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This study aims to describe the design process of two teacher professional development programmes on Climate Change Education in Chile and Mexico, their initial outcomes on teacher practices and feedback on course activities, content and format, and their expectations of future topics for deepening their understanding.

A systematization of the design and implementation process of both programmes was conducted. Subsequently, an online survey comprising 21 questions was administered to 115 teachers from both countries, representing 5% of the graduates from each programme. The survey evaluated their experiences, the impact on their teaching practices and the effects on their personal and professional lives. This non-experimental design relied on teachers' self-reported perceptions after completing the course.

Teachers rated their experience highly, particularly regarding content quality and relevance to their local environment. Most (97.4%) applied their learning in their classrooms, with 78.3% noting it helped raise student awareness of climate change and facilitate collaborative projects. Additionally, 92.2% reported personal sensitization to climate issues and 87% changed personal habits. The course influenced 91.3% to take daily actions to reduce CO2 emissions. Some reflections are made on the design and implementation of the programmes, considering the survey results and the available literature.

The study relied on self-reported data from teachers after they had completed the courses. This approach was chosen because it allowed for a direct assessment of teachers' understanding and experiences. However, it is important to acknowledge the limitations inherent in self-reported data, such as the potential for response bias.

Educators, scientists and healthcare professionals can explore innovative pedagogical approaches to make CCE engaging and relevant, ensuring that all students not only comprehend the content but also feel empowered to contribute to environmental sustainability and learn to regulate their eco-anxiety. Teachers would have the opportunity to attend professional development courses based on research, reflect on their personal and technical habits, transform them, be role models for their students and build professional learning communities. Schools are transformative with a high quality of climate change education.

Climate change demands urgent transformations in our consumption, energy generation and the construction of resilient cities. Education is pivotal in empowering environmentally conscious citizens. It fosters environmental awareness, develops skills to tackle climate challenges, promotes active citizenship, advocates for sustainable lifestyles and encourages innovation in clean technologies. By connecting people with nature, education strengthens environmental responsibility. Additionally, it equips society to advocate for sustainable policies and take action for the environment. A comprehensive educational approach is essential to forge global consensus and effectively address climate change.

By systematically evaluating teacher experiences and the impact on their personal and professional lives through detailed survey data, the study provides valuable insights into effective educational strategies for climate change awareness. Additionally, it highlights practical applications and behavioural changes among educators, contributing to the broader discourse on environmental education.

This study aims to examine the relationship between environmental, social and governance (ESG) disclosure, firm risk and stock market returns within the Chinese energy sector. Using a variety of econometric techniques, the study seeks to uncover the impact of ESG disclosure on risk mitigation and its influence on stock market performance.

Benchmark regression models were used to explore the associations between ESG disclosure, firm risk and stock returns. To address potential endogeneity, a generalised method of moments estimator is used. Quantile regression was used for robustness analysis.

The study reveals a negative relationship between ESG disclosure and firm risk, indicating that companies with greater ESG disclosure tend to experience reduced risk exposure. In addition, a positive association is observed between ESG disclosure and stock market returns, suggesting that companies with more comprehensive ESG disclosure practices tend to perform better in the stock market.

This study implies that investors appreciate sustainable investment and incorporate ESG practices and disclosure in decision-making. Policymakers can promote transparent ESG reporting through regulatory frameworks, fostering sustainable practices in the energy sector.

Despite the mounting concerns over carbon dioxide emissions and the energy industry’s environmental footprint, this study pioneers a comprehensive analysis of ESG disclosure within this critical sector. Delving into the relationship of ESG practices, firm risk and market returns, this research uniquely examines both risk mitigation and return enhancement, shedding new light on sustainable strategies in the energy domain.

This paper analyses the behaviour of wineries after an economic crisis depending on their interest in the environment.

A questionnaire was drawn up to collect quantitative data on Spanish wineries; a total of 230 firms participated in the study. Subsequently, a detailed statistical analysis was performed using the Mann–Whitney U test and rank sum.

The results show that the wineries that were most interested in sustainability exhibited proactive behaviour during the post-crisis period, choosing to innovate in their different areas in order to deal with the situation.

The paper develops a simple and effective method for wineries to gain confidence that their sustainable behaviour will be compatible with innovating and overcoming a crisis.

This study contributes to the literature because, to the authors' knowledge, no other study has investigated the concepts of sustainability, crisis and innovation simultaneously. The model is also applicable to international wineries as well as companies in other sectors and would help them to define their strategic and sustainability plans.

Widespread news coverage, politicised debate and social media commentary have given prominence to COVID-19 as an unparalleled threat to global health and mortality, intensifying panic and insecurity worldwide. In response, the endorsement and amplification of false claims about the pandemic has proliferated, in many cases, by public figures in the online ‘wellness’ realm. Using COVID-19 as a case study, this chapter interrogates observed connections between digital wellness cultures and informational disorders in times of crisis. The authors discuss the bourgeois liberal-individualist ideals that increasingly underpin much of this communication, exemplified through the co-option of social justice rhetoric and narratives of the ‘persecuted hero’. The authors also recognise the growing number of wellness influencers openly resisting pandemic-related mis/disinformation, and note the forms of anti-individualist, mutual care demonstrated in these ‘debunking’ efforts. The authors argue that these practices reflect a form of networked solidarity – enacted alongside a discursive distancing from individualist modes of thinking – that can be understood by applying a social ecological framework for understanding ‘resilience’.