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In this study, we assessed the educational value and efficacy of a virtual educational escape room (VEER), called “The Mysterious Disappearance”, for training pre-service teachers.

“The Mysterious Disappearance” was developed ad hoc and contains various activities and puzzles focussing on the Sustainable Development Goals (SDGs). The research will evaluate the design quality and satisfaction of 193 participants regarding the VEER, their perceptions of game-based learning (GBL) and analyse which soft skills are most used and which valence typology (positive/pleasant or negative/unpleasant emotions) has the greatest impact on players’ experience. Descriptive, exploratory factor and inferential analyses are employed.

The study indicates that the VEER is rated very positively by pre-service teachers. Overall satisfaction levels are high, and the resource and methodology are perceived as favourable. The design quality of the resource is also well rated, with participants perceiving it as a challenging but engaging and well-balanced. Participation in the VEER shows several benefits, especially in cognitive and motivational areas. The participants demonstrated high levels of soft skills utilisation. The resource elicits predominantly positive and pleasurable emotions. Finally, there is a positive perception towards GBL among pre-service teachers, both as students and future teachers.

This study employs a multivariate analysis, using a questionnaire comprising three scales. This study’s dual focus on participants’ perceptions, as current Students and Future teachers, provides insights into their potential role as designers/implementers. Findings contribute to the ongoing development of academic hypotheses, particularly by highlighting the increased motivation linked to VEER use and its positive impact on learning. Designed with the SDG framework, the game enhances teachers' engagement with the 2030 Agenda, supporting their professional development and promotes values related to sustainability. The VEER was developed ad hoc by one of the authors, and the study has potential implications for numerous fields and areas of research.

The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain).

This paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research.

The results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability.

This research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal.

This chapter presents the perspective of the 27-year-old Brazilian research center at the University of São Paulo – School of the Future USP – representing the institution’s views on our hyperconnected contemporary society. The discussion of key concepts, focusing on the Internet of things and big data, grounds the analysis of symptomatic shifts centered on mobility and connectivity. In addition, the manuscript highlights the new roles of actor-network structures in the new economy, emphasizing new literacies and trends in open and coding culture. Authors such as Bruno Latour, Manuel Castells, Luciano Floridi, Paul Gilster, and many others support the approach, which provides a fruitful theoretical framework that will guide the center’s research in the next coming 15 years, and likely influence other research groups studying society and hyperconnection.

This study explores the strategies for promoting sustainable development (SD) adopted by the higher education institutions (HEIs) associated with the QualEnv University Consortium (QualEnv). The research examines actions in three main domains: teaching, research and outreach. This study aims to understand better how these strategies are applied and their impact on achieving the Sustainable Development Goals (SDGs). The results of this study can potentially contribute to the effectiveness of action plans for SD in HEIs and provide valuable insights for other institutions and stakeholders.

The study was based on institutionalizing sustainability research and practices in QualEnv HEIs. In this process, the research used participant observation for data collection. Data was collected through documentary research and a literature review. The data were analyzed qualitatively.

The results allowed understanding sustainability in all three areas. In teaching, most attention was paid to implementing the SDGs in the curricula and various courses at the institutions. Strategies for qualifying publications and greater dissemination and involvement of research initiatives with the SDGs were sought in research. In outreach, the means and activities the HEIs adopt to reach out to the internal and external (surrounding) communities concerning the SDGs and the search for their propagation and implementation were notable. Many of the actions result from changes to existing processes, which have been given a close look by the institutions with a view to improvement.

This study discusses the practical implications for HEIs to plan and implement SD in their teaching, research and outreach activities. It also demonstrates the effort to improve initiatives to work on education for sustainability, as it shows how the institutions belonging to the QualEnv consortium have planned their strategies to contribute to SD.

The study aims to analyze the effect of the previous preparation and the work carried out in the field during a study trip on the development of competencies in agribusiness students.

The destination was the pineapple area of the Papaloapan Lower Basin in Mexico, and 42 students from 6 different semester levels participated. The students answered a test prior to the trip, received an evaluation for their activities in the field and prepared reports and posters as products of the experience. The relationship between the scores obtained was examined through a comparative analysis.

The findings are framed in the cyclical model of experiential learning with four stages (feeling, watching, thinking and doing) by Kolb (1984). It is found that the acquisition of specific knowledge about what the experience will entail leads to better preparation, motivation and confidence to live the experience (potentiation of feeling and watching). In turn, specific knowledge and better use of experience promote the development of problem solving, interpersonal and communication skills (potentiation of thinking and doing).

Statistical representativeness is not a quality of the study since it is based on a comparative analysis.

The study analyzes an educational component of great value in the business area, about which little is known in the agribusiness subarea.