Sustainable development is acquiring high attendance in higher education. In fact, one of the targets for the Sustainable Development Goals announced by the United Nations in September 2015 aims to ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, thorough education on sustainable development. The current study focuses on the evaluation of individual works based on the sustainable development suggested to students in a subject of the Master’s of Thermal Engineering at the University of Vigo. In addition, a sustainable holistic rubric is presented, which was used to analyze the ability of the students to incorporate sustainability principles in their work. The rubric was based on the 17 Sustainable Development Goals and the associated targets of the United Nations, more specifically on the Goals 7, 8, 12, and 13. A total of 10 works were evaluated. As a general conclusion, it was found that the students generally do not consider or consider to a lower extent the economic criteria opposite to the environmental, technical, and social dimensions. The environmental sub-criterion were applied to a greater extent in the development of the works. However, the technical and social dimensions were included to a greater or lesser extent depending on the type of work developed.

Previous meta‐analyses of the relationship between phonological awareness (PA) and reading have been conducted mostly in children who speak English, a language with an opaque writing system. In this study, we present a meta‐analysis that examined mean correlations between three PA tasks testing phonemic, syllabic, and intrasyllabic awareness and three reading tasks testing word reading, nonword reading, and reading comprehension in Spanish, a language with a near‐transparent writing system. A random‐effects model of 47 articles (N = 7,956) was used for a multiple correlation study that showed a significantly moderate correlation between some of the PA subcategories and the reading tasks in Spanish‐speaking children. The largest correlation values were found between syllabic awareness and reading, which highlights the importance of syllable recognition during reading acquisition. In addition, we found that intrasyllabic awareness also plays an important role in reading in Spanish. The findings are discussed from a cross‐linguistic perspective.

Given the interest in the study of metadiscourse as the communication of ideas and the way people use language in different communicative situations, this paper attempted to find the degree of confluence between metadiscourse markers from different studies and to show how patterns of metadiscourse analysis based on various written genres can be applied to a wider range. The mean values for the frequency of marker use and their respective deviations were determined by comparing a significant number of studies on metadiscourse elements. To ensure comparability, those following Hyland’s model were chosen. The units of analysis were grouped into two broad categories based on discursive characteristics: Academic genres (research articles, theses, and textbooks) and non-academic genres, which included documents ranging from newspaper editorials or opinion columns to Internet texts and other forms of digital communication. The results of our study highlight that the disparity in interactive markers between academic and non-academic texts is relatively small. This difference has been identified by previous studies, and it is confirmed herein that the difference may be related to the use of academic language, the topic, or the object of study. In contrast, the mean values of the interactive markers in non-academic texts are considerably higher than those in academic texts. At the same time, the texts seem to be organised along two axes (interactional and interactive) in distinct areas. Despite our initial assumptions that the data would be subject to individual variations, that differences would be found between different sections of the same genre within the same academic discipline, and that the results would vary if certain texts were added or excluded, we observed certain trends in the behaviour of the documents, although it prevailed that, within each category, the texts should be studied individually.