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This chapter will examine the interplay among actors who took part in the process of consensus building towards a post-2015 education agenda via different channels of global governance, including both formal and informal channels.

Most of the forums and entities established as part of the global governance structure are composed of representatives from UN or UNESCO member states, civil society organizations (CSOs) and UN agencies. However, each of these categories has diverse constituent groups; representing these groups is not as straightforward a task as the governance structure seems to assume. Therefore, based on interviews and qualitative text analysis, this chapter will introduce major groups of actors and their major issues of concern, decision-making structure, mode of communication and relationship with other actors. Then, based on an understanding of the characteristics of the various channels and actors, it will present the structural issues that arose during the analysis of post-2015 discourse and the educational issues that emerged as the shared concerns of the ‘education community’. While most of the analysis to untangle the nature of discourse relies on qualitative analysis of texts and interviews, the end of this chapter will also demonstrate the trends of discourse in quantitative terms.

What was the post-2015 discourse for the so-called education community, which in itself has an ambiguous and virtual existence? The keywords post-2015 and post-EFA provide us with an opportunity to untangle how shared norms and codes of conduct were shaped at the global scale.

Implementing the sustainable development goals (SDGs) has proven a significant challenge for companies. While multinational enterprises (MNEs) have shown a real intention to contribute to these goals, they face major barriers in implementing the SDGs in their core business strategies. Extant academic studies on this phenomenon have primarily explored why companies “should” address the SDG agenda but have not (yet) explored what “works,” what does not “work,” and why. Therefore, evidence of a sizable gap between intention and realization is growing. Besides, there is a limited explanation for the existence of this gap and no validated implementation models that could help overcome it. Additionally, management research remains relatively fragmented. The diversity of existing theoretical and empirical frameworks makes it difficult to consolidate scientific and practical insights on “how” to guide companies to accelerate the global goals through their core operations.

This study is one of the first attempts to draw lessons from extant research on effective SDGs’ implementation strategies. For that, we upgrade the “SDG Compass,” which has been recognized as a leading framework for SDGs implementation in companies’ core activities. A critical assessment of the literature on the SDGs implementation has been conducted through a systematic literature review (SLR) and bibliometric analysis. This has helped us identify gaps in the SDG implementation practice and accumulate relevant insights supporting a more integrated and upgraded implementation framework: the SDG Compass+. This framework can advance coordinated theoretical and practical research by identifying the antecedents and critical factors of impactful SDG implementation strategies.

The purpose of this paper is to explore emerging synergies and tensions between the twin moves to the United Nations Sustainable Development Goals (UN SDGs) and online learning and teaching (L&T) in higher education institutions (HEIs).

A preliminary global exploration of universities’ SDG-based L&T initiatives was undertaken, using publicly available grey and academic literature. Across a total sample of 179 HEIs – identified through global university rankings and analysis of all 42 Australian universities – 150 SDG-based L&T initiatives were identified. These were analysed to identify common approaches to embedding the SDGs.

Five key approaches to embedding the SDGs into online (and offline) HEI L&T were identified: designing curricula and pedagogy to address the SDGs; orienting the student experience towards the SDGs; aligning graduate outcomes with the SDGs; institutional leadership and capability building; and participating in cross-institutional networks and initiatives. Four preliminary conclusions were drawn from subsequent analysis of these themes and their relevance to online education. Firstly, approaches to SDG L&T varied in degree of alignment between theory and practice. Secondly, many initiatives observed already involve some component of online L&T. Thirdly, questions of equity need to be carefully built into the design of online SDG education. And fourthly, more work needs to be done to ensure that both online and offline L&T are delivering the transformational changes required for and by the SDGs.

The research was limited by the availability of information on university websites accessible through a desk-top review in 2019; limited HEI representation; and the scope of the 2019 THE Impact Rankings.

To date, there are no other published reviews, of this scale, of SDG L&T initiatives in universities nor analysis of the intersection between these initiatives and the move to online L&T.

Efforts to contribute to the Sustainable Development Goals are increasingly part of tourism business planning, forming part of their business policies, linking with society and generating a sustainable hotel offer. The great impact it causes and, which in the short term it will achieve, digital tools in hotel activities can be evidenced. It will also help to collect the information that serves for the certifications of hotel companies. In spite of all the efforts, there is still a great knowledge gap that needs to be filled to achieve the expected business results and that it can be evidenced that the hospitality industry is now more than ever focussed on the care of its workers and on contributing to the sustainability of the world.

The sustainable development goals (SDGs) agreed at a United Nations General Assembly in 2015 embrace an ambitious and wide ranging set of global environmental, social and economic issues designed to effect a transition to a more sustainable future. The United Nations called on all governments to pursue these ambitious goals but also acknowledged the important role of the private sector in addressing the SDGs. This paper offers an exploratory review of how some of the UK's largest volume housebuilders publicly claim to be committed to addressing the SDGs.

The paper provides an outline of the characteristics of sustainable development, of the SDGs and of the frame of reference and method of enquiry employed in the study, prior to reviewing the findings from the largest UK housebuilders.

The findings revealed that seven of the largest housebuilding companies claimed to be committed to contributing to the SDGs, though the scale and the extent of their claimed commitments varied. In reviewing the housebuilders approach to the SDGs, the authors drew attention to three challenges the housebuilders may face in pursuing their claimed commitment to the SDGs, namely, concentrating on specific goals, measurement and reporting.

The paper offers an accessible review of how seven of the UK's largest housebuilders claimed to be committed to addressing the SDGs.

The use of cutting-edge technology in education has the potential to transform the learning experience and greatly contribute to the achievement of the Sustainable Development Goals (SDGs) in emerging economies. With the increased accessibility of technology and online resources, digital literacy has become an essential skill in today's world. Smart e-learning platforms have emerged as a new tool for offering education and training in emerging economies, while also boosting digital literacy.

This chapter will attempt to investigate the impact of new-age technologies on the educational system and how they can help emerging economies achieve the SDGs. This study looks at case studies from various emerging economies, analyzing how innovative technologies like digital learning, smart teaching and learning, mobile learning, online learning, artificial intelligence (AI), virtual reality, and gamification are used to improve education quality and promote SDGs. This chapter emphasizes the impact of technological integration on access to education, reducing inequality, and improving educational quality and relevance. This study also looks into how education may help promote environmental sustainability and economic growth. According to the findings, integrating new-age technologies into the education system can be a game changer in achieving SDGs in emerging nations.

According to the United Nations World Tourism Organization, sustainable tourism is a form of tourism that meets the needs of present tourists and host regions, while protecting and enhancing the opportunity for the future. It aims at having a low impact upon the environment and local culture; generating income and employment; and ensuring the conservation of local ecosystems. This paper aims to examine the ways in which the development and promotion of a new tourism product based on unique rural heritage and traditions contribute to the development of sustainable tourism by relating the practices to the sustainable development goals (SDGs) 1, 8, 10, 11, 12 and 17.

Drawing on a literature review on the topic of sustainable rural tourism, this paper uses a case-study methodological approach and provides an example of a sustainable rural tourism destination from the North Western development region of Romania (Cluj County, Transylvania) to depict specific sustainable tourism practices. The study uses a comprehensive desk-research based on secondary data from key industry and academic sources.

The research findings show that sustainable rural tourism can greatly support the development of rural destination and makes a significant contribution to the sustainable development of the Romanian tourism industry, in general, and rural economies in particular, as shown in the case examined in the paper. Sâncraiu represents an example of sustainable tourism practices that contribute to poverty reduction (SDG1 – Target 1.A), provide decent work and ensure economic growth (SDG8 – Target 8.9), help reducing inequalities (SDG10 – Target 10.3), protect and safeguard the world’s cultural and natural heritage (SDG 11 – Target 11.4), promote responsible consumption and production (SDG 21 – Target 12.b) and last but not least this destination demonstrates that development is only possible when partnerships are forged (SDG 17).

This paper illustrates that fostering unique rural heritage and traditions can contribute to the sustainable development of destinations. Sustainable tourism practices contribute not only financially to a destination but also to its social infrastructures, jobs, nature conservation, adoption of new working practices and the revitalisation of passive and poor rural areas.

This paper examines and depicts sustainable rural tourism development as a transformative strategy contributing to the long-term viability of a rural destination. The research findings can be viewed as an example of good practice, which may be applicable to other geographic regions with similar contexts.

Starting from the experience of the University of Bologna, this paper provides an innovative framework to analyse how universities are rethinking courses and curricula, teaching, research programmes, campus operation and partnership to address the Agenda 2030.

The paper proposes a methodological approach to represent direct and indirect impacts produced by all universities’ activities.

The commitment to sustainability of the University of Bologna was made clear through the last Strategic Plan approach explicitly aimed at the consideration of the U.N. Sustainable Development Goals (SDGs). Parallel to the process of integration of the SDGs in strategic planning, the University has an additional tool for reporting on the extended performance, which was presented during the G7 Environment held in Bologna in June 2017.

This study focussed on the University of Bologna experience, according with HEIs sustainability approach over the world. A bit too technical sometimes to explain each practical point of activity related with the commitment in SDGs.

The multi-year experience acquired by the University of Bologna through a process of reporting that combines the economic dimension with the social and environmental, has as a natural outlet questioning the priorities to be pursued in teaching, research and the third mission to contribute to the Agenda 2030.

It is shown as Alma Mater promotes actively the principles of sustainability also in terms of enhancement of collectivity welfare, the economic growth, the social equity and the capability of involved people to actually work together for the common good.

On the basis of the experience of the University of Bologna, an innovative framework can be provided to analyse how universities are rethinking all their activities to address the Agenda 2030.

This study aims to understand the social cooperative model's empowerment and social cohesion impacts based on the case of a cooperative with the partnership of local and refugee women in southern Türkiye to give evidence for the potential and challenges of women cooperatives.

The authors conducted surveys and focus group interviews with both members and board members. The authors grounded the findings in dimensions extracted from literature on the impact of cooperatives on their members and the wider community.

The social cooperative economically empowers women through employment and income generation, and skill training while enhancing them socially with increased decision-making power, autonomy, self-esteem and respect. It fosters social cohesion between local and refugee members by building trust and peace, solidarity, knowledge sharing and collective action. However, the cooperative faces challenges in managing sustainable business models, and cooperative membership does not ensure a steady income, social security, economic independence or a fairer division of domestic work.

The challenges and limited outcomes of social cooperatives are primarily due to resource scarcity. Hence, these needs must be considered by policymakers and sponsors of women empowerment programmes so that they can offer response actions to empower social women cooperatives. During the research period, the COVID-19 pandemic posed a significant threat to the survival of the cooperative. Moreover, the restrictions imposed by the pandemic made it impossible to engage Syrian women in focus group discussions. Consequently, the focus group interactions were limited to two Palestinian members, while Syrian members were included in survey interviews.

This study is one of the few attempts to examine the social cooperative model’s impact on women’s empowerment and social cohesion in the context of a mixed membership of local and refugee women in Türkiye. Fieldwork evidence on cooperatives that improve gender equality and inclusive growth can contribute to the advocacy of support for women’s cooperatives in the context of refugees.