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This article aimed to propose and validate a roadmap to enhance the insertion of social sustainability practices in logistics activities considering the scenario of companies operating in Brazil.

The initial construction of the aforementioned roadmap was based on a detailed literature review and the fine-tuning as well as validation of it was carried out through a Delphi process developed with professionals specialized in the area of logistics and sustainability.

As main results, it is highlighted that the validated roadmap includes actions ranging from meeting and adapting legal issues related to sustainability, through the initial diagnosis of the company, motivation and awareness of the importance of social sustainability, followed by encouraging the inclusion of social sustainability practices in logistic activities, and finally, the identification of opportunities for improvement and establishment of execution plans within the organization. The phases and actions of the validated roadmap converge towards restructuring and redefinition of the organizational culture oriented towards meeting sustainable guidelines, and also contemplate the dynamics of seeking continuous improvement throughout all levels and sectors belonging to a given organization.

The originality of this study lies in the fact that the roadmap focuses on the inclusion of social sustainability practices in logistic activities, since, according to the literature, social aspects are still relegated to the background when compared to environmental and economic aspects.

With ever-increasing global concerns over environmental degradation and resource scarcity, the need for sustainable manufacturing (SM) practices has become paramount. Industry 5.0 (I5.0), the latest paradigm in the industrial revolution, emphasizes the integration of advanced technologies with human capabilities to achieve sustainable and socially responsible production systems. This paper aims to provide a comprehensive analysis of the role of I5.0 in enabling SM. Furthermore, the review discusses the integration of sustainable practices into the core of I5.0.

The systematic literature review (SLR) method is adopted to: explore the understanding of I5.0 and SM; understand the role of I5.0 in addressing sustainability challenges, including resource optimization, waste reduction, energy efficiency and ethical considerations and propose a framework for effective implementation of the I5.0 concept in manufacturing enterprises.

The concept of I5.0 represents a progressive step forward from previous industrial revolutions, emphasizing the integration of advanced technologies with a focus on sustainability. I5.0 offers opportunities to optimize resource usage and minimize environmental impact. Through the integration of automation, artificial intelligence (AI) and big data analytics (BDA), manufacturers can enhance process efficiency, reduce waste and implement proactive sustainability measures. By embracing I5.0 and incorporating SM practices, industries can move towards a more resource-efficient, environmentally friendly and socially responsible manufacturing paradigm.

The findings presented in this article have several implications including the changing role of the workforce, skills requirements and the need for ethical considerations for SM, highlighting the need for interdisciplinary collaborations, policy support and stakeholder engagement to realize its full potential.

This article aims to stand on an unbiased assessment to ascertain the landscape occupied by the role of I5.0 in driving sustainability in the manufacturing sector. In addition, the proposed framework will serve as a basis for the effective implementation of I5.0 for SM.

The purpose of this research was to discover the impacts of taught environmental sustainability-focused geography postgraduate programmes on student attitudes, behaviours and practices in relation to environmental awareness within two research-intensive universities in the UK.

A case study involved online surveys to measure environmental attitudes, behaviours and practices at the start and end of four taught geography postgraduate programmes.

There was widespread attitudinal change and an increasing prioritisation of environmental issues reported among participants after they had completed their programme. However, behavioural change was limited, and there was little evidence of greater awareness being translated into changed practices. The learning benefits included a greater focus on interdisciplinarity, holistic thinking and critical self-reflection.

The findings demonstrate that postgraduate taught (PGT) programmes in sustainability improve student awareness and concern about environmental issues but do not necessarily lead to widespread behavioural change. This raises questions for programme convenors about how education for sustainability can be truly transformational and avoid leading students to develop eco-anxieties over the scale of change required.

There is a lack of research engaging with students on PGT programmes, especially in understanding their impacts on environmental attitudes, behaviours and practices. The research provides an evidence base for understanding the effects of PGT programmes in challenging student values, attitudes and practices and by implication knowledge transfer post-graduation, with the potential to help protect the environment and identify ways of living better with the ever-changing planet.

Higher education institutions (HEIs) have a great responsibility to put education for sustainable development at the centre of their work. Curricula should therefore start to incorporate the sustainable development goals (SDGs) and key competencies in sustainability, and research should be carried out to determine effective learning methods for this. This study aims to explore the usefulness of problem-based learning (PBL) approaches to train biomedical students in sustainability and to provide some recommendations for the design and implementation of new PBL-SDG scenarios.

Two PBL-SDG scenarios were designed, implemented and evaluated for 110 students of human biology degree. Learning outcomes and student perceptions of this approach were analysed through questionnaires, student productions, non-participant observation and focus groups.

The results show that the PBL-SDG scenarios effectively addressed several SDGs and sustainability competencies in a transversal, collaborative and innovative manner. According to student perceptions, the elements that contributed most to the development of these competencies were emotional involvement with the scenario, reflection on their own actions, freedom to approach the problem and tutors who empowered them with their proposals.

The PBL-SDG approach presented in this study is an example of a pedagogical strategy that can help HEIs educate their learners as key change agents. The findings of this study provide evidence for this important aspect and give guidelines and strategies to successfully designing and implementing such methodologies in biomedical education.

The purpose of this paper is to examine the design of choreographies or learning environments which the students participating in Ocean i³ pass through during their participation in the project, which requires constant review and interpretation, in times of COVID-19. To this end, it is proposed to: define the institutional teaching choreographies to create authentic and meaningful environments for the active learning of university students; interpret the transversal competences for the sustainability developed in Ocean i³ within the framework of institutional teaching choreographies; and value the strengths and weaknesses of the teaching choreographies implemented for the development of transversal competences for sustainability in a situation of health-care crisis.

An exploratory method with an interpretative approach has been selected that enables us to address living and evolving scenarios, didactic choreographies and the development of competences for sustainability.

The perception of students and teachers reveals that it is the use of a multilingual linguistic repertoire (multilingualism) that is most enhanced in Ocean i³, although the global and integrative vision of problems and the integration and management of knowledge through contributions from different disciplines and the social context (transdisciplinarity) are also highlighted.

This paper describes how face-to-face institutional teaching choreographies for an innovation project have been transformed into synchronous online choreographies encouraging the development of competences for sustainability.

This paper aims to present an approach for business organizations, especially multinational enterprises (MNEs), to pivot their focus from the United Nations sustainable development goals (UN SDGs) to simple doable goals (SDoGs) so that the probability of impactful and sustainable outcomes increases significantly.

Through multilevel analyses, the paper identifies the current challenges in the firm-level implementation of the SDGs. Consequently, it synthesizes an integrated solution that can help MNEs create sustainable business models, contributing to realizing the SDGs.

The sporadic and chaotic adoption of SDGs and ambiguous outcomes reported by businesses are due to the following: SDG adoption choices are driven by the materiality effect; the differences between the UN-defined government targets and business-level targets, often chosen by businesses on their own, make an aggregation of performances infeasible; lack of validation of the firm-level reporting leads to “greenwashing”; focusing less on business model transformation and more on reporting hinders the achievement of true sustainability; and lack of coordination and integration in actionizing among stakeholders limits the holistic change that the SDGs are expected to bring to society. Based on the Prêt à faire – Gestalt matrix, the proposed framework shifts the organization’s focus to the fundamental aspects of the purpose, strategy and business sustainability, and demonstrates how the resultant SDoGs effectively contribute to the realization of the SDGs. The matrix in the framework classifies an MNE based on its overall organizational readiness to seize business opportunities and helps pursue a course of action toward true sustainability.

The guidelines from the proposed framework offer different strategic paths for the MNE to achieve parity, temporary advantage, and, finally, sustained competitive advantage. This transformative approach enables businesses to develop their roadmaps for achieving business sustainability and supporting the realization of the SDGs.

This study aims to explore the range of sustainability-related discourses by the stakeholders within a particular Finnish Higher Education Institution (HEI); interaction between the discourses and the context of the HEI; and the extent to which different understandings of sustainability cause challenges for the implementation of the university strategy for sustainability. Specifically, the paper explores how the employees within the HEI make sense of sustainability in their teaching, research and daily life and the extent to which sustainability-related discourses are aligned with the university strategy.

This research draws upon collected qualitative and quantitative data. It focuses on individual discourses by executives, teaching and research staff within an HEI regarding their understandings of sustainability and the Sustainable Development Goals (SDGs).

This paper illustrates the key challenges of sustainability and SDG implementation that may emerge in HEIs due to varied understandings. The results indicate a need for efficient HEI strategic vision communication and consideration of the stakeholders’ multiplicity of sustainability values.

This paper sheds light on the challenges involved in seeking to enhance sustainable development in an academic setting with multiple disciplines and categories of staff guided by academic freedom. The analysis thus advances the understanding of academic sustainability-related discourses and framings as well as mechanisms through which the implementation of sustainability-related efforts can be enhanced in such a context.

This paper examines the role of a sustainability business model in clarifying a firm's sustainability value articulation (SVA) to achieve sustainability outcomes and examining the moderating role of supplier involvement practices SIP and technology systems integration (TSI) in attaining sustainability outcomes.

Drawing upon the foundational principles of business model innovation, specifically articulation and implementation, the authors formulated a theoretical construct and empirically validate it through analysis of data collected from 692 manufacturing firms dispersed across 23 countries.

The research shows that focusing on SVA significantly improves how a company implements sustainability efforts internally (ISI) and externally (ESI), leading to better social and environmental outcomes. It also highlights that SIP improve the relationship between SVA, ESI and ISI. Similarly, TSI boosts the effect of internal and external sustainability efforts on both social (SOP) and environmental performance (EnP).

While acknowledging the inherent constraints of survey-based research methodologies, this study offers a theoretical and verified approach for manufacturers to achieve comprehensive sustainability. It emphasizes the need for clear, actionable sustainability goals that can be met through both internal operations and external partnerships.

This study clarifies how manufacturers can implement sustainable business models, emphasizing the importance of clear sustainability goals and initiatives both within and outside the company. It highlights the dual aspects of supplier engagement through operational tactics (ESI) and strategic collaborations (SIP).

This study reveals a thrilling truth: when companies champion clear sustainability goals, they unlock powerful strategies that revolutionize practices within their walls and in their external dealings. It is not just about going green; it is about weaving financial prosperity, social responsibility and environmental stewardship into the very fabric of their business models. But there is more – by cleverly engaging suppliers and harnessing cutting-edge technology, companies are not just participants in the green revolution; they are leading it, crafting a world where business thrives alongside the planet and its people.

This research stands out for its empirical analysis of how manufacturing firms implement sustainability innovations at the plant level, an area previously underexplored despite extensive theoretical work on sustainability-centric business models.

Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.