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This paper aims to emphasize integrating training for organizational sustainability with the United Nation’s (UN’s) Sustainable Development Goals (SDGs). It shows how SDGs can be included in the training, development programs and incentives to promote sustainable practices. It guides organizations to set long-term sustainability objectives to stay competitive and adapt to changing conditions.

The paper conducts a review of the literature on the topic of integrating training for organizational sustainability with the SDGs. The research includes investigating the 17 SDGs and their specific areas of improvement, the benefits and challenges of integrating training for organizational sustainability with the SDGs and the best practices of organizations that have successfully integrated training for organizational sustainability with the SDGs.

The findings of this study were obtained through a systematic review of literature on the topics of human resource development, corporate social responsibility, organizational sustainability and the integration of training to promote sustainable and ethical behavior. A total of 36 articles were selected from a pool of 120 articles identified through a comprehensive search of electronic databases such as Scopus, Web of Science and Google Scholar. The selected articles were analyzed in detail, and information from the UN was also incorporated into the analysis. The review focused on examining the impact of integrating sustainability training with the SDGs on organizational sustainability. The results of this analysis suggest that integrating sustainability training with SDGs has a positive impact on organizations. This impact includes promoting sustainable practices, improving employee satisfaction and productivity, reducing environmental impact and enhancing the organization’s reputation. The study found that regular progress reviews and long-term objectives are essential for organizations to remain competitive and adapt to changes.

This paper offers a comprehensive analysis of the 17 SDGs and how they can be integrated with training for organizational sustainability. It provides practical guidance for organizations on effectively incorporating the SDGs into their training and development programs, performance evaluations and incentives. The paper also includes case studies and best practices of organizations that have successfully integrated training for organizational sustainability with the SDGs, making it an original and valuable resource for organizations looking to promote sustainable practices within their operations.

Changes in society, the economy and health require a response from higher education regarding the training of professionals, specifically, future teachers. In this sense, active methodologies constitute, in line with the 2030 Agenda for sustainable development, a key strategic element in teacher training, given the need to educate for sustainability and social responsibility (SR). This study aims to examine innovative teaching-learning experiences based on the use of active methodologies and the interaction with sustainability and SR on the part of university students in Education.

The methodology constitutes a systematic review of the qualitative, inductive and exploratory literature, on the basis of the PRISMA declaration principles. The sample is composed of research published between 2011 and 2021 in the world’s most important scientific databases in the educational context (WoS, Scopus and Eric-ProQuest).

This study reveals the methodologies that are most commonly used in ecological literacy, their implications for the acquisition of competencies in terms of curriculum sustainability and their relationship with the UN Sustainable Development Goals and SR. Higher education must reflect and demonstrate awareness of its social mission and pedagogical effectiveness, to transform education, taking as a reference the sustainability and SR in the university student’s curriculum.

One of the main limitations of this study is the scarcity of research studies that include, jointly, the key descriptors analysed in this contribution such as teacher training, active methodologies, sustainability and SR. Another limitation to observe in this work is related to having considered as inclusion criteria solely research published in open access journals, since other research published in closed access journals is omitted.

This work demonstrates the usefulness of active methodologies in the training and professional development of future Education students in “sustainability”.

This paper aims to determine a uniquely Canadian training path for tourism companies to follow to embed sustainable tourism practices in their companies.

The foundation of this paper was laid by conducting in-depth executive interviews with leading tourism companies in Canada. Based on the interviews, an eight-question survey was developed and sent to 22 Canadian tourism companies with a response rate of 36 per cent. The results of best practice research conducted in the UK and Ireland were considered in relation to implementation in Canada.

This paper suggests a Canadian process and key concepts to consider for embedding sustainability in tourism companies.

This paper provides a practical training process, geared for Canadian tourism companies, that embeds sustainability in all divisions of the company. A step-by-step process is described that all tourism companies, no matter their size, can use to embed sustainability.

This paper draws upon the author’s experience in working with Canadian tourism companies and incorporates best practices shared in a partnership with The Travel Foundation. As the paper represents both original research and industry best practice, it is of interest to academics, tourism training centres and tourism companies in Canada. Learning an effective and efficient process developed specifically for Canadian tourism companies will allow companies to economically embed sustainability and ultimately create a unique market position for the company.

The purpose of this paper is to examine the impact of sustainability training and knowledge on sustainable supply chain practices (SSCP) and the resulting impact on sustainable supply chain outcomes (SSCO) and firm performance. It also provides a valid and reliable measure of SSCO.

Data collected from 129 manufacturing managers are analyzed using a partial least squares structural equation modeling methodology. Manufacturing managers provide data reflecting the degree to which their organizations improved sustainability training and knowledge, utilize SSCP, the degree to which SSCO result, and the subsequent operational performance (OPP) and environmental economic performance (EEP).

Organizational sustainability training and knowledge positively impacts SSCP, and the utilization of SSCP results in SSCO which favorably impact OPP and EEP.

The study is limited to manufacturing organizations.

Practitioners are encouraged to improve organizational learning and training and are provided with a valid and reliable scale for measuring the outcomes of their sustainable practices. Combined with the work of others, this provides a framework for evaluating different aspects of sustainability with a firm.

Improved green manufacturing practices improves the environment by eliminating all forms of waste and provides eco-friendly products and services.

A sustainable supply chain training and knowledge model is proposed and empirically assessed. The results of this investigation support the proposition that sustainability training and knowledge support the implementation of sustainability supply chain practices which, in turn, improve sustainability outcomes and operational and EEP.

Despite “decent work” being pertinent, as situated in the International Labour Organisation's “Decent Work Agenda”, one of its substantive elements on the need for safe work environments remains a concern for semi-skilled construction workers. Evidently, sustainability learning objectives within this element must be identified and implemented as a remedy. Therefore, the aim of the reported study was to reveal sustainability learning objectives that are significant towards attaining safe work environments, through also assessing statistically significant differences due to demographic variables.

The design of this research followed a quantitative questionnaire survey strategy to obtain insights from semi-skilled workers and site/project managers in Zimbabwe.

Knowledge of relevant prevention strategies to foster positive physical and mental well-being in the workplace was considered the most critical sustainability learning objective. Semi-skilled workers revealed the most interest in objectives that affected their socio-economic beings while site/project managers preferred those that had more economic value to the organisations they work for. Educational levels are also critical when instituting any training interventions.

The absence of a database for semi-skilled workers was a limitation towards achieving the practical significance of the findings. Due to semi-skilled workers significantly contributing to unsafe work environments, structured on-the-job training schemes that are sufficiently planned, monitored and controlled are recommended.

The determination of sustainability learning objectives for construction semi-skilled workers, through on-the-job training schemes, will contribute to the improvement of safe work environments.

The purpose of this paper is to analyse how the systematisation of environmental training can contribute to the development of individual competences aligned to the environmental dimension of sustainability.

A qualitative research approach was used in a multiple case study with three chemical companies: Braskem, Solvay and Beta (fictitious name).

Data analysis allowed descriptive characterisation of the phases of environmental training and the identification of individual competencies aligned to the environmental dimension of sustainability in the companies surveyed. The results showed that the systematised environmental training, its phases structured to meet the organisational strategic goals of sustainability, helps to develop individual competences of environmental sustainability in the companies analysed.

The contribution of the study to the academy is presented in the deepening of the studies taking into account the gaps presented in the theoretical bases on the subject environmental education. This is the first study that seeks to investigate the stages of environmental training in the development of individual competences in the context of three Brazilian chemical industries. It was possible to describe the process of environmental training in a strategic dimension, used by the companies studied that can contribute to the market, assisting professionals in the areas of human resources and environmental management in the development of training actions.

The value of the paper is given by the reflection on the development of individual competencies for sustainability through environmental training, which can guide future public policies of environmental development for companies in the chemical sector.

The aim is to provide insights on the inclusion of sustainability training during internship and the engagement of interns in the sustainability practices of the hotel. The paper investigates how aspects of knowledge and participation in sustainable practices can bring about a positive change in the industry's future and also aid in the creation of smart green leaders.

The paper utilizes qualitative research methodology and draws on in-depth interviews with students and learning and development managers using multiple sources of evidence to derive a holistic picture.

The paper aims to highlight the importance of incorporating sustainability training as an indispensable part of hotel internships. It also reveals the positive impact and long-term behavioural changes of students along with presenting strategies to create student stewards for sustainability.

The limitations of the study arise from its small sample size, which nonetheless generated some rich insights.

There has been much research in the area of hospitality internships, however, it has not been considered from the perspective of sustainability development or green internships. In this sense, the paper is novel as it challenges the traditional expectations of hospitality internships.

This paper aims to analyse the university experience of a social laboratory that mixes science and art to instruct communities of sustainability practice in heterogeneous contexts through interpretive audio-visual ethnography and cinematographic language.

The research approach was qualitative; data were triangulated through the thorough revision of the literature reported on this praxis, the auto-ethnography of the founder and CEO of this social laboratory and the systematization of the training categories from their documentaries. Furthermore, the analysis of this laboratory as a social innovation considered five categories, namely, critical interaction, shared values, social responsibility, digital competences and sustainability practices, and the projects profile was contrasted with the Sustainable Development Goals to show its sustainable approach.

The results showed that the best scored sustainability university communities are interdisciplinary. Moreover, the mix of science and art to train practice communities is a social innovation model that can go beyond university walls to influence its environment in dissimilar and socially disadvantaged territories.

This research is based on a case from a Mexican university in a specific cultural context. Although the conclusions cannot be generalized, this case contributes to the need for pertinent complementarity between various classical methodological possibilities which, when articulated, enhance the research work.

The results could have practical implications if these are used as inputs in the development of university programmes with an interdisciplinary approach to sustainability training.

This research proposes this experience as an attempt to understand how to promote sustainable education among university communities that influence territories with wide social gaps.

Sustainability in higher education has drawn the attention of various scholars. However, to date, very few studies have examined the human side of green employee behaviour towards sustainability. Thus, to address this gap, this study aims to analyse the effect of green authentic leadership towards sustainability in higher education, with the intervening impact of green internal branding and green training.

The study examined the data collected from faculty and their immediate heads from private higher education institutions. Tests for reliability, validity and internal consistency of measures followed by exploratory factor analysis were conducted for each measure. The hypotheses were tested through hierarchical regression analysis while confirmatory factor analysis was done to test the fit of the model.

The results supported the fit of the proposed model and showed positive and significant effect of green authentic leadership on the sustainability in higher education. Further, green internal branding had a mediating effect between green authentic leadership and sustainability and green training showed a significant moderating role between green authentic leadership and sustainability relationship.

The study contributes to ongoing research in the field of green employee behaviour, green HRM practices and sustainability in higher education. Further, the study provides practical implications to enable higher education institution to work towards sustenance effectively.

Following the introduction of the revised Malaysian Code on Corporate Governance in 2012 (MCCG 2012), this study aims to investigate the influence of corporate governance structure on the quality of sustainability reporting from the perspectives of agency theory and resource dependence theory.

Based on an analysis of 126 firms’ annual reports for the year ended 2010 and 2014, this study analyses sustainability reporting quality before the introduction of MCCG, 2012 (year ended 2010) and after (year ended 2014).

The findings of the study show that there was a significant increase in the quality of sustainability reporting from 2010 to 2014. Results from multiple regression analyses indicate that the number of sustainability-related training attended by the board of directors and the percentage of directors with sustainability-related experience have a significant impact on the quality of sustainability reporting.

Observations from the study provide useful insights into the importance of the appointment of directors with sustainability-related experience as part of the criteria for directors’ appointment. Moreover, the board of directors is encouraged to attend sustainability-related training to help firms improve sustainability practices and reporting.

The increase in the quality of sustainability reporting indicates that companies are committed in ensuring that environmental degradation is put at the minimum level if not eliminated. It appears that companies are embracing the concept of sustainability reporting, and hence, contributing to improving and enhancing social well-being.

This study contributes to the discussion of both internal mechanisms (board independence and board capital) and external mechanisms (compliance to the code on corporate governance) of corporate governance structure on the quality of sustainability reporting. The findings can be used to identify necessary mechanisms that should be enhanced to strengthen the practice of sustainability reporting.