. The authors identify key indicators of effective EfS leadership development approaches using both descriptive and inferential analyses, identify and compare the preferred leadership learning methods of academics and examine the impact of marital status, country of residence and administrative position on the three EfS leadership development approaches.

The study is quantitative in approach and survey in design. Data were collected from 664 academics and analysed using the efficient partial least squares (PLSe2) methodology. To provide higher education researchers with more analytical insights, the authors re-estimated the models based on the maximum likelihood methodology and compared the results across the two methods.

The inferential results underscored the significance of four EfS leadership learning methods, namely, “Involvement in professional leadership groups or associations, including those concerned with EfS”, “Being involved in a formal mentoring/coaching program”, “Completing formal leadership programs provided by my institution” and “Participating in higher education leadership seminars”. Additionally, the authors noted a significant impact of country of residence on the three approaches to EfS leadership development. Furthermore, although marital status emerged as a predictor for self-managed learning and formal leadership development (with little practical relevance), administrative position did not exhibit any influence on the three approaches.

In addition to the theoretical and methodological implications drawn from the findings, the authors emphasize a number of practical implications, namely, exploring the applicability of the results to other East Asian countries, the adaptation of current higher education leadership development programmes focused on the key challenges faced by successful leaders in similar roles, and the consideration of a range of independent variables including marital status, administrative position and country of residence in the formulation of policies related to EfS leadership development.

This study represents an inaugural international comparative analysis that specifically examines EfS leadership learning methods. The investigation uses the research approach and conceptual framework used in the international Turnaround Leadership for Sustainability in Higher Education initiative and uses the PLSe2 methodology to inferentially pinpoint key learning methods and test the formulated hypotheses.

In the rapidly evolving digital economy, businesses face formidable pressures to maintain their competitive standing, prompting a surge of interest in the intersection of artificial intelligence (AI) and digital transformation (DT). This study aims to assess the impact of AI technologies on corporate DT by scrutinizing 3,602 firm-year observations listed on the Shanghai and Shenzhen stock exchanges. The research delves into the extent to which investments in AI drive DT, while also investigating how this relationship varies based on firms' ownership structure.

To explore the influence of AI technologies on corporate DT, the research employs robust quantitative methodologies. Notably, the study employs multiple validation techniques, including two-stage least squares (2SLS), propensity score matching and an instrumental variable approach, to ensure the credibility of its primary findings.

The investigation provides clear evidence that AI technologies can accelerate the pace of corporate DT. Firms strategically investing in AI technologies experience faster DT enabled by the automation of operational processes and enhanced data-driven decision-making abilities conferred by AI. Our findings confirm that AI integration has a significant positive impact in propelling DT across the firms studied. Interestingly, the study uncovers a significant divergence in the impact of AI on DT, contingent upon firms' ownership structure. State-owned enterprises (SOEs) exhibit a lesser degree of DT following AI integration compared to privately owned non-SOEs.

This study contributes to the burgeoning literature at the nexus of AI and DT by offering empirical evidence of the nexus between AI technologies and corporate DT. The investigation’s examination of the nuanced relationship between AI implementation, ownership structure and DT outcomes provides novel insights into the implications of AI in the diverse business contexts. Moreover, the research underscores the policy significance of supporting SOEs in their DT endeavors to prevent their potential lag in the digital economy. Overall, this study accentuates the imperative for businesses to strategically embrace AI technologies as a means to bolster their competitive edge in the contemporary digital landscape.

With Industry 4.0 and the extensive rise of smart technologies, we are seeing remarkable transformations in work practices and workplaces. Scholars report the phenomenal progress of smart technologies. At the same time, we can hear the rhetoric emphasising their potential threats. This study focusses on how and where intelligent machines are leveraged in the workplace, how humans co-working with intelligent machines are affected and what they believe can be done to mitigate the risks of the increased use of intelligent machines.

We conducted in-depth interviews with 15 respondents working in various leadership capacities associated with intelligent machines and technologies. Using NVivo, we coded and churned out the themes from the qualitative data collected.

This study shows how intelligent machines are leveraged across different industries, ranging from chatbots, intelligent sensors, cognitive systems and computer vision to the replica of the entire human being. They are used end-to-end in the value chain, increasing productivity, complementing human workers’ skillsets and augmenting decisions made by human workers. Human workers experience a blend of positive and negative emotions whilst co-working with intelligent machines, which influences their job satisfaction level. Organisations adopt several anticipatory strategies, like transforming into a learning organisation, identifying futuristic technologies and upskilling their human workers, regularly conducting social learning events and designing accelerated career paths to embrace intelligent technologies.

This study seeks to understand the emotional and practical implications of the use of intelligent machines by humans and how both entities can integrate and complement each other. These insights can help organisations and employees understand what future workplaces and practices will look like and how to remain relevant in this transformation.

This study aims to present a methodology and a system to support the technical and managerial issues involved in anomaly detection within the reverse logistics process of an e-commerce company.

A case study approach is used to document the company’s experience, with interviews of key stakeholders and integration of obtained evidence with secondary data.

The paper presents an algorithm and a system to support a more efficient and smart management of reverse logistics based on a set of anticipatory actions, and continuous and automatic monitoring of returned goods. Improvements are described in terms of a number of key performance indicators.

The analysis and the developed system need further applications and validations in other organizational contexts. However, the research presents a roadmap and a research agenda for the reverse logistics transformation in Industry 4.0, by also providing new insights to design a multidimensional performance dashboard for reverse logistics.

The paper describes a replicable experience and provides checklists for implementing similar initiatives in the domain of reverse logistics, in the aim to increase the company’s performance along four key complementary dimensions, i.e. time savings, accuracy, completeness of data analysis and interpretation and cost efficiency.

The main novelty of the study stays in carrying out a classification of anomalies by type and product category, with related causes, and in proposing operational recommendations, including process monitoring and control indicators that can be included to design a reverse logistics performance dashboard.

This study attempts to answer the question: “how are the two drivers, accountability focus and organizational learning, independently and interactively associated with public agencies’ proactive policy orientation?” The first driver is the multiple accountabilities that public agencies pursue: (1) bureaucratic, (2) legal, (3) professional and (4) political. The second driver is the organizational learning activities of public agencies: (1) socialization, (2) externalization, (3) combination and (4) internalization.

For data, 800 respondents from the public agencies in South Korea were surveyed.

The analysis provided several findings: (1) the discretionary accountabilities (professional and political) have a greater positive influence on the proactive policy orientation; (2) the conventional accountabilities (legal and bureaucratic) tend to have negative impacts on the proactive policy orientation and (3) among the four types of accountability, legal accountability can be more significantly complemented by organizational learning activities, which can enable both visionary and realistic administration in a balanced manner.

This study provides a unique insight on how organizational proactivity can be ensured through the interactions of organizational accountabilities and organizational learning.

This paper aims to outline the role that serendipity can play in providing a complementary and previously unrepresented vector in deliberate and emergent strategies within organizations.

The paper is conceptual in nature and draws upon the serendipity pattern in sociological theory and serendipitous relations in developmental sciences to provide a framework for executives to consider when examining the process of strategy formation. Two case vignettes are used to illustrate the difference between luck and serendipity and the paper also traces key micro foundations of serendipity by returning to the original serendipity fable and a famed science experiment producing “floppy-eared” rabbits.

The notion of chance favoring the “prepared firm” is espoused where the prepared organizational mind is positioned as an antecedent of serendipitous strategy formation. This is based on Louis Pasteur’s famous aphorism, “chance favors the prepared mind.” Components of the prepared firm include deep domain knowledge, anticipatory mindset, noticing, abductive reasoning, elaboration and relations development.

The paper is a conceptual articulation of a novel concept that now requires deeper empirical case development and ultimately statistical validation. The paper suggests linkages between serendipity and theories of absorptive capacity and the attention-based view of the firm.

Several mindsets, capabilities and relations for architecting organizational serendipity are suggested for executives using a stylized framework.

From a strategy process perspective, the Mintzberg and Waters seminal article “Of strategies deliberate and emergent” is complemented by considering “floppy-eared” strategy characterized by unexpected, anomalous and strategic datum.

This paper aims to look at the implementation of project-funded research governance and its potential to induce organisational learning on responsible research and innovation (RRI). This paper analysed what types of organisational learning and change can take place within organisations of an Europe-funded project and to what extent. This paper examined whether and how change occurs and how it is shaped and co-produced with other orderings.

The paper is based on materials and evidence collected while working on the internal evaluation of a Horizon 2020-funded project. Analysis of the results of the mixed methods evaluation design was used to characterise occurrences of organisational learning and change.

The authors identified different forms of learning (single-loop learning, double-loop learning, reflexive and reflective learning and situational learning). The extent of learning that could lead to long-lasting organisational change was limited. This was due to the project-based and organisational design, the key-based definition of RRI and the indeterminacy of what constitutes learning and change – both at the level of funding and performing the project. For organisational change to occur, the authors argue for governance mechanisms based on reflexive learning that consider a range of structural conditions and measures.

Organisational learning plays an important role in change processes, which has so far been given too little consideration concerning the governance and implementation of RRI through project-based funding. The authors argue for a restructuring of governance and funding mechanisms to create more space for reflexivity and learning.