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This paper investigates the impact of green construction procurement practices (GCPPs) on circular economy (CE) success by identifying environmentally sustainable procurement practices that can promote a CE in the construction industry. The goal was to promote circularity in construction through GCPPs.

A quantitative research approach was adopted and purposively selected 100 respondents for a cross-sectional questionnaire survey. Data from the questionnaire survey were analysed using mean score ranking, One-sample t-test and regression analysis.

The study found that using on-site systematic waste management, project stakeholder commitment and support for green practices and environmental requirements in technical specifications, significantly impact CE success in construction, with a 12.8% variance in CE when green procurement is practised. This implies that GCPPs have positive repercussions on CE success, where the CE success is expected to change as GCPPs levels increase.

The study provides insights into green procurement, promoting its use in infrastructure development and aiding clients, particularly in the government sector with insights into the challenges and practices involved in green procurement. Practitioners can also benefit from better implementing CE strategies to draft and manage contracts for infrastructure projects that prioritize circularity.

The limited impact of GCPPs on advancing CE principles in construction suggests policy and practice must strengthen procurement requirements to fully leverage spending and drive the sector’s transition towards a circular model. Also, novel insight is provided into the most effective types of GCPPs for promoting CE success, aiding policymakers in optimizing construction procurement strategies.

Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants’ SDL skills.

This study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students’ perceptions regarding the significance of SDL-related skills.

The findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments.

The study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study’s focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions.

The practical implications of this study are significant for both higher education institutions and educators in the logistics domain. The positive impact of the serious game on participants’ SDL skills highlights the potential of incorporating interactive and engaging learning tools in the curriculum. Educators can leverage serious games to foster critical thinking, logical reasoning and decision-making abilities in their students. Moreover, the identified key factors influencing SDL development provide valuable guidance for designing targeted interventions to enhance students’ self-management, initiative and love for learning.

The social implications of this study underscore the importance of equipping individuals with SDL skills in a rapidly changing world. By integrating serious games and fostering SDL competencies, higher education institutions can contribute to a more adaptable and resilient workforce. Empowering students with critical thinking, innovative thinking and independent learning, they can enhance their ability to navigate the challenges of the labor market. This, in turn, may lead to a more informed and proactive society capable of addressing complex issues and making well-informed decisions.

This article arises from empirical exploration with students from two countries in Latin America (Mexico and Colombia), examining the importance of games in developing SDL skills. Furthermore, it promotes the use of a methodology with a low level of complexity, and that can be replicated with different games. This perspective adds valuable insights to the existing literature, offering practical implications for educators and institutions seeking effective strategies to promote SDL skills among students.