The COVID-19 pandemic has caused severe disturbances in the work of hundreds of millions of people around the world. One of the groups affected is the academic staff at higher education institutions, whose original business model, i.e., presence teaching, suddenly changed to online learning. This has, in turn, exacerbated pre-existing problems such as shortage of time, busy schedules, and challenges to a work-life balance. Since academic staff plays a key role in respect of teaching and research, often acting as leaders in their fields, it is important to reflect on the influences of the lockdowns on their work routines. In order to address this research need, this paper reports on a study that examined the impacts of the lockdowns on the work of academic staff at universities. Using a bibliometric analysis and investigation of a set of case studies, the study sheds light on the difficulties encountered and the means deployed to address them. Our study did not identify a one-size-fits-all response to manage the manifold changes brought on HEIs by the COVID-19 pandemic. Selected arising priorities include creating a culture of educational resilience through a container of complementary measures.

For decades, sustainability researchers have tenaciously insisted on transforming higher education institutions into more sustainable and inclusive campuses. Yet, as the 2030 agenda seems unlikely to be achieved, universities are struggling to meet the fourth Sustainable Development Goal (SDG 4) before the 2030 deadline. In addition, the post-COVID-19 era demands quality and inclusive education that entails care for students experiencing high stress levels. So far, most of the significant achievements are within the environmental or economic dimensions of sustainable development, but strengthening the social dimension is still one pending task. The importance of happiness to sustainability initiatives on campus, and beyond, deserves further research. To this end, this article offers insights into incorporating the sustainability–happiness nexus into sustainable universities to enhance the social dimension of sustainability. COVID-19 reminds sustainability academics and stakeholders that teaching technical and scientific knowledge is necessary to become more sustainable. Still, it is not sufficient to achieve the goals in the 2030 agenda. Providing inclusive and sustainable quality education will be reached when more sustainable universities consider happiness the ultimate goal of human development.

In 2015, the United Nations defined sustainable industrialization as one of 17 sustainable development goals. In this article, an analysis is performed to assess the opportunities for ergonomics to contribute toward sustainability in the manufacturing industry. To that effect, a case study was carried out in a maquiladora of electronic components in the northwestern region of Mexico. The investigation was developed in four stages: (a) diagnosis; (b) planning; (c) implementations; (d) verification of results. Barriers found during each stage are presented. Finally, a discussion of the obtained results is provided, and areas of opportunity for programs or actions to prevent health risks are identified.

Electronic waste (e-waste) has become an increasingly pressing problem worldwide because of the increase in the volume of waste, without a corresponding increase in the recycling rate. E-waste recycling models show a low percentage of reuse, at around 17.4% in the world, 11% in Latin America, and 3% in São Paulo City, Brazil. The sources of conflicts relating to e-waste recycling networks are diverse, including asymmetries of objectives, knowledge, ethical values, and culture of sustainability, which indicates the need for a system of regulatory mechanisms. The article’s main proposition is that constructed governance, which is a collective process involving many actors, could be an alternative to e-waste recycling management. The city of São Paulo was chosen to be analyzed. Using an abductive methodology, the data analysis shows a fragmented network, with conflicts of interest among commercial and sustainability objectives, an absence of legal knowledge, and increases in the incorrect disposal of waste. However, initiatives in small groups in Brazil, which can be considered as examples of constructed governance, show a better volume of waste and the transportation of waste material to the right destination. The authors argue that constructed governance could be an efficient tool for e-waste recycling management systems. Besides, the article offers a matrix of indicators that can be used by both researchers and recycling managers.