Aligning Strategy with Sustainable Development Goals (SDGs): Process Scoping Diagram for Entrepreneurial Higher Education Institutions (HEIs)

The rise of so-called emerging technologies is broadening the way in which students access information and in turn changing the way in which they can interact and the experiences to which they are exposed. Mobile devices are regarded as flexible tools that facilitate access to information in different formats and in any environment. For its part, Augmented Reality is a technique that, through mobile tools, can enhance the globalization of content and access to contextual information in various ways. Together, the globalization of mobile devices and Augmented Reality contribute to an inclusive, equitable, and quality education, as mentioned by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in goal four on Sustainable Development (Sustainable Development Goals 4 (SDG 4)). This article analyses the binomial Augmented Reality-mobile devices, and takes a conceptual approach to these technological environments, both the technique and the tool, in the context of quality education. To assess the potential of Augmented Reality-mobile devices as a methodological learning resource, a learning unit of Secondary Education is presented in the field of Technology, enriched with different materials related with Augmented Reality.

Section: Discussionmentioning

confidence: 99%

Augmented Reality and Mobile Devices: A Binominal Methodological Resource for Inclusive Education (SDG 4). An Example in Secondary Education

Velázquez

Méndez

2018

“…Their situation can be partially explained by a lower level of development before their accession to the European Union and afterwards, in 2006, by the impact of the financial crisis [39]. Growth in Romania is constrained by weak commitment to policy implementation, an unfavourable business environment and strong connections between politics and business, which often translates into corrupt behavior [40,41]. A similar problem with the level of corruption exists in Bulgaria [42].…”

Section: Discussionmentioning

confidence: 99%

Inclusive Growth in CEE Countries as a Determinant of Sustainable Development

Cichowicz

Rollnik-Sadowska

2018

Pursuant to the concept of inclusive growth, the authors analyze the transition economies of Central and Eastern European countries, which have become EU members (Bulgaria, Croatia, the Czech Republic, Estonia, Latvia, Lithuania, Hungary, Poland, Romania, Slovakia, and Slovenia). CEE countries characterized by comparable historic and economic backgrounds now seem to reach diversified stages of development. The objective of the study is to identify the level of inclusive growth among CEE countries by taking into account indicators assigned to its seven pillars. The article’s thesis is that CEE countries represent social and economic heterogeneity as well as varied levels of sustainable development. Research methods included the application of the principal components analysis and the multivariate analysis. For a literature review, the bibliometric analysis was conducted with the visualization prepared by the VOSviewer software. The main findings suggest that Estonia, Slovenia, and the Czech Republic seem to exhibit the highest level of inclusive growth while Bulgaria and Romania represent the lowest level of indicators measured.

“…Multiple actors are involved in the pursuit of the SDGs, consistently with the spirit of cooperation advocated in the SDG 17. Some authors [62,63] concentrate their studies on training institutions and how these are able to contribute more or less directly to the achievement of some goals. A goal directly related to educational institutions is certainly the SDG 4 [64], which aims to ensure a quality, fair and inclusive education and the possibility for everyone to achieve it.…”

Section: Sdgs's Stakeholdersmentioning

confidence: 99%

“…A goal directly related to educational institutions is certainly the SDG 4 [64], which aims to ensure a quality, fair and inclusive education and the possibility for everyone to achieve it. Some papers note that there is a lack of capacity for higher education institutions to integrate the principles and practices of SDGs into all the aspects of education and learning, which hinders the ability to act as an entrepreneurial university [62]. Others, after a comparative analysis between the keywords contained in the SDGs and those contained in the programs of the various faculties, investigate the possible link between education for sustainable development and SGDs [63].…”

Section: Sdgs's Stakeholdersmentioning

confidence: 99%

SDGs and Innovation in the Business Context Literature Review

Cordova¹,

Celone

2019

On 25 October 2015 the United Nations approved The 2030 Agenda for Sustainable Development and its 17 sustainable development goals (SDGs). It is an important event from different points of view: clear judgment was expressed on the unsustainability of current development models, not only on the environmental level, but also on the economic and social ones. The implementation of the agenda requires a strong involvement of all members of society, especially business. The article aims to provide a literature overview on the relationships between innovation and sustainable development objectives in the industrial context. SDGs are also analyzed in terms of stakeholders involved, reactions of companies and citizens and metrics recently proposed by researchers of PricewaterhouseCoopers (PWC). These preliminary results show that different stakeholders approach the SDGs differently, but also that the interest of companies toward SDGs is growing, confirming the considerations that emerged in literature. Furthermore, some SDGs appear to be more a prerequisite for achieving targets, than actual goals, while innovation has proven to be a driver for most SDGs.