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In light of the world’s accelerating march towards a sustainable future, the education for sustainable healthcare must be sufficiently acknowledged in health professions curricula. Early integration of these competences into nursing degree programme emphasizes its importance and applicability. This paper aims to investigate the effectiveness of an educational sustainability intervention in higher education to change nursing students’ attitudes towards sustainability and climate change, and environmental awareness.

A quasi-experimental study was performed with repeated measures between September 2019 and May 2023. Undergraduate students were introduced to sustainability and climate change in the context of healthcare using scenario-based learning and augmented reality over the courses in nursing degree. Participants' attitudes and awareness were collected by online questionnaires.

The educational intervention showed effectiveness in significantly improving attitudes towards climate change and sustainability, and the environmental awareness for changing their clinical practice (p < 0.01). However, students struggled to apply sustainability and address unsustainable practices in healthcare settings.

This study shows an effective model of curricular sustainability that can be implemented in other universities and health disciplines. The findings highlighting the importance of sustainability education in nursing and its potential to drive positive change in healthcare practice and society at large. Embedding key topics aligned with sustainable development goals in the curriculum prepares nursing or health workforce to address planetary health and implement sustainable practices that provide climate-smart care.

COVID-19 played a crucial role in the development and enlargement of learning via electronic media. Still, the recent fourth industrial revolution [Industry 4.0 (I4.0)] paved the road toward Education 4.0. In this regard, several research challenges arise, involving the preparation of gamification strategies in online learning environments. In this sense, this paper aims to investigate the relationship between technologies of I4.0 and gamification practices in online learning around the world. Specifically, to categorize the studies of the scientific literature in the area into knowledge domains and the mention of I4.0 technologies and to verify the relationship of these technologies with the different educational levels.

The preferred reporting items for systematic reviews and meta-analysis protocol was used as a research method with 130 papers included for full content analysis and obtained from the Web of Science.

The leading I4.0 technologies mentioned in the analyzed papers were simulation, Internet of Things and augmented/virtual reality, in this order. Although there are more mentioned technologies, the domain of knowledge to be applied and the educational level interfere in choosing these pillars. With this, the main findings of this relationship were exposed in a singular, modern, active, realist, technological framework to demonstrate how I4.0 relates to the practice of gamification in online educational environments.

To the best of the authors’ knowledge, this is the first study that brings together the relationship of gamification applied in e-learning with I4.0 technologies.

The purpose of this study is to assess the impact of corporate entrepreneurship. To this end, the learning process of the individual in skills, competencies and agile methodologies is considered, as well as the influence of corporate culture, ways of working and organizational capabilities in small and medium enterprises (SMEs).

This study was performed by means of an email survey questionnaire, conducted on 241 SMEs in Madrid and Guadalajara (Spain). The hypotheses were tested with structural equation modeling (SEM).

The results yielded a positive and direct link between the organization and the training of business leaders in programs of skills and competencies, as well as between this training and corporate entrepreneurship processes carried out in the organization. However, there is an indirect relationship between organizational activity and processes of the organization and intrapreneurship activities.

The research provides a practical contribution to the SME perspective and raises awareness of the importance of intrapreneurial activities for business development. Hence, it becomes relevant to focus on training plans that have a direct impact on the development of business innovations that lead to corporate entrepreneurship.

This research contributes to contextualize and enrich the literature on corporate entrepreneurship by addressing the gap related to corporate culture, innovation and skills, through a model that shows the relationship between the variables.