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In this study, we analyze the development of key professional skills for sustainability (KPSS) in university students using serious games (SG) from a sustainability perspective. Sustainable Development Goals (SDGs) were set by the United Nations’ 2030 Agenda for Sustainable Development. Universities are strategic agents in the transformation process towards sustainability. Thus, universities should be committed to promoting such skills in their students through sustainable curricula by implementing active methodologies and using SG for that purpose. KPSS are essential for the development of future graduates. The aim of this study is to determine what KPSS have to be developed through the SG “The Island”, in order to improve the degree of satisfaction towards the incorporation of a sustainable curriculum among the students. The data were obtained using a questionnaire and then analyzed using linear regression models, with their inferences estimated through a goodness of fit test and ANOVA. The first results indicated that implementation of the SG promoted a strengthening of the students' sustainable curriculum through the development of related skills. It was concluded that the key to success in education for sustainable development is to improve the development of strategic thinking, collaborative thinking, and self-awareness, in addition to encouraging systemic, critical, and problem-solving thinking.

The university is a key agent in the process of transformation towards sustainability within the framework of the 2030 Agenda. This study aims to analyze the usefulness of the collaborative learning methodology through a serious game (SG) in the university environment to increase the level of knowledge and the importance given to the Sustainable Development Goals (SDGs) by students. Through ex ante and ex post questionnaires, the degree of variation in the knowledge acquired and importance given to the SDGs was measured. To compare the midrange of these two samples and determine whether differences existed, we applied the Student and Wilcoxon t-tests. The results indicate that the methodology used produced an improvement in knowledge about the SDGs. Therefore, it is concluded that the university should promote this type of workshop and SG activities to contribute to the achievement of the SDGs, both in the Bachelor’s Degree in Primary Education and in degrees of other disciplines. Moreover, we have encouraged active learning of the SDGs through collaborative workshops using the design thinking method and an SG called “The Island”, which, based on certain economic, social and environmental information, puts students in a position to govern resources to meet the needs of its population.

Sustainable Development Goals (SDGs) are a challenge that many public administrations face in promoting sustainable growth. Local governments, as the governmental tier closest to citizens, should deliberate upon strategies and actions attuned to achieving SDGs for the benefit of their communities. Through a comparative analysis of Italian and Spanish local governments, this research investigates the conditions that can support the achievement of SDGs. The results depict the political and financial levers that can stimulate politicians and policymakers in designing appropriate strategies and action plans towards the achievement of SDGs, while opening the path for further research that can support public administrations in their efforts at achieving sustainable growth. Points for practitioners Sustainable Development Goals (SDGs) are believed to play a vital role in our society. They represent the background of strategies and policies implemented at a local government level; accordingly, politicians and public managers are key actors in achieving SDGs. Our study shows that local governments tend to implement sustainable policies despite the political ideology; results also illustrate that governing in large coalitions could be a hindrance to implementing sustainable policies. Furthermore, favourable financial conditions support the achievement of SDGs.

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This article analyses the effect of political factors on privatisation reforms and considers the practical implications of such policy from a comparative point of view in Europe. According to a sample of 25 countries in 1995–2013, our findings suggest that privatisation reforms could be impeded by veto players, fragmentised governments and political competition. These reforms tend to be used less by politicians who have been in power for a long period of time and implemented at the start of an office term, except in the case of right-wing governments. Our findings support greater privatisation in concentrated conservative governments, especially when the next elections are about to be held.