Education for Sustainable Development (ESD) is a global initiative towards transforming education for sustainability. The integration of SD into the education portfolio is considered to be an important approach that ensures strategic alignment of higher education with SDGs. A document review was used to identify and discuss the difference between transmissive and transformative education in relation to SDGs and in the context of Somali education. In this trajectory, it is expected that the concept of ‘‘transformative education is likely to become more common to meet the emerging social, economic and environmental issues, yet practical challenges remain in Somaliland HE sector. The roadmap towards addressing transformative education for sustainability is not included in the Somaliland national portfolios; particularly ESD has not been presented. In this regard, this paper proposed a generic framework that spotlights the integration of HEIs and the national development goals (NDGs) in Somaliland. Meanwhile, developed and developing countries are prioritizing structural transformation in their HEIs that are tailored to national and regional development programs. Consistent with the Rio + 20 outcomes, the authors analyzed the concept of the ‘‘sustainable university’’ and identified the fact that it is practically divided into three interrelated and complementary categories, namely social-, environmental-, and economic-oriented university in pursuit of actualizing SD. The paper recommends major reforms in the education sector including availing investment portfolios for R&D, renovation of education goals and transforming universities for sustainability

Developing sustainability competences is an important endeavor for education, as competence development can be complex and requires appropriate approaches. In the case of preparing future educators, this becomes even more important, because of their multiplier role. The current study presents how a project, based on living-lab methodology, helped preservice preschool teachers, attending a course on sustainability issues, develop sustainability-specific professional action competence. Students collaborated with an organization and a school and were trained to deliver to 6-year-old pupils, activities concerning the protection of sea turtles. The process included reflection, based on a given template. After the intervention, the preservice preschool teachers reflected upon their role and professional performance and discussed how they, benefited from this project. They further analyzed through a group interview, how the Living Lab methodology raised their professional confidence and self-efficacy, and helped them develop content knowledge, pedagogical content knowledge, and a sense of purpose and motivation for teaching about sustainability. Outcomes indicate that participants felt confident and efficacious to teach about sustainability, and developed their content knowledge, pedagogy content knowledge, motivation, and volition due to a strong sense of purpose and responsibility. The overall process facilitated the development of critical thinking, systemic thinking, reflection, and collaboration..

Education is expected to support the development of a more sustainable way of thinking, working, and living. Although there is a broad range of literature on Education for Sustainable development (ESD), the role of principals in the implementation of sustainability and ESD in schools has rarely been taken into consideration. However, based on the results of school effectiveness research, one can assume that school principals exert a significant influence on ESD. Sustainability is a leadership issue. When a school aims at integrating sustainability and ESD, the principal plays a pivotal role. She or he has to support the endeavor wholeheartedly and credibly, organize a participative process of school development, push ahead sustainability and ESD in the daily life of the school, support teaching staff in the application of ESD, involve students and offer them opportunities to launch their own initiatives. This article seeks to support principals in leading their schools towards sustainability. Four stages of the integration of Sustainability and ESD in a school are defined. For each of these stages, a number of actions and management strategies are suggested and explained in detail.

Ariel (Atmospheric Remote-sensing Infrared Exoplanet Large-survey) is the ESA Cosmic Vision M4 mission, selected in March 2018 and officially adopted in November 2020 whose launch is sched-uled by 2029. It aims at characterizing the atmospheres of hundreds of exoplanets orbiting nearby stars by low-resolution primary and secondary transit spectroscopy. The Ariel spacecraft's opera-tional orbit is baselined as a large amplitude, eclipse-free halo orbit around the second Lagrangian (L2) point, a virtual point located at about 1.5 million km from the Earth in anti-Sun direction, as it offers the possibility of long uninterrupted observations in a fairly stable radiative and ther-mo-mechanical environment. A direct escape injection with a single passage through the Van Allen radiation belts is foreseen. During both the injection trajectory and the final orbit around L2, Ariel will be immersed in and interact with Sun radiation and the plasma environment. These interac-tions usually result in the accumulation of net electrostatic charge on the external surfaces of the spacecraft, leading to a potentially hazardous configuration for the nominal operation and sur-vivability of the Ariel platform and its payload, as it may induce harmful electrostatic discharges (ESDs). This work presents the latest results collected from surface charging analyses conducted using the SPIS tool of the European SPINE community along the GEO insertion orbit segment and operational orbit.

This paper discusses a MEMS switch that can be fabricated using low temperature (<100^oC) deposition and patterning techniques suitable for the back-end-of-the-line integration with CMOS. The resulting cross-bar switches can be used for electrostatic discharge protection, FPGA implementation, chip security assessment and lock-down, and circuit block power management. We discuss platinum and iron switch with turn-on voltages of ~ 1.8 V. In the case of the iron switches, we also show that they can be magnetized to have “memory” and stay on when turned on. Platinum switch cycling of up to 1000 times did not show any changes in their turn-on voltage and their contact resistance was unchanged. The 10-100 nm switch airgaps were formed using low temperature sputtered sacrificial polysilicon and XeF₂ etching. XeF₂ does not attack any of the metals used in CMOS enabling fabrication of cross-bar switches with any of these metals. Once activated, it takes ∿ 6 to mechanically turn on the switch that can be decreased to ~1 ns by optimizing the device structure. Interestingly, the nm-scale gaps can be used as spark gap as a fast plasma switch to discharge first followed by the activation of the MEMS switch.

This study explores innovation and sustainability within the Construction, Environment, and Territory (CAT) curriculum in Italian Upper Secondary Schools. It begins with an overview of Education for Sustainable Development (ESD) and its integration at various educational levels, focusing on technical/vocational curricula in Upper Secondary Education. The study examines the evolution of the technician's role, the CAT pathway in the Italian educational system, and comparisons with other European contexts. It analyzes the alignment between skills developed during the CAT course and the professional competencies required by the community and job market. A survey conducted among recent graduates and companies involved in the Pathways for Transversal Skills and Orientation (PCTO) at a CAT-focused school reveals significant training and professional needs related to Sustainable Development. To address these needs, the study proposes integrating ministerial programs in professional disciplines such as Topography, Building and Technological Systems Design, and Geopedology, Economics, and Appraisal, with new modules dedicated to Sustainable Development. These modules are to be integrated into the last three years of the course, utilizing the autonomy and flexibility in curricular planning per-mitted by current regulations. Additionally, the proposal includes actions to redistribute existing educational modules within ministerial programs without increasing teaching hours. An initial step in updating professional discipline programs involves implementing a cross-disciplinary educational path within Civic Education, focusing on Sustainable Mobility. The investigation, evaluation, and educational design process presented in this study aims to serve as a model for swiftly implementing structured curriculum reforms, emphasizing educational innovation and comprehensive student preparation to meet emerging social and professional needs.

This study investigates the landscape of public funding for Adult Education for Sustainable Development (AESD) in Slovenia, focusing on the distribution, types of funding, and their impact on accessibility and quality. Using a mixed methods approach to understand the distribution, types of funding, and their impacts on accessibility and quality. Data were collected through an online questionnaire completed by 59 organizations providing non-formal AESD, alongside semi-structured interviews conducted with 12 representatives. Key findings reveal a significant disparity between operational funding and that designated for AESD implementation, with non-governmental organizations (NGOs) emerging as the primary recipients of public funds. Notably, project-based funding predominates, raising concerns about the sustainability of AESD programs due to its typically time-limited nature. Public funding is essential for ensuring program accessibility and quality, as it enables organizations to hire experts and enhance curricula. However, the reliance on project-based grants creates instability, complicating long-term planning and program effectiveness. The study underscores the need for systematic and continuous funding strategies to support AESD, highlighting the importance of a cross-sectoral approach to policymaking. Overall, the research elucidates the intricate relationship between funding distribution, program effectiveness, and the advancement of sustainable development education.

Policy initiatives by the United Nations and EU institutions have emphasized the need for higher education institutions (HEIs) to fulfill a significant role in the green transition, and that they tend to fall short of the achievement of this objective. Multiple studies indicate that HEIs assign high importance to the integration of environmental sustainability on a strategic level but generally lack dedicated policies of integration in operational aspects. This paper analyzes the state of the art on research on HEI sustainability and maps institutional sustainability self-assessment models, tools, and guidelines. The mapping was conducted in four prominent research areas: 1) sustainability integration in educational activities, pedagogical perspectives, and systemic transformations; 2) benchmarking sustainability of organizational transformation and operational op-timization, and links between developmental priorities and educational settings; 3) whole-system approaches focusing on the design and implementation of whole-institution sustainability plans; and, 4) HEI sustainability culture and operations. Best practices were selected on criteria of 1) the effectiveness of self-assessment models, tools, and guidelines in each respective research area; 2) the degree of integration of systems thinking and/or modelling; and 3) the incorporation of qualitative indicators for stakeholder engagement.

AI-driven tools can identify nursing students' strengths and weaknesses, thus enabling the development of customized learning plans that target specific areas for improvement. This targeted approach can enhance knowledge retention and skill development, resulting in better prepared healthcare professionals. Nursing students are required to overcome their own psychological stress during their internship in order to understand sick children’s emotional reactions, as well as to be able to interact and communicate with such children. The application of AI picture-based teaching e-books helps nursing students to understand how to use therapeutic games to improve communication with sick children. A comparison of the differences between nursing teachers’ self-efficacy scores and nursing students’ application of AI picture-based teaching e-books (experimental group) and narrative handouts (control group) was achieved via therapeutic games to deal with sick children’s fear of medical examinations and treatments. In addition, a comparison was also conducted on the differences between the impact of the self-efficacy of the experimental group and that of the control group in dealing with sick children’s behavioral responses with respect to fears of medical examinations and treatments. This study is a quasi-experimental study, in which the self-efficacy scores of 30 nursing students were collected and analyzed in both the experimental group and the control group before and after intervention in dealing with sick children’s behavioral responses to fears of medical examinations and treatments. It was found that the self-efficacy score of the experimental group was higher than that of the control group (β coefficient is 0.356) when assessing the self-efficacy scores and behavior of the experimental and control groups in dealing with sick children’s fears of medical examinations and treatments through one-way analysis of covariance (one-way ANCOVA), moreover, a statistically significant difference (p < 0.05) was observed. The experimental group’s score of behavioral responses to the fears of sick children to examinations and treatments was lower than that of the control group (β coefficient was -1.540), wherein a statistically significant difference (p < 0.05) was shown. The self-efficacy of the experimental group in dealing with sick children’s fears of medical examinations and treatments had a statistically significant impact on the sick children’s behavioral responses to the fear of medical examinations and treatments (p < 0.05). In addition, the higher the self-efficacy scores of the experimental group in dealing with sick children’s fear of medical examinations and treatments, the lower the sick children’s behavioral responses to fears of medical examinations and treatments (the β coefficient was -0.914), the control group’s self-efficacy scores in dealing with sick children’s fears of medical examinations and treatments did not have a statistically significant impact on the sick children’s behavioral responses to fears of medical examinations and treatments (p > 0.05). This study proves that the application of AI picture-based teaching e-books by nursing teachers is more effective than narrative handouts in improving nursing students’ self-efficacy when using therapeutic games to deal with, as well as reduce, sick children’s fears of medical examinations and treatments.