Search results

The multidimensional complexity of urban settlements is increasing and the problem of spaces and territories brought to the scale of smart cities is a critical global issue. This study aims to analyse the scientific production in the Web of Science (WoS) on the relationship between smart cities and the eight urban dimensions defined by the World Economic Forum (WEF) in the period 1990 to 2021, in order to establish which countries lead the knowledge related to the search for sustainable living conditions for people and how this knowledge contributes to improving stakeholders' decision-making.

The methodological steps followed in the study were: (1) Identification and selection of keywords. (2) Design and application of an algorithm to identify these selected keywords in titles, abstracts and keywords using WoS terms to contrast them. (3) Data processing was performed from Journal Citation Report (JCR) journals during the year 2022.

This study identified the authors, institutions and countries that publish the most globally on the topic of Smart Cities. The acceleration in the integration of new technologies and their impact on population conglomerates and their relationship with urban dimensions were also analysed. The evidence found indicates that the USA and China are leading in this field.

This bibliometric study was designed to analyse a knowledge space not addressed in the scientific literature referred to the relationship between the concept of smart cities and the urban dimensions established by the WEF, the identification of new technologies that are converging to promote developments of new ways of managing urban dimensions and propose new knowledge spaces.

This paper explores whether, in the context of university–industry (U–I) collaboration, new innovation strategies can be developed through actors' interactions, the exchange of resources and the co-creation of value for and within the system. In the context of the U–I relationship, the innovation perspective can highlight the need to develop strategies that elicit new formulas of value co-creation, which then facilitate innovation as a result of actor collaboration.

A total of 45 public universities in Spain, representing 95% of the total, participated in qualitative research. Personal in-depth interviews with technology transfer officers (TTOs) were conducted by an external firm; in a second phase, two of the researchers conducted eight interviews with the directors of TTOs in those universities with higher rates of transfer.

Findings reveal that enterprises with a technological focus are strengthening their relationships with universities and attempting to build a university business ecosystem by designing strategies for value co-creation such as co-ownership, co-patenting, and co-invention.

The empirical research is conducted in Spain, and results should be interpreted according to this context. Future research should examine new contexts (other countries) to improve the robustness of the data and enrich the results, thus enabling generalization of the management consequences.

The results provide a means to design strategies under a new collaborative and innovating logic. The theoretical framework contributes to theory, with implications for management.

The purpose of this study is to examine the formation of sustainable development competencies (SDCs) in future primary school teachers during English for specific purposes classes, and to assess the correlation between English proficiency and the development of SDCs, including Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking.

The research experiment involved the application of content and language integrated learning and facilitation methods in three higher education institutions in Ukraine. The students’ level of English language proficiency was assessed based on the results of the online Cambridge English Language Assessment test, while the level of SDC formation was measured using research methods adapted to the Ukrainian context.

The experiment revealed positive changes in the levels of SDCs and English language proficiency through integrated learning and the application of facilitation methods.

The study established a correlation between the level of English language proficiency and the formation of competencies, such as Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking, all of which are vital for sustainable development.