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This study aims to assess the effectiveness of active teaching methodologies, namely, problem-oriented learning and the case method, to develop sustainability competencies. It also analyses the advantages and challenges for teachers when implementing the sustainable development goals (SDGs) in eight undergraduate and postgraduate degrees within the framework of a cross-departmental collaboration.

A mixed research methodology was used: a quantitative study to assess the levels of acquisition of sustainability and research competencies and the potential correlation between them, as well as a mixed study of the advantages and challenges for the teachers participating in the cross-departmental initiative. Curriculum content linked to the SDGs was worked on. Active teaching methodologies and a competency assessment rubric were used as curriculum implementation strategies in the eight courses involved.

Active teaching methodologies are suitable to implement the SDGs in university teaching and to develop both sustainability and research competencies. A synergic effect is observed between them. Coordinated work between teachers of different subjects in several degrees contributes to developing a culture of sustainability at the university.

Although the collaboration between teachers from different disciplines was successful, this study did not promote interdisciplinary projects among students from different degrees. This promises to be highly valuable for future research.

Students can become present and future leaders in achieving the SDGs. This approach can be replicated in other educational institutions.

This study bridges the gap between theoretical recommendations and the practical implementation of the SDGs in undergraduate and postgraduate degrees.

Coordinated work between teachers of different subjects in different degrees contributes to the development of a culture of sustainability at the university.

Improving and assuring the quality of higher education has become a key element of policy agendas worldwide. To this end, a complete accountability system has been developed through various evaluation procedures. Specifically, this study analyzes the perceptions of university teaching staff on the impact of performance appraisal systems on their professional activity, health and personal lives.

The study adopted a nonexperimental descriptive and causal-comparative design using a questionnaire that was completed by a sample of 2,183 Spanish teachers. The data obtained were analyzed using descriptive statistics and comparisons of differences.

The results show that, according to teachers, the evaluation criteria undermine the quality of their work by encouraging them to neglect teaching, increase scientific production and engage in unethical research practices. Their views also emphasize the social and health-related consequences of an increasingly competitive work climate, including increased stress levels. Finally, significant differences are observed regarding gender, professional category and academic discipline, with women, junior faculty and social sciences teachers expressing particularly strong views.

The originality of this study lies in the application of a method that contributes to the international debate through a national perspective (Spain) that has so far received little attention.

This study explores the impact of new technologies, such as simulation and virtual reality, on the pedagogy and learning of engineering students. It aims to compare the effectiveness of these digital tools against traditional teaching methods in enhancing student learning experiences.

Utilizing a quantitative research approach, the study involved third-year engineering students from the “Production Management” course at the School of Engineering of Vitoria-Gasteiz. Data were collected through an ad hoc questionnaire and analyzed using SPSS software, focusing on student satisfaction, challenges in adopting new technologies and the evolving roles of students and teachers.

The research highlighted several key aspects. Firstly, it identified the need for adapting teaching methods to incorporate new technologies effectively. Secondly, the integration of simulation and virtual reality was found to facilitate a deeper understanding of real-world problems, as students could engage with these issues in a simulated, virtual environment. Finally, the study emphasized the importance of pedagogical approaches that leverage these technologies to increase student involvement and motivation. The results suggest a positive impact of digital tools on the learning process in engineering education.

The study’s scope was limited to one course within a single institution, suggesting the need for broader research across various disciplines and educational settings.

This research offers valuable insights into the integration of simulation and virtual reality in engineering education, underscoring their potential to enhance the learning experience and knowledge acquisition among students.

This paper aims to identify how the faculties of a Colombian University have understood the concept of sustainability and the way they have embedded it into their training.

Qualitative research was done using documentary and content analysis which allowed researchers to recognize features correlated to sustainability which are needed to promote and act for social equity, ecological care and economic development.

It was found that most faculties at the university do not conceptualize it; ergo, courses are designed neither for promoting sustainability nor sustainable education. Besides this, almost no level of integration was identified among faculties on this topic.

Many people agree education for sustainability is a key action to overcome the complex challenges the planet is facing; nevertheless, the prejudice that training to solve sustainability problems is an exclusive task of certain disciplines is common. This misunderstanding reduces the possibilities of pursuing a sustainable future, considering that these issues affect all humankind and that they can only be solved through interdisciplinary and collaborative work.

The paper also outlines some actions that Universidad Pontificia Bolivariana (UPB) can take to consider sustainability issues, and they are as follows: identification of competencies to include in the curricula; recognition of the potential of integrating education for sustainable development (ESD) into the curricula by strengthening the competencies and capacities; strengthening the competencies and capacities of the academic staff through ESD training processes; articulation of research with the curricula in such a way that the results of research processes permeate the curricula.

This study has some limitations. For instance, regarding the survey, the size of the sample may seem too small, a bigger sample will allow better information for the results. Regarding the case studies, a greater diversity of programs could have provided a wider range of results. Despite these limitations, for UPB, the study shows a snapshot of the literature review and the articulation of sustainable development and climate change education (CCE) in all programs the university has. The implications of this paper and research are the following. First, it reiterates the importance of having within the same institution a common language to talk about sustainability. Second, it recognizes the competencies and skills that should considered when implementing ESD and CCE in curricula.

This idea corresponds to a lack of debate about what the term signifies and means. It is believed that, as sustainability has been highly researched in the past two decades, it is a cross-cutting element in any faculty proposal; however, due to the complexity of the term, it is understood differently by each member of the same academic community, affecting their ability to design a systemic and systematic curriculum that enables to educate for sustainable goals.

Internationalization has been a paramount objective for higher education institutions (HEIs) for decades. However, the landscape of education underwent significant transformation due to the COVID-19 pandemic, leading to altered contexts, challenges and opportunities for HEI internationalization. This paper aims to critically evaluate the dimensions of internationalization strategies in HEIs and the opportunities within each dimension. Adopting a reflexive approach, the study focused on non-Western HEIs, recognizing the diverse approaches to internationalization within higher education contexts.

Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this paper covered 74 articles published in Web of Science database from January 2019 to December 2023.

The study organized dimensions related to internationalization strategies in non-Western HEIs, offering a comprehensive framework comprising six dimensions: students, programs, faculty, research, international ventures and other sources; and nine internationalization facilitators: international partnerships, funding, government education, international policies, technology, internationalization culture, diversity and inclusion, staff competence and attitude, student/faculty engagement, intercultural experience and satisfaction, English as a medium of instruction (EMI), and knowledge transfer mechanisms. Furthermore, the study delineated strategies within each dimension and highlighted prevalent performance indicators utilized by HEIs.

The study’s primary contribution is a conceptual framework designed to assist HEI directors and academics. This framework delves into dimensions, strategies and indicators of internationalization particularly relevant in the post-pandemic era.

This paper aims to examine two indirect mechanisms through which employees' perceptions of high-performance work systems (HPWS) foster employees' innovative behaviour (IB). Particularly, this study analyses the sequential mediating role of work engagement and knowledge-sharing in this relationship at the individual level.

Using researchers and professors working at a Spanish state university as an empirical sample and applying partial least squares structural equation modelling (PLS-SEM), the authors test hypotheses regarding the impact of the indirect and sequential effect of engagement and knowledge-sharing on the relationship between employees' perceptions of HPWS and IB.

Findings indicate the existence of a sequential mediating effect of work engagement and knowledge-sharing. The authors' results suggest that the existence of engagement is necessary for the influence of HPWS on IB to become effective.

The authors' results also highlighted the importance of suitable design and implementation for HPWS so that employees feel motivated and dedicated to their work.

The authors' findings contribute to the understanding of the mechanisms by which HPWS enhance employees' IB, and the results are especially salient in advancing the theoretical understanding of how HPWS, engagement and knowledge-sharing are relevant variables for IB.

本文擬探討兩個間接機制,透過這兩個機制,僱員對高績效工作系統的看法,會促進其創新行為。具體地說,本文擬分析在個人層面上,工作參與和知識共享在高績效工作系統與創新行為之間的關係中所扮演的有序中介角色 。

我們以於一所西班牙州立大學工作的研究人員和教授為實證樣本,並使用偏最小平方法的結構方程模型 (PLS-SEM) 來進行研究。研究乃對一些假設進行試驗。這些假設,是關於工作參與和知識共享對高績效工作系統與創新行為之間關係的間接順序效應之影響。

研究結果顯示、工作參與和知識共享有其有序的中介效應。

我們的研究結果暗示、若要使高績效工作系統能有效地影響創新行為,工作參與是不可或缺的。

研究結果也強調了若要僱員盡心盡力、抱有積極的工作態度,企業必須設計合適的高績效工作系統,並予以有效的執行。

本研究的結果,幫助我們了解高績效工作系統能增強僱員創新行為的機制; 更重要的是,研究結果促進了我們對高績效工作系統、工作參與和知識共享作為創新行為的相關變數的理論理解。

Organizations in today's changing environment face significant challenges, requiring continual innovation. Understanding oneself from the employee's perspective is paramount, especially in organizations and businesses, transforming all levels, accommodating new work paradigms and adapting to the post-pandemic business world. The authors examine the employees' critical dimensions, self-concept and resilience through self-reported studies to ascertain the impact on their performance in the organization. Self-concept, a multidimensional knowledge structure, implies the individual's description and examination, including psychological characteristics, attributes and skills. On the other hand, resilience is adapting appropriately to adversity, challenges and stressful situations and emerging unscathed. Resilience additionally leads to profound personal growth and acceptance of reality. It also endows the individual's sense of identity over time. It provides insights into work behavior and outcomes and fosters a positive psychological perspective to improve performance. Job performance is an observable individual performance that adds value and enables organizational goal achievement. To sum job performance is an achievement-related behavior. The research study examines the relationship between employee self-concept, resilience and performance elements (task, contextual and counterproductive work behavior).

Cross-sectional data were collected from 224 employees from the retail sector to test the hypotheses among self-concept, employee performance elements and resilience. SPSS 21.0 was used, and the authors conducted reliability, correlation and regression analysis using statistical tools to analyze the mediating effect.

Self-concept and employee performance elements have significant relationships. The mediating effect of resilience on the relationship between self-concept and counterproductive work behavior and self-concept and contextual performance is significant. In contrast, resilience does not impact the relationship between self-concept and task performance.

The authors examined a framework of untested variables, namely self-concept and the different factors of performance (task, contextual and counterproductive behavior). The authors investigated the mediating effect of resilience in the model, which was not previously explored.