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Online education enables location-independent learning, potentially providing university students with more flexible study programs and reducing traffic-related CO₂ emissions. This paper aims to examine whether online education can contribute to university-related sustainable everyday mobility, with particular consideration given to aspects of social sustainability and potential rebound effects. Specifically, it explores sustainability dilemmas that arise from conflicting social and ecological effects.

Drawing on qualitative data from mobility diaries and extensive semistructured interviews (n = 26) collected at Osnabrück University of Applied Sciences in Germany, this study deploys thematic analysis and a typification approach to analyze and classify students’ daily practices related to studying, mobility and dwelling, which may be impacted by online education.

The study identifies six distinct student types with diverse practices in studying, mobility and dwelling. Comparisons between student types reveal stark differences regarding professional and social goals that students associate with their studies, influencing university-related mobility and residential choices. This leads to varying assessments of online education, with some students expecting benefits and others anticipating severe drawbacks.

The typology developed in this paper can assist Higher Education Institutions (HEIs) in comparable contexts in understanding the distinct needs and motivations of students, thereby proactively identifying sustainability dilemmas associated with online education. By leveraging these findings, HEIs can effectively balance diverse interests and contribute meaningfully to sustainability.

To the best of the authors’ knowledge, this study is among the first to systematically investigate conflicts and rebound effects of online education in the context of sustainable mobility within HEIs.

University students are a unique population with great potential to adopt eating habits that promote positive human and planetary health outcomes. The purpose of this study is to illustrate the current perceptions of sustainable eating behaviours among the students and to examine the determinants of sustainable eating behaviours.

Data were collected from December 2020 to May 2021 through focus group discussions among university students in Ontario, facilitated through synchronous online sessions. There were 21 student participants during the course of five focus group sessions (4–5 participants per session) from various departments within the university. The discussions were transcribed and analyzed for main themes and concepts using open coding; deductive coding based on the framework by Deliens et al. as well as the literature; and inductive coding for emerging themes.

The students had different perceptions about what constituted sustainable eating behaviours, some of which were not based on fact. A variety of individual, environmental (macro, micro and social) and university characteristics were mentioned as factors influencing sustainable food choices, with “food literacy” and “campus food” being the top two factors.

This study presents a novel and holistic overview of how sustainable eating behaviours and sustainable foods are perceived among university students and identifies the perceived determinants of adopting sustainable eating behaviours. This study helps with identifying opportunities to promote sustainable eating behaviours among university students and the design/implementation of informed interventions and policies aimed at improving eating behaviours.

The purpose of this study is to introduce new tools to develop a more precise and focused bibliometric analysis on the field of digitalization in healthcare management. Furthermore, this study aims to provide an overview of the existing resources in healthcare management and education and other developing interdisciplinary fields.

This work uses bibliometric analysis to conduct a comprehensive review to map the use of the unified theory of acceptance and use of technology (UTAUT) and the unified theory of acceptance and use of technology 2 (UTAUT2) research models in healthcare academic studies. Bibliometric studies are considered an important tool to evaluate research studies and to gain a comprehensive view of the state of the art.

Although UTAUT dates to 2003, our bibliometric analysis reveals that only since 2016 has the model, together with UTAUT2 (2012), had relevant application in the literature. Nonetheless, studies have shown that UTAUT and UTAUT2 are particularly suitable for understanding the reasons that underlie the adoption and non-adoption choices of eHealth services. Further, this study highlights the lack of a multidisciplinary approach in the implementation of eHealth services. Equally significant is the fact that many studies have focused on the acceptance and the adoption of eHealth services by end users, whereas very few have focused on the level of acceptance of healthcare professionals.

To the best of the authors’ knowledge, this is the first study to conduct a bibliometric analysis of technology acceptance and adoption by using advanced tools that were conceived specifically for this purpose. In addition, the examination was not limited to a certain era and aimed to give a worldwide overview of eHealth service acceptance and adoption.