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European Union (EU) research projects generally involve international teams based in different countries. This means that researchers need to travel internationally to participate for in-person meetings, which are crucial for facilitating collaboration among research teams and provide a platform for teams to share their progress. Unfortunately, much of the international traveling in EU projects is done by air and therefore it has a significant carbon footprint. One potential solution that has gained attention in recent years is virtual reality (VR) and the metaverse. The aim of this work is to investigate to what degree VR meetings provide a viable alternative to physical meetings in the context of EU research projects and can thus contribute to climate change mitigation.

A three-stepped approach was chosen. First, the requirements for VR meetings were determined by collecting all relevant aspects of physical meetings through a questionnaire. Second, a set of VR meeting experiments were designed and executed. Third, carbon footprints for both physical traveling and VR meetings (lifecycle) were calculated.

We conclude that VR can be a powerful tool which can supplement international projects and mitigate carbon emissions associated with traveling for in-person meetings by an estimated 7–19 times.

This paper explores the suitability of the current generation of VR technology and quantitatively evaluates its effectiveness for greenhouse gas emissions mitigation in the context of a European research project.

Megaprojects can play a crucial role in achieving Sustainable Development Goals (SDGs) and tackling Global Challenges. However, they are often criticized for their massive resource consumption, poor cost/time performance and significant social-environmental impacts, including irreversible environmental damage. This study aims to chart the evolution of research on megaprojects sustainability and to offer a roadmap for future developments.

This study adopted a systematic literature review (SLR) to identify emerging themes and gaps. This study follows a three-step process of planning, conducting and reporting, based on the Tranfield approach. The overview of megaprojects sustainability research was captured through bibliometric analysis. In addition, content analysis was carried out to reveal the development of this field and get an insight into the future directions towards sustainability transition.

This study provides a longitudinal, in-depth analysis of megaprojects sustainability studies. Drawing on sustainability science and project management theories, we introduce a three-dimensional analytical framework consisting of sustainability, scope and stakeholder. This framework explains the evolution of megaprojects sustainability research from sustainability of megaprojects, to sustainability for megaprojects and then to sustainability by megaprojects. Three future avenues are proposed: (1) SDGs orientation at multi-level; (2) scope enlargement at temporal and spatial scales and (3) inclusive development for stakeholders.

This research contributes to the literature by providing a comprehensive and forward-looking analysis of megaprojects sustainability research. The framework and three research agendas provide a comprehensive picture of megaproject sustainability research; the agenda for future research is intended to inspire more studies and disruptive actions towards sustainability transition.

The purpose of this paper is to develop a framework for reconceptualising research on school autonomy to redress the limitations of traditional research, strengthen the conceptual links between school autonomy and learning outcomes and offer a range of new strategies for studying the interplay of school autonomy, leadership and learning.

Based on a review of international studies and the findings of the Programme for International Student Assessment (PISA) and the Teaching and Learning International Study (TALIS), the conceptual limitations of and gaps in traditional research on school autonomy in relation to leadership and learning are discussed, and their implications for the development of a new framework are outlined.

The conceptual limitations of traditional research on school autonomy are as follows: internal school autonomy is insufficiently differentiated; too little attention is paid to cultural autonomy and internal structural autonomy at individual and group levels; autonomy is measured only as perceived by principals, with no attention to the perspectives of other key stakeholders; and conceptual links between school autonomy and learning outcomes are missing, leading to inconsistent findings on the effects of school autonomy on student learning. To redress these limitations, a new framework for research is developed. School autonomy is reconceptualised as a combination of functional autonomy, structural autonomy and cultural autonomy. Leadership is also reconceptualised by categorising three types of leadership activity: leadership for functional initiatives, leadership for structural initiatives and leadership for cultural initiatives. This categorisation may help to strengthen conceptions of the relevance of leadership to autonomy and performance in future research.

A typology of research strategies is developed to broaden the possibilities for implementing the reconceptualisation framework. A single-component strategy, a two-component strategy, an interaction strategy and a holistic case-study strategy are presented. Depending on the research purposes and the available resources, one or a combination of these strategies can be used to conceptualise the study of school autonomy, leadership and performance.

The new ideas and perspectives associated with the reconceptualisation framework will contribute to future research in this area on an international scale. Future PISA, TALIS and similar studies will also benefit from this reconceptualisation.

The purpose of this paper is to develop a new model in which the interrelationship between the barriers can be determined that hinder the implementation of effective recycling processes in the plastic sectors of India.

Today manufacturers do not want their input to be deemed waste and subsequently be discarded, so their efforts and resources have been channeled into the development of efficient recycling methods. However, there are several barriers hindering the implementation of effective and efficient recycling. In this paper several of the most influential barriers are taken into consideration and implemented in the interpretive structural modeling.

The results divided the barriers into four clusters and identified the weak and strong barriers and implemented relationships between them.

Globally plastic waste has been steadily increasing. Recycling plastic has received much attention because many companies are using it as a strategic tool to serve their customers and to generate good revenue, but there is a lack of effective recycling units in India. The work of this paper and its results will be helpful in the implementation of an effective and efficient recycling unit for the plastic sector.

The recycling process can be improved by avoiding barriers of PLASTIC recycling.

In this paper, the plastic industries of India are studied and analyzed, and the barriers are found.