Challenges in management and Knowledge Organization of documental heritage: key factors in the methodology of diligent search for orphan works

Educating for the sustainable development goals through service-learning: University students’ perspectives about the competences developed

“…(2021), Cavicchi (2021), Chofré et al (2021), the role that higher education institutions can play in this process has been emphasized which has resulted in an increase in programs focused on sustainable development among university students. However, knowledge about the SDGs is still low among students (Arquero-Avilés et al, 2020;Chofré et al, 2021). Despite the various studies showing the effectiveness of SL, González-Alonso et al ( 2022) warned about the need and relevance of further research on the SDGs based on SL experiences, because there are still few studies that relate SL to the promotion of students' sustainable development.…”

“…Universities are key institutions expected to intentionally promote the achievement of the SDGs of the 2030 Agenda (Arquero-Avilés et al, 2020), and they can play a highly important role in the transition to a sustainable society (Aramburuzabala et al, 2015;Osman et al, 2017;Finnveden et al, 2019;Wilhelm et al, 2019;Lim et al, 2022), because universities train the next generations of professionals who will make social, ecological, and economic decisions and hence require the values and attitudes needed for people to become responsible global citizens capable of respecting human rights, gender equality, and environmental sustainability (Osman et al, 2017). Therefore, higher education institutions are responsible for creating the necessary conditions for the sustainable development of students, particularly through the development of skills, knowledge, attitudes, and values that enable them to deal with climate change, loss of biodiversity, global overpopulation, poverty, social inequalities, cultural diversity, and peace and human security (Aramburuzabala et al, 2015;Wu and Shen, 2016).…”

“…Therefore, higher education institutions are responsible for creating the necessary conditions for the sustainable development of students, particularly through the development of skills, knowledge, attitudes, and values that enable them to deal with climate change, loss of biodiversity, global overpopulation, poverty, social inequalities, cultural diversity, and peace and human security (Aramburuzabala et al, 2015;Wu and Shen, 2016). However, integrating sustainability into higher education constitutes a challenge for universities (Brower, 2011;Arquero-Avilés et al, 2020;Leal Filho et al, 2021), as it implies changes in the teaching practices (Wu and Shen, 2016;Cebrián et al, 2021), empowering students to become change agents (Cavicchi, 2021;Jamison and Madden, 2021), approaching problems holistically and systematically (Pauw et al, 2015;Osman et al, 2017;Gobbo et al, 2021).…”