Verónica Marín Díaz, Begoña Esther Sampedro, Inmaculada Aznar and Juan Manuel Trujillo
The beliefs about this subject of N = 223 secondary education teachers were collected through an ex post facto research method using a descriptive and correlational design and a…
Abstract
Purpose
The beliefs about this subject of N = 223 secondary education teachers were collected through an ex post facto research method using a descriptive and correlational design and a 27-item questionnaire.
Design/methodology/approach
The arrival of online learning, in this case m-learning, to secondary education, has made educators in this stage incorporate digital resources, such as Smartphones or mixed reality (MR), to their classroom methodologies. The present study describes the results obtained in the project design, implementation and evaluation of MR materials in learning environments (PID2019-108933GB-I00). The starting general objective is to determine the perception of Compulsory Education teachers-in-training from the areas of Experimental Sciences, Engineering and Architecture, and Health Sciences, on the use of MR as a teaching tool under the m-learning modality.
Findings
The main conclusion obtained was that neither sex nor age had an influence on the use of MR in the classroom, and its use was determined by elements associated with the classroom methodology, such as collaborative work and attention to diversity, which took place in the education center.
Research limitations/implications
The main obstacle found when conducting the research was being able to access the general population of teachers-in-training in the aforementioned Master's program.
Originality/value
The value of the article lies in publicizing the knowledge that secondary school teachers have of MR and giving clues to create training actions that encourage its incorporation into the classroom methodology.
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David Sánchez Alvarado, Nicolás Arízaga Hamilton, Verónica Cristina Heras and Julia Rey-Pérez
Cuenca, a World Heritage City, faces urban expansion as residents move to the outskirts, leaving the historic center abandoned and deteriorating. The challenge now is to relocate…
Abstract
Purpose
Cuenca, a World Heritage City, faces urban expansion as residents move to the outskirts, leaving the historic center abandoned and deteriorating. The challenge now is to relocate these spaces into sustainable and cohesive nodes. This research aims to identify cultural facility oversupply in the city center and understand the required usage for heritage buildings to promote a habitable, sustainable and cohesive historic center.
Design/methodology/approach
The study consisted of two phases. Firstly, a georeferenced spatial analysis and monthly usage frequency of each facility is proposed. Secondly, interviews explored the criteria for designating heritage buildings as cultural facilities. Additionally, a survey assessed urban habitability in three historic center parishes, measuring aspects like coverage, satisfaction and security from residents' perspectives.
Findings
The underutilization of cultural facilities demonstrates both inefficient heritage management and a lack of resident interest in cultural activities and neighborhood decision-making. Thus, ensuring collective ownership of heritage assets becomes crucial. Additionally, the municipality's approach to heritage must be reconsidered. While implementing a cultural program may seem faster and cheaper, the long-term cost-benefit of maintaining a cohesive historical center outweighs that of a dispersed city.
Originality/value
This paper calls for a fundamental reimagining of the concept of built heritage, emphasizing the need for a more inclusive and integrated approach that goes beyond museum and tourism-driven strategies. This perspective recognizes the importance of social, cultural and environmental sustainability in revitalizing the historic center, considering the broader context of the city and its diverse inhabitants.
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Opeyemi Femi-Oladunni, Pablo Ruiz-Palomino and Israel Roberto Pérez Jiménez
This study aims to identify how Spanish consumers’ extrinsic preferences for food have evolved by examining the extant literature on food preferences in Spain, focusing on…
Abstract
Purpose
This study aims to identify how Spanish consumers’ extrinsic preferences for food have evolved by examining the extant literature on food preferences in Spain, focusing on food-related attributes and food-related values.
Design/methodology/approach
This study is based on a synthetic review of the extant academic literature on Spanish consumer preferences for food-related attributes and food-related values from the mid-20th to the 21st century. This study uses key economic and social milestones that are most likely to influence food value chain actors to show how consumer preferences have evolved over the study period.
Findings
Spanish consumer food attribute preferences expanded as the food sector of the nation continued to grow, and value preferences showed a similar pattern from the mid-20th to the 21st century. The drivers of these preferences were trust, lifestyle, education (campaigns), sociodemographic factors and purchasing power.
Originality/value
Evaluating the extant literature’s contribution to consumer preferences for food-related attributes and values is important because it can aid in understanding the hierarchy and variety of consumers’ food preferences as well as the factors that drive these preferences. To the best of the authors’ knowledge, this study is the first to explore how Spanish consumer preferences evolved between the mid-20th and 21st centuries.
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Joana Baleeiro Passos, Daisy Valle Enrique, Camila Costa Dutra and Carla Schwengber ten Caten
The innovation process demands an interaction between environment agents, knowledge generators and policies of incentive for innovation and not only development by companies…
Abstract
Purpose
The innovation process demands an interaction between environment agents, knowledge generators and policies of incentive for innovation and not only development by companies. Universities have gradually become the core of the knowledge production system and, therefore, their role regarding innovation has become more important and diversified. This study is aimed at identifying the mechanisms of university–industry (U–I) collaboration, as well as the operationalization steps of the U–I collaboration process.
Design/methodology/approach
This study is aimed at identifying, based on a systematic literature review, the mechanisms of university–industry (U–I) collaboration, as well as the operationalization steps of the U–I collaboration process.
Findings
The analysis of the 72 selected articles enabled identifying 15 mechanisms of U–I collaboration, proposing a new classification for such mechanisms and developing a framework presenting the operationalization steps of the interaction process.
Originality/value
In this paper, the authors screened nearly 1,500 papers and analyzed in detail 86 papers addressing U–I collaboration, mechanisms of U–I collaboration and operationalization steps of the U–I collaboration process. This paper provides a new classification for such mechanisms and developing a framework presenting the operationalization steps of the interaction process. This research contributes to both theory and practice by highlighting managerial aspects and stimulating academic research on such timely topic.
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Priscila Cembranel, Luiza Gewehr, Leila Dal Moro, Paulo Guilherme Fuchs, Robert Samuel Birch and José Baltazar Salgueirinho Osório de Andrade Andrade Guerra
This study aims to investigate the contribution of higher education institutions (HEIs) to the sustainable development goals (SDGs) and propose strategies to cultivate a culture…
Abstract
Purpose
This study aims to investigate the contribution of higher education institutions (HEIs) to the sustainable development goals (SDGs) and propose strategies to cultivate a culture centred on the SDGs in HEIs.
Design/methodology/approach
The methodology used encompassed an integrative literature review, combining bibliographic analysis on how HEIs incorporate the SDGs into their practices, adopting a qualitative approach for the analysis and categorization of the results.
Findings
The multifaceted contributions of HEIs in promoting the SDGs stand out, through their roles in teaching, research, management and integration and communication between university and society.
Research limitations/implications
While influencing policies at various levels, HEIs encounter challenges in the effective integration of SDGs into their strategies. This underscores the need for contextualized governance, understanding students’ perspectives on sustainability and active external collaboration in policy formulation.
Practical implications
There is an urgent need to integrate SDGs into academic programmes, emphasizing the importance of redesigning curricula, actively involving teachers, researchers and students, establishing partnerships and promoting research applied to SDGs.
Social implications
The social relevance of the study lies in the emphasis on an SDG-centred culture, involving teaching, research, outreach, community engagement and governance practices.
Originality/value
The study’s uniqueness lies in identifying persistent challenges during the transition to an SDG-centred culture, necessitating multisectoral collaboration and educational programmes that integrate sustainability principles into the strategy of HEIs.