Large language-model chatbots such as ChatGPT and DeepSeek are quickly gaining traction as an easy, first-stop tool for trip planning because they offer instant, conversational advice that once required sifting through multiple websites or guidebooks. Yet little is known about the biases that shape the destination suggestions these systems provide. This study conducts a controlled, persona-based audit of the two models, generating 6480 recommendations for 216 traveller profiles that vary by origin country, age, gender identity and trip theme. Six observable bias families (popularity, geographic, cultural, stereotype, demographic and reinforcement) are quantified using tourism rankings, Hofstede scores, a 150-term cliché lexicon and information-theoretic distance measures. Findings reveal measurable bias in every bias category. DeepSeek is more likely than ChatGPT to suggest off-list cities and recommends domestic travel more often, while both models still favour mainstream destinations. DeepSeek also points users toward culturally more distant destinations on all six Hofstede dimensions and employs a denser, superlative-heavy cliché register; ChatGPT shows wider lexical variety but remains strongly promotional. Demographic analysis uncovers moderate gender gaps and extreme divergence for non-binary personas, tempered by a “protective” tendency to guide non-binary travellers toward countries with higher LGBTQI acceptance. Reinforcement bias is minimal, with over 90 percent of follow-up suggestions being novel in both systems. These results confirm that unconstrained LLMs are not neutral filters but active amplifiers of structural imbalances. The paper proposes a public-interest re-ranking layer, hosted by a body such as UN Tourism, that balances exposure fairness, seasonality smoothing, low-carbon routing, cultural congruence, safety safeguards and stereotype penalties, transforming conversational AI from an opaque gatekeeper into a sustainability-oriented travel recommendation tool.

The development of existing technologies and the emergence of new technologies aiming at the total decarbonization of the buildings sector by 2050 requires and encourages upskilling and reskilling of existing professionals as well as the development of new subjects from higher education courses to be able to respond to the demands of these challenges. In responding to those challenges, the main objective of the research is to design, implement, and evaluate a novel, integrated, and transnational educational approach aimed at equipping professionals and students in the construction sector with the necessary skills to achieve sustainable and energy-efficient buildings. This study aligns with the European Union’s 2050 decarbonization goals by developing innovative methodologies that address the multidisciplinary challenges of sustainable building design, operation, and renovation. The proposed educational approach was developed in the framework of an Erasmus+ project entitled “Training for Sustainable and Healthy Building for 2050 (BUILD2050)”. Six higher education institutions from five European countries joined forces to create transversal skills in the building sector knowledge for emerging challenges through an integrated training composed of eight training courses for students and professionals of the construction area. In this work, the pedagogical approach used to develop the course contents, curricular development issues, technology, and infrastructure, as well as student support, the results obtained from the evaluation carried out after the pilot training of the eight training courses, and best practices and lessons learned, are presented and discussed. The courses’ learning objectives, the learning material, and the assessment activities were well-accomplished. However, based on the feedback of students and teachers, some improvements for future editions of the courses are required.

This study examines how small and medium-sized enterprises (SMEs) sequence their open innovation (OI) activities over the course of individual innovation projects. Moving beyond static firm-level analyses, we explore the dynamics of partner engagement and value capture in 106 European SMEs. Using a dataset of 500 OI activities—termed “OI moves”—we identify patterns that combine partner type and exploitation mode. By comparing more and less successful SMEs, we reveal that sequencing plays a critical role in innovation outcomes. Successful SMEs tend to engage R&D service providers early, prioritize internal exploitation initially, and later transition to co- and external exploitation. In contrast, less successful SMEs rely prematurely on external exploitation and fail to retain value from their innovation efforts. Our dynamic, journey-based approach advances the predominantly static treatment of OI in prior research by operationalizing OI as sequences of linked activities rather than isolated collaboration choices. This enables us to identify a limited set of recurrent pathways associated with successful outcomes, as well as distinct pathways that consistently lead to unsuccessful outcomes. We also highlight the underexplored role of exploitation modes in OI: not just which partners SMEs engage, but when and under which value-capture logic . The sequencing of internal, joint, and external exploitation emerges as a key differentiator between successful and less successful SME innovation strategies. For theory, the study contributes a dynamic process perspective to OI research, demonstrating that value capture is path-dependent and shaped by the temporal ordering of OI moves. For practice, the findings provide actionable guidance of steps for SMEs to follow in order to be successful with OI.

This paper presents the innovative key knowledge breakthroughs achieved as one of the results of the BUILD2050 Erasmus+ project, focused on its contribution to advancing climate-resilient building engineering education and practice. In a recent work, the new methodologies applied in the BUILD2050 initiative were presented. This work discusses the incorporation of new knowledge in the courses and dissemination for the sustainability of the trans-European training experience. The challenge faced by the European Union for 2050 is achieving climate neutrality and decarbonization across all economic sectors, including the significantly impactful construction sector. To achieve this objective, it is necessary to develop technologies in an integrated way, following a holistic approach appropriately adapted to climatic conditions, cultural contexts, and natural resource availability through circular economy methodologies. To this end, it is necessary to develop innovative training methods with multidisciplinary content, incorporating a transnational perspective and scope, enabling continuous updating through learning cycles. These study cycles could be shorter and more complementary, allowing greater flexibility in knowledge acquisition while also enabling the creation of specialized training programs similar to those currently available. The BUILD2050 project has developed a transformative educational framework comprising eight comprehensive “Pilot Training” courses to address the critical challenge of integrating sustainability and circularity concepts into educational curricula at all levels, building engineering training and professional development. Addressing this gap is essential for transforming the construction sector and achieving global climate goals. The results of the BUILD2050 project demonstrate the potential of structured, trans-European training experiences to enhance professional competencies and support the transition to climate-neutral construction. Moving forward, widespread adoption and continuous dissemination of these educational advancements will be vital in ensuring a sustainable built environment by 2050.

Management education remains problem-solving-centric, yet real-world management challenges are typically ill-defined. This creates a discrepancy between classroom learning and workplace needs. Fostering divergent thinking is crucial to address this discrepancy, and engaging students in case writing is an effective way to develop this skill. While early exposure to ambiguity is crucial for developing divergent thinking, using student case writing to foster this skill in first-year management students is underexplored in academic literature. To that end, the study explores the theoretical underpinnings of case writing as a pedagogical tool to foster divergent thinking. Data was collected using a mixed-methods approach from 646 students over a 5-year period across two universities. Results show that student case writing is effective across personality types, leading to a five-stage model grounded in the student experience. This model offers a theoretical framework to understand the mechanisms through which case writing fosters critical thinking. Positioning students as coconstructors of managerial meaning under ambiguity, it contributes to our understanding of how learning emerges through storytelling. Finally, practical implications are proposed for educators.