Purpose This study aims to assess future teachers’ beliefs in their capabilities for sustainable gender equality (GE) practice after graduation and to analyze differences across degree and sex using a self-efficacy scale specifically designed and validated for this study. Design/methodology/approach A survey was administered to three cohorts of undergraduate and graduate student teachers at the University of Alicante, Spain. Using a convenience sample that represented the three teacher majors in early childhood, elementary and secondary education, 610 students were asked to rate their confidence in gender knowledge, skills and awareness using a six-point Likert scale. Findings Upon graduation, teachers reported unrealistic perceptions of their ability to practice a sustainable GE. The level of self-efficacy was found moderate in the three teacher cohorts with no statistically significant differences across degrees in any of the three efficacy components but gender attitudes were rated significantly higher by female students. Originality/value This study provides a reliable and valid instrument specifically helpful for guiding the education for the sustainable development (SD) of GE in instructional settings. Because there is no systemic approach to teaching sustainability nor valid and reliable instruments to assess gender competence for practicing a gender pedagogy, this tool will hopefully provide teacher education institutions a conceptual and practical framework on how GE can successfully be mainstreamed into the curriculum. Infusing SD of GE in curricula and assessing interventions as a habitual practice could be useful to monitor sustainability performance over time and assess contributions to SDG5.

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"Various organizations and institutions have supported in recent years the importance of achieving an improvement in the participation in society of people with disabilities through their access to employment. Despite the development of international conventions and specific action plans, people with disabilities continue to encounter barriers to their labour inclusion. The present study aimed to examine scientific production in the field of inclusive employment of people with disabilities from a bibliometric perspective. The sample of 127 documents on this subject was obtained from the core collection of Web of Science (WoS). Data analysis was performed using the bibliometric analysis tools available in WoS. The results indicate a progressive increase in the number of publications. However, the studies are still insufficient in order to be able to include an exhaustive knowledge of the conditions that make it difficult for these people to access employment, due to the wide range of types of disability and the variability of the characteristics of the people who present it. This being a preliminary study, it is advisable to continue with the bibliometric analysis of the data in order to achieve a better perspective of what has been published so far."

"Unlike other training models, supported employment promotes training and adjustment to the job in the workplace itself. Supported employment is considered one of the most appropriate strategies to promote labour inclusion in ordinary companies, especially in the case of people with intellectual disabilities. Likewise, it favours the supply of supports of varying degrees of intensity in a longitudinal manner, as well as the establishment of natural supports among other co-workers. The objective of this study was to examine the scientific production on supported employment of people with disabilities through a bibliometric analysis. The sample of 717 documents on this subject was obtained from the core collection of the Web of Science (WoS). Data analysis was performed using the bibliometric tools available at the WoS website. The results indicate a great interest on this subject in the last decades, being reflected in a great scientific production. However, this seems to have partially slowed down since the economic crisis of 2008. This being a preliminary study, it is advisable to continue with the bibliometric analysis of the data in order to achieve a better perspective of what has been published so far."