The issue of sustainable development (SD) is increasingly present among the concerns of the international academic community. However, the depth of our unsustainable practices suggests that insufficient progress has been made to move from an unsustainable lifestyle to sustainable development. By sharing ideas, concepts, tools, experiences learned in different contexts, it is anticipated that we will all learn many things that will help us to help our academic communities and companies to develop the skills to make progress towards sustainable development. In response to increasing concerns of society about environmental degradation and increasing demands for a transition to a more sustainable society, the business companies are increasingly active in aligning their processes and services with a sustainability agenda. A good management of environmental services has now become the focus of many business strategies tending to the aspiration of ‘greening’ their infrastructures and product deliveries. The growing demand for "green" products has created major new markets in which visionary entrepreneurs reap the rewards of approaching sustainability. Hence, by adopting sustainable practices, companies can gain competitive advantage, increase market share and boost shareholder value. The sustainable university can be am model for the organizations that want to embark in the process of transition towards sustainability. This paper presents a model of the sustainable university and the steps that the management of such an organization should follow in order to transform their institution into a green one.

Active learning has received considerable attention over the past several years. Often presented or perceived as a radical change from traditional instruction, the topic frequently polarizes academic staff. Todays students are bombarded with plenty of information and are distracted by technology gadgets (such as smart phones) or suffer from attention deficit disorder [10]. Thus, academic staffs are challenged to capture students attention and to engage them in the didactic process. The paper presents two innovative teaching methods experimented in the seminaries of the Production Planning course that has been taught at the Faculty of Engineering of Lucian Blaga University of Sibiu and the impact of these methods on the students knowledge assimilation and academic performance. The proposed teaching methods, namely charades games and movie making activities, were implemented and evaluated. The research tools used for this study were: direct observation, comparative analysis of students academic performances, before and after the implementation of the methods, and course evaluation forms, filled in by the students. The experimented teaching methods were considered by the students both fun and challenging and were confirmed as promising pedagogies. Thus, we recommend that active learning techniques, such as charades games or movie making activities, be used in conjunction with traditional lecture formats in university courses. These activities show promise as active learning techniques which foster student interest, help students apply material to real world situations, and may be remembered by students well after the course ends.

Students’ language attitudes have long been considered important in the process of language learning, as they may impact academic achievement, and educators’ attitudes towards languages have also been studied for they may play a paramount role in shaping students’ attitudes. Hence, examining the development of teacher students’ language attitudes will help to better fine tune the specific teacher education programme. The aim of the present study was to analyse the development of primary teacher student attitudes towards English and to investigate the impact of personal, contextual and educational variables on those attitudes. This longitudinal study was carried out with 100 undergraduates enrolled in a degree programme in trilingual Primary Teacher Education. Our results show that self-perception of English competence level and specialist areas are the decisive variables. It was also revealed that these primary teacher students do not consider English a threat to their own identity. Furthermore, our findings suggest the need to go beyond students’ personal and contextual data to examine the particular educational context in greater depth, specifically, the language and educational policy being implemented, as both of these may impact students’ attitudes towards the target language.

La crisis provocada por la COVID-19 ha promovido que los entornos tanto online como híbridos adquieran un gran protagonismo en todas las etapas del sistema educativo. Este desafío ha suscitado la visibilización de retos relacionados con la competencia digital del profesorado en general y los conocimientos sobre el diseño tecnopedagógico en particular. Sin embargo, las percepciones del profesorado juegan un rol esencial en la respuesta de las instituciones a los nuevos retos. La investigación que se presenta en este artículo se enmarca en ese contexto y tiene como objetivo analizar las percepciones tanto de los docentes de la Facultad de Humanidades y Ciencias de la Educación de Mondragon Unibertsitatea (n= 24) como de los estudiantes de los Grados de Educación Primaria (n= 89) hacia el modelo híbrido implantado. Los resultados obtenidos de las encuestas diseñadas ad-hoc muestran que los participantes valoran la implementación del modelo híbrido de forma positiva. Sin embargo, se han identificado cuatro factores particulares del modelo híbrido que parecen influir en el proceso de enseñanza-aprendizaje: la narrativa, la integración de contextos, la sincronía y el feedback.

This research aims at examining the communicative acts (CA) performed by Grade 5 emergent trilingual pupils in the Basque Autonomous Community (BAC) in northern Spain when interacting in the English classroom. Likewise, it examines translanguaging practices when performing CA to analyze whether pupils deploy similar linguistic resources (LR) regardless of the CA they enact. Moreover, it investigates whether pupils from different sociolinguistic contexts behave similarly. Preliminary results suggest that Grade 5 pupils taking part in this study enact CA related to inviting elaboration or reasoning, expressing or inviting ideas, guiding direction of dialogue or activity, positioning and coordination, and showing understanding by using LR coming from different linguistic systems (mostly English and Basque) when interacting in the English classroom across sociolinguistic areas.