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In the last decade, XML has become the de facto standard for data exchange in the world wide web (WWW). The positive benefits of data exchangeability to support system and software heterogeneity on application level and easy WWW integration make XML an ideal data format for many other application and network scenarios like wireless sensor networks (WSNs). Moreover, the usage of XML encourages using standardized techniques like SOAP to adapt the service‐oriented paradigm to sensor network engineering. Nevertheless, integrating XML usage in WSN data management is limited by the low hardware resources that require efficient XML data management strategies suitable to bridge the general resource gap. The purpose of this paper is to present two separate strategies on integrating XML data management in WSNs.

The paper presents two separate strategies on integrating XML data management in WSNs that have been implemented and are running on today's sensor node platforms. The paper shows how XML data can be processed and how XPath queries can be evaluated dynamically. In an extended evaluation, the performance of both strategies concerning the memory and energy efficiency are compared and both solutions are shown to have application domains fully applicable on today's sensor node products.

This work shows that dynamic XML data management and query evaluation is possible on sensor nodes with strict limitations in terms of memory, processing power and energy supply.

The paper presents an optimized stream‐based XML compression technique and shows how XML queries can be evaluated on compressed XML bit streams using generic pushdown automata. To the best of the authors' knowledge, this is the first complete approach on integrating dynamic XML data management into WSNs.

This paper aims to analyze the extent to which education for sustainable development (ESD) training enhances university teachers’ professional competence and whether it has the same effect in the digital as in the face-to-face format.

A training concept was developed based on the professional action competence model. Between 2018 and 2021, 19 training sessions were conducted with 183 university teachers: ten in face-to-face sessions and nine in the digital format. Questionnaires were administered before and after the training to determine its impact.

Overall, the training proved to be effective. There was a significant increase in professional knowledge and self-efficacy after the training, but there was no change in motivation. The face-to-face and digital formats proved to be equally effective.

The long-term effect of the training could not be determined.

There should be regular ESD training and coaching for university teachers.

There has been little research on the effectiveness of ESD teacher training, and no comparison between the face-to-face and digital approaches exists. It has been possible to train a relatively large number of university teachers from a wide range of subject areas, about two-thirds of whom have had no previous ESD experience.