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This paper is part of the Special Issue series Improving Life on Planet Earth – A Call to Action for Service Research to Achieve the Sustainable Development Goals (SDG). This paper aims to provide the groundwork for Service Research Theme 2 – services that provide OPPORTUNITY for all humans. Service Research Theme 2 comprises SDG4, quality education; SDG5, gender equality; and SDG10, reduced inequalities and seeks to mobilize ServCollab’s aspirations to reduce human suffering, improve human well-being and enable well-becoming.

A scoping review appraising existing service research related to SDG4, SDG5 and SDG10 was conducted, establishing interlinkages, identifying patterns within each SDG and then assembling a research agenda for service researchers.

The scoping review identifies 18 patterns in service research (six patterns per SDG) pertaining to Service Research Theme 2. Common patterns among the SDG4, SDG5 and SDG10 included underrepresentation, consumer-centricity, the absence of explicit SDG linkages, the predominance of one theoretical anchor and the preference for quantitative studies, particularly surveys. Overall, the scoping review found that service research related to Service Research Theme 2 is patchy in that it is overdeveloped in some topics, methodologies and methods yet underdeveloped or silent in others.

The high-level research problem of Service Research Theme 2 is as follows: How have services provided OPPORTUNITY for all humans? This paper analyzes patterns in service research and, from these patterns, assembles a research agenda that sparks and guides further research.

This paper aims to investigate the correlation between banking sector non-performing loans (NPLs) and the level of sustainable development.

Pearson correlation test statistic was used to assess the correlation between bank NPLs and sustainable development.

There is a significant positive correlation between banking sector NPLs and the level of sustainable development measured by the sustainable development index (SDI). The significant positive correlation is evident in European countries and in countries in the region of the Americas. There is a significant negative correlation between banking sector NPLs and achieving SDG3 and SDG7 in African countries and European countries. There is also a significant negative correlation between NPLs and achieving SDG10 in European countries. There is a significant positive correlation between banking sector NPLs and achieving SDG4 and SDG7 in the region of the Americas. There is also a significant positive correlation between NPLs and achieving SDG10 in African countries and in countries in the region of the Americas.

The present study is unique and different from other studies because it used a unique SDI to capture the level of sustainable development. The analysis is also unique because it covers several regions, which have not been covered in previous studies.

The United Nations Educational, Scientific and Cultural Organization's (UNESCO) Recommendation on Open Educational Resources (OER) was a milestone when it was uniformly adopted by its member states on November 25, 2019. The purpose of this conceptual paper is to provide an overview of the OER Recommendation in relation to some of the UN Sustainable Development Goals (SDGs). The paper focuses on SDG 4 on education, but also on other SDGs that are directly linked to the relevant SDGs for the overall implementation of the UNESCO OER Recommendation. These SDGs are: SDG 5 (gender equality), SDG 9 (industry, innovation and infrastructure), SDG 10 (reduce inequalities within and between countries), SDG 16 (peace, justice and strong institutions), and SDG 17 (partnerships for the goals). All five areas of the OER recommendation are closely linked to the above SDGs. This paper also discusses how to advocate with stakeholders at all levels to implement and mainstream OER and the SDGs across all areas of the OER recommendation. In addition, this concept paper discusses accessibility for all (e.g. any type of impairment/disability, etc.) and addresses quality issues at OER and their implications.

This conceptual paper provides an overview of the UNESCO OER Recommendation and its relationship to some of the SDGs. The paper also addresses the role of stakeholders in implementing the OER Recommendation and the potential problems of its accessibility and quality. This paper has been designed as a literature review including mainly official reports from the organizations in the field, such as the UN UNESCO SDGs (UN, n.d; UNESCO, 2016) and the UNESCO OER Recommendation (UNESCO, 2019, 2021a). This conceptual paper is discursive in nature. It contains a discussion based on a literature review comparative studies, experiences, works, and reflections of the author, who has been working in this field since its beginnings in 2002. This contribution is also based on the experiences, works, and reflections of other authors on the OER movement.

The UNESCO OER Recommendation (UNESCO, 2019) clarifies that all five areas of the OER Recommendation for implementation are closely linked to the SDGs (UN, n.d; UNESCO, 2016), particularly SDG4, which targets to achieve education for all by 2030, and other SDGs, such as SDG5 (gender equality), SDG9 (industry, innovation, and infrastructure), SDG10 (reducing inequalities within and between countries), SDG16 (peace, justice, and strong institutions), and SDG17 (partnerships for the goals). Since OER does not consist of a single goal but is linked to universal values, such as the common good, human rights (United Nations, 1948), equality, ethics, and social justice, this concept paper discusses how they are interconnected and how both the SDGs and the five domains of the UNESCO OER Recommendation (UNESCO, 2019) can be achieved. To date, however, there have been few studies on how they are interconnected. This paper proposes a model that highlights their relationships as two sides of the same coin, as they are interconnected and influence, facilitate, and reinforce each other.

The study presented in this concept paper may have limitations as it is mainly based on a review of the official relevant literature by UNESCOan OECD. A large-scale study relying on more comprehensive methods, such as focus groups, grounded theory, or even other qualitative and quantitative methods, could have validated the findings. However, since this is a first attempt, and there are few, if any studies in this area, it was decided to conduct the study in the form of a literature review and with a personal approach based on more than 20 years of research, experience, and consultation in the area of open education, OER, human rights (United Nations, 1948), social justice, ethics, and the common good.

The practical impact of the findings of this conceptual paper is that by breaking down the broad SDG goals to a practical level, it shows how the SDGs can be part of daily life and seamless daily education and learning throughout the lifespan of the learners.

The higher values of the SDGs relate to human rights United Nations (1948), social justice, and equity. Several of the SDGs, including SDG 4 and others addressed in the UNESCO OER Recommendation, such as the following: SDG5 (gender equality), SDG9 (industry, innovation, and infrastructure), SDG10 (reduce inequalities within and between countries), SDG16 (peace, justice, and strong institutions), and SDG17 (partnerships for the goals) can be achieved through open education (Inamorato Dos Santos et al., 2016), Achieving these SDGs and implementing the OER Recommendation will benefit both individuals and the planet. Education for all will also help solv climate problems.

The OER Recommendation (UNESCO, 2019) clarifies that all five areas of its implementation are closely linked to the SDGs, particularly SDG4, which targets education for all by 2030 (OECD, 2009; UNESCO, 2016), as well as SDG5 (gender equality), SDG9 (industry, innovation, and infrastructure), SDG10 (reducing inequalities within and between countries), SDG16 (peace, justice, and strong institutions), and SDG17 (partnerships for the goals). Since OER is not a stand-alone goal but is related to overarching values, such as human rights (United Nations (1948), equity, and social justice, this conceptual paper explores how these are interconnected and how both the SDGs and the five goals can be achieved. The proposed model is new and clearly needed in research on this topic.

Recent scholarship has explored higher education institutions’ (HEIs) role in transitioning to a sustainable society, but empirically, questions remain regarding their impact on the sustainability of surrounding areas. This study aims to examine the correlation between HEIs’ sustainability actions and local sustainability performance.

This study uses a linear regression model and principal component analysis to examine the sustainability performance of 105 US metropolitan statistical areas (MSAs) using the US cities sustainable development goal (SDG) index, which hosts 427 HEIs known for sustainability efforts. The weighted HEI sustainability performance score is calculated based on the QS sustainability universities ranking.

The correlation between MSA and HEI sustainability performance exhibits a mix of positive and negative associations, with individual and interlinked SDGs serving as proxies. These correlations encompass a wide range of goals, from economic aspects of SDG 1, 2, 3, 7, 9, social aspects of SDG10 and 16, to socio-environmental aspects of SDG12.

Further exploration is needed to identify the causal mechanisms behind associations between SDG measures and HEI sustainability performance, whether influenced by the institution, the individual or both.

This study suggests that HEIs are already associated with some aspects of community sustainability, but greater contributions to a broader array of sustainability measures are possible.

The correlation found between HEI sustainability actions and SDG10, 12 and 16 index performance in an MSA highlights a connection between HEIs and the attainment of societal goals.

To the best of the authors’ knowledge, this study is the first to examine the correlation between HEI and MSA sustainability performance in the US through individual and interlinked SDG proxies. It provides novel empirical evidence that demonstrates an association between HEI and some aspects of community sustainability performance.

The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain).

This paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research.

The results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability.

This research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal.

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.

European Union (EU) as a whole has made modest short-term progress toward sustainable development goals (SDG). Only in one goal (ensuring healthy lives and promotion of well-being) out of 17, the progress was substantial. The most problematic goals, which show movements away from sustainable development objectives, are goals that are focused on building resilient infrastructure, promotion of inclusive, sustainable industrialization, fostering innovation, and the goal that takes urgent action to combat climate changes. The analysis between old and new EU members revealed that median new EU member has made bigger progress in the last five years. For 11 SDGs, the average score is lover for median new EU member compared to median old EU member. However, the last available level of the indicator is in general still more favorable for median old EU member compared to median new EU member.

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.

This study aims to investigate how university students experience a skill transformation process aligned with the sustainable development goals (SDGs). This transformation occurs through their participation in a service-learning programme alongside an international volunteering project. The theoretical framework for understanding this skill transformation process is based on the “rite of passage”.

Qualitative methodology is adopted by conducting 23 online surveys with volunteers (virtual and onsite) and five with coordinators across the rite of passage phases. Volunteering was carried out in five Mayan indigenous communities in Mexico as part of an international cooperation project with the goals of supporting community-based tourism development and strengthening volunteers’ skills in accordance with the SDGs.

Results show that international volunteering programmes for university students significantly enhance their interpersonal and professional skills, demonstrating strong potential for implementing the SDGs. These programmes provide learning and education opportunities for both volunteers and local communities. Volunteers gain a broader perspective on gender equality and cultural barriers. Additionally, volunteering supports sustainable tourism, economic worth and collaboration among institutions. Both volunteers’ personal characteristics (educational level and sociocultural context), as well as their sociocultural context, influenced the perception of the skill transformation process and learning about the SDGs. Finally, a new educational university programme in volunteering aligned with SDGs is proposed.

This research examines the practical ramifications of incorporating volunteer programmes into university courses. Universities must include these initiatives in their educational systems as a means of enhancing student learning.

A new educational university programme in volunteering aligned with SDGs is proposed. This study suggests a shift in university mindset, as well as increased funding for training and adherence to the SDGs.

This study pioneers the rite of passage framework in an international volunteer tourism project facilitated by universities, emphasizing volunteering as a valuable tool for SDG implementation, considering the interrelationships between objectives.

This paper aims to study the Colombia Buen Vivir and how indigenous social enterprise strategies inform and contribute for achieving the sustainable development goals (SDGs) by reaching sustainability and the well-being in the community.

Using participatory video research (PVR), this work draws upon evidence from a multiple case study of five indigenous communities (Curripaco, Puinave, Yanacona, Misak and Wayuu). Ethical approval was obtained from the five indigenous social enterprises (ISEs) in Colombia.

What emerged from the findings is that the SDGs were addressed before the SDG Agenda in 2015. Moreover, the findings revealed that the cultural values of indigenous people had not been contemplated in the SDGs.

The cases respond to a particular context (Colombia); therefore, this invites us to be cautious when extrapolating the results to other regions.

This work addresses a research gap that points to the lack of studies that focus on ISEs and the SDGs in developing countries. Further, this work sheds light on the role ISEs play in the quest for communities to achieve sustainability and well-being.

To the best of the authors’ knowledge, this paper is the first to explore whether the SDGs embed sufficient ways of knowing and doing by the Latin American Buen Vivir of ISEs.