The disengagement of younger workers, particularly from Generations Y and Z, is a growing concern in contemporary organizational environments. This study analyzes the factors influencing disengagement and the organizational strategies that can reduce its impact. A literature review was conducted, covering studies published between 2014 and 2024, with the selection of publications based on relevance, indexing, and thematic alignment. The findings indicate that disengagement results from a combination of factors. Firstly, job demand factors were identified, such as the misalignment between well-being policies and employee needs, excessive workloads, the absence of remote work and flexible schedules, challenges associated with digitalization and new technologies, economic insecurity, job instability, and frequent organizational changes. Secondly, job resource factors were also highlighted, including inadequate leadership, ineffective communication, limited professional development opportunities, and poorly structured evaluation and reward systems. These findings align with the Job Demands-Resources (JD-R) Model. In addition, psychological factors were observed, namely, a lack of autonomy, experiences of injustice and inequality in the workplace, misalignment between personal values and organizational culture, and the presence of hostile or toxic environments, which correspond to the theoretical assumptions of the Self-Determination Theory (SDT).To address disengagement, organizations should implement organizational strategies, such as physical and mental well-being programs, encourage regular breaks, promote healthy lifestyle campaigns, provide psychological support, and create ergonomic work environments. Additionally, they should foster professional growth through continuous training, mentoring, and transparent recognition and reward systems. Organizational communication must be open and effective, ensuring transparency and active employee participation. The adoption of remote work policies and flexible schedules, along with investments in technology and collaboration tools, also helps maintain engagement. These strategies promote employee satisfaction, motivation, and organizational commitment among workers, particularly those from Generations Y and Z, so organizations must adapt to the evolving expectations of the workforce to prevent long-term negative effects, such as decreased productivity and higher turnover, compromising their competitiveness and sustainability.

Erasmus+ is an EU programme in the fields of education, training, youth and sport for the period 2014–2021 with a major impact at the international level. These areas are making important contributions to help address socioeconomic changes and the key challenges that Europe will face until the end of the decade as well as to support the implementation of the European policy agenda for growth, jobs, equity and social inclusion. The general objectives of the Erasmus+ Programme are intended to contribute to the overall achievement of the objectives of the Europe 2020 Strategy, among others related to sustainable development. Therefore, the main question is: “To which Sustainable Development Goals (SDG) do the Erasmus+ Programme and the mobility projects for higher education directly contribute to?” The answer to this question will allow us to start filling the knowledge gap at the borderline between SDG and Erasmus+. The purpose of this research is to identify, among the 17 SDGs, those that could be more relevant in the context of mobility projects in higher education within the Erasmus+ Programme and how these projects contribute to these identified SDGs. Through the analysis of the general objective of the Erasmus+ Programme, its most important characteristics and the objectives of Key Action 1 and mobility projects, we can conclude that, from the 2030 Agenda, the most relevant SDGs for the programme and for the action and mobility projects are 4 (quality education), 5 (gender equality) and 8 (decent work and economic growth).

Any element that enables higher education institutions (HEIs) to set themselves apart in a positive and superior way in terms of their performance would be advantageous given the competitive climate in which they operate. The Erasmus+ Programme provides HEIs with yet another option to become more competitive and to contribute to the Sustainable Development Goals (SDGs) via the improvement of educational quality (SDG 4), reducing inequalities (SDG 10), climate action (SDG 13), and peace and justice (SDG 16). The goal of this work was to explore the potential relationships and synergies between HE sustainability and Total Quality Management (TQM) issues through the SDGs. The methodological approach was concentrated on the qualitative study of academic papers on TQM, sustainability, and the SDGs in HE as well as on the analysis of Regulation (EU) 2021/817, which established Erasmus+. We concluded that TQM and sustainability have synergies related to the SDGs, and the Erasmus+ Programme can support the sustainability of HEIs by promoting these SDGs. Leadership; education and training; the participation of staff members; measurement, evaluation, and control; and other stakeholders are essential factors for the effective implementation of TQM and sustainability in HEIs.