Purpose In education concerning environmental issues, there are two predominant currents in the world, environmental education (EE) and education for sustainable development (ESD). ESD is the formal commitment and therefore promoted by the United Nations, to ensure that countries achieve sustainable development. In contrast, EE was the first educational trend with an environmental protection approach. The purpose of this systematic review that seeks to show whether the migration from EE to ESD is being effective and welcomed by researchers and especially by universities is presented. With the above, a global panorama can be provided, where the regions that choose each model can be identified. In the same sense, it was sought to determine which of the two currents is more accepted within engineering education. Design/methodology/approach The review followed the preferred reporting items for systematic reviews and meta-analyzes parameters for systematic reviews. In total, 198 papers indexed in Scopus, Science Direct, ERIC and Scielo were analyzed. With the results, the advancement of ESD and the state of the EE by regions in the world were identified. Findings It was possible to categorize the geographical regions that host either of the two EE or ESD currents. It is important to note that ESD has gained more strength from the decade of ESD proposed by the United Nations Educational, Scientific and Cultural Organization. For its part, EE has greater historical roots in some regions of the planet. In turn, there is evidence of a limited number of publications on the design and revision of study plans in engineering. Originality/value Through this systematic literature review, the regions of the world that are clinging to EE and those that have taken the path of ESD could be distinguished. Moreover, specific cases in engineering where ESD has been involved were noted.

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Traceability and monitoring of industrial processes are becoming more important to assure the value of final products. Blockchain technology emerged as part of a movement linked to criptocurrencies and the Internet of Things, providing nice-to-have features such as traceability, authenticity and security to sectors willing to use this technology. In the retail industry, blockchain offers users the possibility to monitor details about time and place of elaboration, the origin of raw materials, the quality of materials involved in the manufacturing processes, information on the people or companies that work on it, etc. It allows to control and monitor textile articles, from their production or importing initial steps, up to their acquisition by the end consumer, using the blockchain as a means of tracking and identification during the whole process. This technology can also be used by the apparel industry in general and, more specifically, for ready-to-wear clothing, for tracing suppliers and customers along the entire logistics chain. The goal of this paper is to introduce the more recent traceability schemes for the apparel industry together with the proposal of a framework for ready-to-wear clothing which allows to ensure the transparency in the supply chain, clothing authenticity, reliability and integrity, and validity of the retail final products, and of the elements that compose the whole supply chain. In order to illustrate the proposal, a case study on a women’s shirt from an apparel and fashion company, where a private and open blockchain is used for tracing the product, is included. Blockchain actors are proposed for each product stage.

Environmental education (EE) has become the only tool for environmental sustainability in training processes in Colombia, for basic cycles in primary and secondary, as well as university education. EE tends to transform human actions in nature, based on multidisciplinary knowledge that supports decision-making. Its goal is to generate a change in social behavior in order to achieve the recovery, conservation, and preservation of the environment. In Colombia, education for sustainable development (ESD) is embedded in EE. These educational models (EE and ESD) seek to achieve sustainable development goals (SDGs), which generally seek the economic and social well-being of nations, both for current and future generations. Environmental engineering is a relatively new degree course in Colombia and Latin America since it appeared in the mid-nineties, and it must involve EE within its curriculum. Students are trained in this trend. This research intends to demonstrate, through a curricular review of the environmental engineering curricula and also surveying students from this degree, the level of inclusion of EE in Latin America. Strengths are identified in the curricula, such as the strong presence of EE in disciplinary subjects and opportunities for improvement based on the needs of the students. The situation in South America is also included in this study.