Background The implementation of the Sustainable Development Goals (SDGs) requires much planning and the provision of resources, especially regarding the necessary investments, technologies and infrastructures needed. Yet, it is presently unclear how available these elements are, what gaps exist, what changes have taken place in terms of their availability since the adoption of the SDGs and what their requirements will be in the future. The knowledge gap has become even more concerning because of the impact of the COVID-19 pandemic. Using a bibliometric analysis, an assessment of the global progress of SDG implementation and requirements, identifying challenges through the development of a matrix, and a set of 11 case studies to triangulate the holistic analysis, an assessment of the global progress of the SDGs implementation and the impact of the COVID-19 pandemic on this process was carried out. Results The findings suggest that the scope and width of resources limitation are currently undermining the implementation of the SDGs. Apart from the fact that the pace of progress has been insufficient, the potential of the SDGs in pursuing sustainability and improving life quality is not fully realised. This trend suggests that a substantial acceleration of the efforts is needed, especially for the five SDGs whose progress since 2015 has not been optimal, namely SDG2, SDG11, SDG13, SDG15, and SDG16, while SDG3, SDG7, SDG9, SDG14, and SDG17 show signs of progress. The case studies showed that different industries have dissimilar effects on achieving the SDGs, with the food sector correlating with 15 SDGs, as opposed to the energy sector correlating with 6 SDGs. Accordingly, the priority level assessment in terms of achieving the SDGs, points to the need to further advance the above-mentioned five SDGs, i.e., 2, 11, 13, 15 and 16. Conclusions This study fills in a knowledge gap in respect of the current need for and availability of investments, new technologies, and infrastructures to allow countries to pursue the SDGs. It is suggested that this availability is rather limited in specific contexts. In respect of the needs to be addressed, these include resource-related constraints, limited technologies and infrastructures, affecting SDG2, SDG11, SDG13, SDG15, and SDG16, whose progress needs to be enhanced. Since the global progress in the process of implementation of the SDGs depends directly and indirectly on addressing the resource gaps, it is suggested that this topic be further investigated, so that the present imbalances in the three dimensions of sustainable development: the economic, social and environmental, be adequately addressed.

Many industrialised countries have benefited from the advent of twenty-first century technologies, especially automation, that have fundamentally changed manufacturing and industrial production processes. The next step in the evolution of automation is the development of artificial intelligence (AI), i.e. intelligence which is demonstrated by machines and systems, which cannot only perform tasks but also work synergistically with humans and nature. Intelligent systems that can see, analyse situations and respond sensitively to real-time cues, from human gestures and facial expressions to pedestrians crossing a busy street, will reshape transportation, precision agriculture, biodiversity conservation, environmental modelling, public health, construction and manufacturing, as well as initiatives designed to promote prosperity on Earth. This paper explores the connections between AI systems and sustainable development (SD) research. By means of a literature review, world survey, and case studies, ways in which AI can support research on SD and, inter alia, contribute to a more sustainable and equitable world, are identified.

No abstract

Rivers are important ecosystems, vital to the livelihoods of hundreds of millions of humans and other species. Despite their environmental, social, and economic importance, current use of rivers is unsustainable, due to a combination of solid waste and high levels of pollutants. Plastic materials are among the most predominant of such pollutants. Based on the need for additional research in this area, this study examines pressures put to rivers and explores trends related to riverine plastic pollution, with a focus on Asia. Apart from the bibliometric analysis, and relying on the collected information, examples describing the drivers of riverine plastic pollution in a sample of Asian countries are described, outlining the specific problem and its scope. Among some of the results obtained from it, mention can be made to the fact that much of the literature focuses on plastic pollution as a whole and less on one of its most significant ramifications, namely microplastics. Additionally, there is a need related to data availability on riverine plastic data and improving the understanding of transport mechanisms in relation to riverine plastic emission into the ocean. The results from this study illustrate the significance of the problems posed by plastic waste to Asian rivers and point out the fact that there are still significant gaps in respect of regulations and standards, which prevent improvements that are highlighted in this study. Based on the results of this bibliometric assessment, specific measures via which levels of riverine plastic pollution may be reduced are presented, bringing relevant new insights on this topic beyond the existing reviews.

Both multimedia applications and computer networks are well known, excellent tools for foreign language learning. However, networked multimedia--the ideal combination of both tools--is relatively new and potentially troublesome to many language professionals. Some institutions have started to experiment with a combination of multimedia and networks, and it is helpful to explore uses, problems, and solutions of networked multimedia for foreign language learning. This article presents information on the importance (and difficulties) of setting up networked multimedia environments for language education and discusses some possible solutions for the strategic transition to this new instructional format.