Corporate social responsibility (CSR) has been the subject of extensive research, especially during the past two decades; however, few academic studies investigated the relationship between CSR and employee behaviour. This study reduces this gap by identifying the degree of association between CSR and the proenvironmental behaviour (PEB) of workers. These concepts were analysed among companies that are recognised as being socially responsible and others that are not; not enough empirical evidence was found to determine if these are positively affecting employee PEB in the Mexican context. The methodology was quantitative through questionnaires addressed to workers from renowned companies in Mexico, and analysed by using structural equation modelling (SEM) in AMOS software. Results showed that the CSR practices of the companies with a badge and the PEB of their workers are poorly related. The average of compliance with global CSR practices for companies that have a badge is less than or equal to that of those that do not. Conclusions indicate that CSR could occur only in declarative terms from the workers’ perception.

The teaching-learning process in higher education is undergoing a period of significant transformation, driven by the advent of innovative strategies and frameworks that are set to shape the future of education. Among these, gamification is particularly noteworthy as a key mechanism for cultivating competencies and digital culture among students. In the context of intensifying global digital competitiveness and the emergence of new technologies, it is imperative to focus on these evolving trends in order to enhance knowledge creation. This study offers a strategic overview of gamification tools, demonstrating their efficacy in developing training activities and evaluating competencies via the Teams platform. It emphasizes the integration of gamified online environments into the curriculum for courses such as Sustainable Development and Research Workshop II within the Computer Systems Engineering (CSE) program. The findings of this study present a list of tools that have been identified as having the potential to significantly enhance learning outcomes. 1. The following tools were identified as being particularly effective: Mentimeter, YouTube, Kahoot/Quizizz, Wordwall, History, and. Flipped Learning. Although the students demonstrated only a basic proficiency in the use of these technologies, they exhibited a notable level of engagement with game-based tools, videos, and storytelling. This resulted in a remarkable achievement rate of 71% in cognitive competencies across both groups. It is noteworthy that YouTube emerged as the most popular tool, generating substantial interest and learning impact. These findings highlight the imperative for higher education institutions to integrate gamified learning strategies into their pedagogical approaches. Such an approach enables the cultivation of essential competencies and a robust digital culture, thereby enhancing the quality and competitiveness of education in the context of an increasingly digital world.