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This paper aims to investigate the role of virtual training in supporting Sustainable Development Goals (SDGs) and reducing workforce inequalities. It analyzes both the advantages and challenges of integrating virtual training within sustainable development frameworks and the circular economy, underlining its crucial role in transforming workforce strategies and enhancing economic and social progress.

The study uses Becker’s human capital theory (1964) and Bandura’s social learning theory (1977) to explore the impact of virtual training on human capital development and its contributions to specific SDGs. This integrated approach provides a detailed exploration of how virtual training intersects with sustainable development initiatives.

The findings highlight the pivotal role of technology in training and development, particularly in the post-pandemic landscape. Virtual training significantly enhances global collaboration, inclusivity and sustainability. It highlights the necessity of adapting corporate training practices to digital environments, thereby improving the quality of education, advancing gender equality and stimulating economic growth.

This paper presents unique perspectives on the influence of workplace training in the post-pandemic era, focusing on technological integration. It discusses how such integration supports diversity, equity and inclusion within the workforce and highlights the essential role of virtual training in promoting organizational flexibility and enhancing employee skills amidst ongoing digital transformations.

The COVID-19 pandemic has created a significant disruption in the educational systems worldwide. Some institutions opted for emergency remote education due to the need to cancel in-person activities. The aims of this paper were to evaluate the use of asynchronous methodology in health sciences education, determine whether asynchronous methodology was sacrificing overall student satisfaction, and investigate whether satisfaction improved as the program develops.

Initially, there was phase 1 that corresponded to four weeks of activities. Each professor produced a video lesson, and after each video lesson, a weekly educational activity was made available. Next, phase 2 was implemented using the same methodology, however lasting six weeks. Three questionnaires were developed, and a Likert scale was administered to verify the students’ level of satisfaction. Data were analyzed using frequency distributions, mean values, standard deviation and confidence interval. The normality of the sum data (total of the questionnaires) was tested using the Kolmogorov–Smirnov test.

Although the students pointed out that the asynchronous methodology facilitated access to the content and considered this methodology satisfactory, they expressed a reduced level of satisfaction regarding emergency remote education in general when data from the first weeks were compared to those of the previous weeks. It is clear that students became increasingly discouraged and tired over time, which motivated the institution to shift into a combination of synchronous and asynchronous methodology to improve student learning.

Teaching in the field of health care encompasses difficult competencies that sometimes are impossible to be learned remotely, so there is a need to examine and evaluate properly the remote education in this area. With careful planning, educational institutions can evaluate their experiences during the pandemic, allowing those involved to highlight strengths and identify weaknesses to better prepare for future needs to improve remote education.

Meat is a crucial source of protein and other nutrients for human health. However, excessive consumption of meat products is not advisable due to their elevated sodium and animal fat levels. Hence, there is a strong recommendation for reducing sodium and fat content in meat products. This study aims to delve into the current sodium, total and saturated fat content of meat products in the Brazilian market.

A total of 1,600 products underwent analysis.

The highest sodium concentrations were identified in jerked beef (5.48 g/100 g), charqui (5.21 g/100 g) and salted pork meat (2.58 g/100 g). In contrast, the highest total and saturated fat levels were observed in bacon (35.33 and 12.50 g/100 g), salami (26.00 and 9.25 g/100 g) and pork coppa (22.00 and 9.75 g/100 g). Most meat products were categorized as medium in terms of sodium (77.75%), total fat (52.93%) and saturated fat (48.25%). However, many meat products exhibited high total and saturated fat levels.

This study represents the first comprehensive examination of the sodium, total fat and saturated fat content listed on the labels of many meat products in Brazil.