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The United Nations Educational, Scientific and Cultural Organization's (UNESCO) Recommendation on Open Educational Resources (OER) was a milestone when it was uniformly adopted by its member states on November 25, 2019. The purpose of this conceptual paper is to provide an overview of the OER Recommendation in relation to some of the UN Sustainable Development Goals (SDGs). The paper focuses on SDG 4 on education, but also on other SDGs that are directly linked to the relevant SDGs for the overall implementation of the UNESCO OER Recommendation. These SDGs are: SDG 5 (gender equality), SDG 9 (industry, innovation and infrastructure), SDG 10 (reduce inequalities within and between countries), SDG 16 (peace, justice and strong institutions), and SDG 17 (partnerships for the goals). All five areas of the OER recommendation are closely linked to the above SDGs. This paper also discusses how to advocate with stakeholders at all levels to implement and mainstream OER and the SDGs across all areas of the OER recommendation. In addition, this concept paper discusses accessibility for all (e.g. any type of impairment/disability, etc.) and addresses quality issues at OER and their implications.

This conceptual paper provides an overview of the UNESCO OER Recommendation and its relationship to some of the SDGs. The paper also addresses the role of stakeholders in implementing the OER Recommendation and the potential problems of its accessibility and quality. This paper has been designed as a literature review including mainly official reports from the organizations in the field, such as the UN UNESCO SDGs (UN, n.d; UNESCO, 2016) and the UNESCO OER Recommendation (UNESCO, 2019, 2021a). This conceptual paper is discursive in nature. It contains a discussion based on a literature review comparative studies, experiences, works, and reflections of the author, who has been working in this field since its beginnings in 2002. This contribution is also based on the experiences, works, and reflections of other authors on the OER movement.

The UNESCO OER Recommendation (UNESCO, 2019) clarifies that all five areas of the OER Recommendation for implementation are closely linked to the SDGs (UN, n.d; UNESCO, 2016), particularly SDG4, which targets to achieve education for all by 2030, and other SDGs, such as SDG5 (gender equality), SDG9 (industry, innovation, and infrastructure), SDG10 (reducing inequalities within and between countries), SDG16 (peace, justice, and strong institutions), and SDG17 (partnerships for the goals). Since OER does not consist of a single goal but is linked to universal values, such as the common good, human rights (United Nations, 1948), equality, ethics, and social justice, this concept paper discusses how they are interconnected and how both the SDGs and the five domains of the UNESCO OER Recommendation (UNESCO, 2019) can be achieved. To date, however, there have been few studies on how they are interconnected. This paper proposes a model that highlights their relationships as two sides of the same coin, as they are interconnected and influence, facilitate, and reinforce each other.

The study presented in this concept paper may have limitations as it is mainly based on a review of the official relevant literature by UNESCOan OECD. A large-scale study relying on more comprehensive methods, such as focus groups, grounded theory, or even other qualitative and quantitative methods, could have validated the findings. However, since this is a first attempt, and there are few, if any studies in this area, it was decided to conduct the study in the form of a literature review and with a personal approach based on more than 20 years of research, experience, and consultation in the area of open education, OER, human rights (United Nations, 1948), social justice, ethics, and the common good.

The practical impact of the findings of this conceptual paper is that by breaking down the broad SDG goals to a practical level, it shows how the SDGs can be part of daily life and seamless daily education and learning throughout the lifespan of the learners.

The higher values of the SDGs relate to human rights United Nations (1948), social justice, and equity. Several of the SDGs, including SDG 4 and others addressed in the UNESCO OER Recommendation, such as the following: SDG5 (gender equality), SDG9 (industry, innovation, and infrastructure), SDG10 (reduce inequalities within and between countries), SDG16 (peace, justice, and strong institutions), and SDG17 (partnerships for the goals) can be achieved through open education (Inamorato Dos Santos et al., 2016), Achieving these SDGs and implementing the OER Recommendation will benefit both individuals and the planet. Education for all will also help solv climate problems.

The OER Recommendation (UNESCO, 2019) clarifies that all five areas of its implementation are closely linked to the SDGs, particularly SDG4, which targets education for all by 2030 (OECD, 2009; UNESCO, 2016), as well as SDG5 (gender equality), SDG9 (industry, innovation, and infrastructure), SDG10 (reducing inequalities within and between countries), SDG16 (peace, justice, and strong institutions), and SDG17 (partnerships for the goals). Since OER is not a stand-alone goal but is related to overarching values, such as human rights (United Nations (1948), equity, and social justice, this conceptual paper explores how these are interconnected and how both the SDGs and the five goals can be achieved. The proposed model is new and clearly needed in research on this topic.

Academic institutions have the power to generate positive change by implementing sustainable development initiatives. This study aims to make a holistic assessment of the universities’ sustainability practices by explicitly focusing on equality and communication and by providing a general model for a university sustainability structure. In this context, the following questions were taken as references: How are the sustainability management mechanisms of universities? What are universities’ practices regarding “gender equality and equal opportunities”? How do universities integrate education, training, R&D and community development activities into their systems to be sustainable and how do they manage sustainability communication? This study aims to present an exemplary model for universities planning to develop a sustainability system and integrate the sustainable development goals (SDGs) into their ordinary work structures. It draws an exhaustive picture of what a sustainable structure and equality practices for universities look like by providing data about basic development areas regarding sustainability and social development.

This paper examines universities’ general sustainability system from a holistic standpoint to illustrate the implementation of sustainability practices within the universities’ plans and structure. In this qualitative research, the descriptive case study method is used. For this purpose, purposive sampling method is used where Jaume I University (Universitat Jaume I [UJI]) is selected as the sample due to its higher rankings despite its young age and its commitment to sustainability and equality. UJI is a public higher education and research university established in 1991 and is located in Castellón de la Plana in Valencia region of Spain. Its vision is to be a leading institution contributing to the social, cultural and economic aspects of sustainable development and to promote innovation, entrepreneurism, internationalization and social responsibility. It also has an non-governmental organization (NGO) working on equality. Three main data collection methods of descriptive research are used: (1) analysis of academic literature on sustainability in higher education institutions (HEIs); (2) document review: this review includes the systematic analysis of the case study university’s documents such as strategic plans, workflow charts, procedures and protocols of the related units. These documents were analyzed in a multidimensional way, and all related reports were examined comparatively. (3) Observation and semistructured interview notes: The interviews were conducted with nine unit managers and some academics working on this issue to obtain details surrounding the collected data. With this method, it became possible to obtain detailed data about the strategy and practices of the institution and identify the relationship between them. The research was conducted between April 2022 and September 2022.

According to the data, the main topics within the sustainability structure can be classified as (1) “sustainability in teaching system”, (2) “sustainability in research, development and innovation research, development and innovation (R&D&I) activities”, (3) “sustainability in management structure”, (3.1) governance, (3.2) ethics, (3.3) equality, (3.4) social responsibility and sustainability management and (3.5.) “networks and collaborations”, (4) “sustainability communication” and (5) “community development.” Each main heading includes subitems. In this context, 12 s subheadings and a total of 51 indicators under them have emerged. In addition to these, additional recommendations have been developed as a result of the analysis. This study’s findings reveal that sustainability is related to each unit of the university and that every unit engages in practices for sustainability. However, for holistic sustainability management, all practices should be coordinated and integrated according to a strategic goal. The current situation and strategic goals related to sustainability should also be defined in line with the university’s priority issues and stakeholders. Moreover, to achieve greater success and visibility, effective communication plays an important role. As such, alongside the conventional communication systems of academic units, it is crucial to establish a dedicated sustainability communication system as a distinct department.

This research is based on a case study method and is limited to the case of Jaume I University.

To the best of the authors’ knowledge, this research is an original study designed in line with the in-depth analysis of all systems of a university and also the data obtained through face-to-face interview methods.

Introducing the concepts of equality, diversity, and inclusion (EDI), the chapter provides an overview of frameworks and approaches used to manage workforce diversity. First, the authors introduce the notion of the old deal based on the uneven relationship between human diversity, nature, and technological innovation. The chapter then explores the new deal between humans, nature, and technology. The authors are providing cases from the EU, Ecuador, Bolivia, and Iceland to show the emergence of the new deal in managing diversity.

This article aims to address the response from the higher education (HE) sector in the United Kingdom (UK) to the full-scale war in Ukraine which started in 2022.

Relying on theoretical ideas of neoliberalism and the collection and thematic analysis of relevant official communications from six UK universities, the article uncovers three major ways in which these universities have been responding to the war.

They include (1) altruistic responses, (2) the promotion of equal treatment of all people and (3) the condemnation of the invasion and its implications for UK’s international cooperation in HE. These responses suggest the strengthening of the liberal ideals in the UK HE sector, heavily dominated by marketisation.

This analysis is significant not only for advancing a very limited scholarship on the topic of HE in the context of this war but also for understanding the development of the neoliberal landscape of UK HE and neoliberalism as a phenomenon in times of crises.

Failure in environment and urbanization policies can cause many challenges (e.g., widespread of informal settlements which generally lack proper infrastructure and sanitation) on human beings affecting their well-being and welfare adversely fostering gender inequality and gender inequality caused problems globally. Furthermore, environmental degradation caused epidemics due to animal-to-human zoonosis can further challenge health and well-being. Women are relatively more vulnerable and experience relatively more difficulties compared to men due to environmental degradation, urbanization problems, and informal settlements having poor infrastructure. Sustainable environment and urbanization policies and their integrated thinking with health policies are vital to enhance gender equality. Based on the literature review, this chapter aims to examine the role of environment and urbanization policies in enhancing gender equality and women empowerment. Furthermore, this chapter investigates causes and consequences of failure in environment and urbanization policies in addressing gender equality and women empowerment. This chapter emphasizes impacts of environment and urbanization policies on health especially on women health and well-being. This chapter further highlights the role of gender equality in achieving healthy and sustainable environment and urbanization policies. Furthermore, this chapter provides recommendations on how to enhance environment and urbanization policies so that they can further support gender equality and women empowerment effectively.

The theoretical context is necessary to understand the process that frames the gender perspective. It must be studied from the pillars of human rights, those that are inherent to the human being and that do not discriminate against age, sex, social status, etc. Being considered Universal, human rights do not contemplate political ideologies, economic systems, or cultural differences; furthermore, as it is irrevocable, it is not possible to delegate or renounce them; human rights are indivisible, that is, they are related and interconnected with each other, but they are formed as a whole. In addition, due to their nature, they are legally enforceable and recognized by the states, therefore, they require respect and compliance.

Migrant women face unique difficulties, such as labour discrimination, limited sexual and reproductive health (SRH) services, obstacles to family reunification, gender-based violence (GBV) and human trafficking. ¹ The European Commission's labour integration approach currently fails to account for these difficulties. Civil society organisations (CSOs) and non-governmental organisations (NGOs) attempt to fill these gaps but lack capacity and funding. The European Commission's current approach does not respect human dignity and impedes the migrant community's integration and inclusion. This chapter discusses sexual assault and gender-based violence, which may be disturbing to some readers.

This issue is relevant and important because migrant women comprise a large portion of the migrant population ² and are a vital part of the migrant community. The methodology used in this chapter is a human security framework with a people-centred approach to policy that empowers those impacted by it. Research for this chapter was conducted using news articles, academic articles, UN reports and publications. Based on this, the European Commission must take a holistic and binding approach that protects the rights and dignity of migrant women.

There are multiple approaches that the European Commission can take to incorporate human dignity into its policies towards women and migration, such as applying international conventions and implementing policies that account for migrant women. All approaches must be realistic and required of all member states.