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Sustainable development (SD) does not usually form part of the curriculum of ICT-related study programs such as Computer Science, Information Technology, Information Systems, and Informatics. However, many topics form a bridge between SD and ICT and could potentially be integrated into ICT-related study programs. This paper reports the findings of a study into which specific topics in the field of SD have the greatest potential to motivate students on ICT-related study programs to engage with the topic of sustainability.

In this exploratory study, the authors evaluated Bachelor’s and Master’s courses that introduced the topic of SD to students on ICT-related study programs. The evaluation focuses on the insights that the students gained into sustainability and the extent to which their motivation to engage with the subject was increased. The evaluation combines qualitative and quantitative approaches.

The authors identify five thematic clusters with the greatest potential to motivate students to engage with the topic of sustainability: A conceptual model of the positive and negative impacts of ICT; Reports on the recycling of ICT hardware; Examples of using ICT to reduce greenhouse gas emissions with a focus on the substitution of virtual for physical presence; Statistical data on post-industrial seemingly dematerialized economies and the contradiction with regard to the total material demand of such economies; Evidence for rebound effects that lead to increasing demand for goods or services that are produced with less energy input or can be consumed faster.

ICT is a transformational and to a certain extent disruptive technology. It is therefore important to discuss the development of ICT and its applications in the context of SD. Several authors have pointed out the need to integrate the topic of sustainability into ICT courses at universities and similar, but few have discussed how this can be done in practice. Our study is the first to explore which topics have the greatest potential to motivate students on ICT-related programs to engage with the area of SD.

Two speakers at Online 95 spoke on the contentious subjects of censorship and other ethical matters on the Internet. Charles Oppenheim, then of the University of Strathclyde, talked about three problem areas on the Internet that are difficult to police — pornography; copyright and moral rights infringement; and libel and slander. He also cited some examples of each. Michael Dahan of the Hebrew University of Jerusalem, and of the Israel Democracy Institute, then talked about the censorship imposed on the Internet by the secret service in Israel — a country that is understandably more security conscious than many in the West.

The purpose of this paper is to discuss the role of information and communication technology (ICT) for promoting environmental sustainability in a changing society. Isolated studies exist, but few take a holistic view. Derived from a Marxian tradition, the authors propose Ecological World Systems Theory (WST) as a holistic framework to assess the environmental impact of ICT. The theory is adapted responding to theoretical critiques of absence of change, namely state-centrism and structuralism.

Theoretical study. Empirical examples derived from already published literature.

Ecological WST focuses on the unequal distribution of environmental degradation, sees technological development as a zero-sum game rather than cornucopia and holds that technology is often seen as a fetish in today ' s society. The findings are that popular discourses on ICT and sustainability are since the 1990s becoming increasingly cornucopian, while conditions in the ICT value chain are less cornucopian.

Theoretical contributions to Marxian critiques of ICT, with more environmental focus than earlier Marxian critiques, for example Fuchs’ work. Develop a theoretical framework for ICT and sustainability which could be compared with works of e.g. Hilty, Patrignani and Whitehouse. The work is mostly based on existing empirical studies, which is a limitation.

This theoretical framework implies that unequal environmental degradation in different parts of the world should be taken into account when assessing environmental impact, for example by means of LCA.

The framework brings together questions of environmental effects of ICT and global justice.

The authors apply a rarely discussed theoretical framework to ICT and environmental sustainability. By doing this the authors suggest how the discourses and the value chain of ICT is intrinsically tied to the world system.

This special “Anbar Abstracts” issue of the European Journal of Marketing is split into seven sections covering abstracts under the following headings: Marketing, Europe and International Business; Marketing Strategy; Supply Chain Management; Product Management; Services Marketing; Marketing in the Public Sector; and Marketing and Information Technology.

In this special marketing abstracts issue of Marketing Intelligence & Planning a variety of topics of interest to the marketer are highlighted from the international selection of journals which feature on the Anbar coverage list. The value of a forum such as this is that quality material can be brought to the attention of the reader to which they would not otherwise be exposed. For example, would you normally take Datamation, Industrial Engineering, or The Ohio CPA?

This paper reports exploratory findings about teaching in the metaverse using a virtual reality (VR) platform and head-mounted displays. This paper addresses three research questions: Is the metaverse an appropriate platform for teaching Lean? What are the benefits and problems of this approach over traditional classroom methods? What are the future implications for teaching Lean in the VR-enabled metaverse?

The research presented in this paper is exploratory. A critical realism approach is adopted using action research through the preparation, delivery and review of the first four masterclasses entitled Leading Intelligent Lean offered by Gemba (formerly The Leadership Network). The data collection methods included a pre-workshop questionnaire, participant observation, focus groups and end-of-course surveys.

It was found that Lean can be taught successfully in the metaverse. There are many related benefits, particularly in terms of the high levels of immersion and the “wow” factor. Remaining technological limitations are reduced by continually improving the metaverse platform and the course content and delivery. The authors conclude that the metaverse is a useful addition to teaching Lean – and is especially promising when used in a blended teaching approach.

To the best of the authors’ knowledge, this is the first report of teaching Lean in a VR-enabled metaverse and one of the first of teaching and learning in the metaverse regardless of topic. The respective problems and benefits of this approach versus teaching in a traditional classroom setting are discussed.

The purpose of this paper is to reflect on the implications for higher education of a rapidly changing global context, where technologies play a role in the propagation of unsustainable patterns of change. Drawing from research on science and technology studies as well as existing work on (higher) education for sustainability, it seeks to expose the multidimensional nature of these patterns to raise a series of questions for educators, particularly those in engineering, computer science and other technical disciplines, and inform structured curricular and organisational interventions.

Theoretical perspectives on unsustainable patterns of technological change are explored with the objective of informing how the mitigation of their evolution could be addressed in educational settings. Key themes in the sustainability and higher education literature are then identified with the purpose of informing curricular and organisational intervention.

Countering unsustainable patterns of technological change requires the development of key sustainability competencies within more technical disciplines, informed by concepts in science and technology studies. This requires change at curricular, organisational and institutional levels to enable spaces for inter- and transdisciplinary learning to be created, so that skills may be developed.

This paper reflects on unsustainable patterns of technological change, identifying challenges for educators, in particular those in more technical disciplines.