The urgency for sustainable changes in product performance and around the processes of the different organizational areas highlights the potential of eco-innovation as a management strategy. However, this holistic approach to eco-innovation is still a challenge for businesses. In this sense, this research was structured on two central premises, which justify the central problem of the study. The first is that companies face organizational barriers to the implementation of eco-innovation in a holistic manner. The second is that companies face operational barriers to the implementation and global integration of eco-innovation, such as lack of models, methods, and support tools. This operational barrier mainly includes the lack of maturity approaches and prescriptive methods of eco-innovation evaluation. In order to overcome these barriers, this research proposes an Eco-innovation Maturity Model (Eco-Mi), a framework to support eco-innovation integration and evolution of organizational maturity. Based on a review of the literature, it was possible to develop a first version of the Eco-innovation Maturity Model, consisting of the eco-innovation maturity levels and a guide to eco-innovation practices. The model has been improved through expert evaluation with the use of the Delphi Method, which contributed to increase its validity and reliability. The results confirm the research hypothesis and, therefore, the validity of the Eco-Mi model as support for the integration and evolution of eco-innovation in organizations and as a reference for the field of knowledge.

To achieve the objectives of reversing ongoing social and environmental degradation, there is an urgent need to accelerate efforts towards more sustainable and regenerative socio-technical systems. The 17 Sustainable Development Goals (SDGs) of the United Nations’ (UN) ambitious 2030 Agenda still face significant challenges. This article explores the role of innovation in accelerating efforts, emphasizing its social and transformative aspects related to governance issues. The research method includes an initial analysis of UN reports on governance challenges. Then, some gaps related to operational aspects are identified in the SDGs’ framework, through a process-oriented view proposed by the authors. The research problem examined from this analysis is whether transformative social innovation (TSI) could help improve the operationalization of SDG indicators. A systematic literature review shows that there are no well-established guidelines to promote TSI in the SDGs’ framework. Based on the findings, this article suggests some targets and indicators linked to TSI to enhance the SDGs’ framework. This study has theoretical and practical implications for future research on leveraging the means of implementation of sustainable development policies.

Educação Criativa e Metodologias Ativas: Uma revisão sistemática da literatura

BACKGROUND: This article discusses expanded governance of territorial issues as the basis for a sustainable way of producing and commercializing, as well as the relevance of work analysis within this governance. This discussion is developed from the Functionality and Cooperation Economy approach and from Brazilian experiences of organic food production and community-based solid waste management. OBJECTIVE: To identify and analyze the relationship between territorial issues and work activities in initiatives that seek territorial solutions for food and waste management in order to reflect on a sustainable economic transition and its challenges. METHODS: This article presents a reflection, a posteriori, concerning the follow-up of two initiatives that seek a sustainable economy and that, facing territorial issues, adopted different economic strategies. The field of research, by which the intended reflections are guided, originated from two intervention projects conducted by two different research/intervention groups. RESULTS: Our study highlights how the central focus on the effects of work in a territory can support the development of reflexivity and, consequently, the production of transversal cooperation and the sharing of material and immaterial resources, thereby leading to multifunctional territorial solutions. CONCLUSION: This study presents how the co-construction of multifunctional territorial solutions, involving cooperation among different actors, can be developed by an analysis of the respective activities involved. This analysis confers centrality to real work in order to feed the governance devices and enable the development of relationships of trust, necessary for living and producing in harmony, along with the construction of conventions and dynamic cooperation.

Service design is a pivotal component of innovation, which intersects resources, people, and processes in its practices. It has provided valuable improvement to companies' business but has also delivered some divergences because some business models are only sometimes aligned with the company's service. Functional and Cooperative Economy (FCE) is an economic model in which its approach can offer service design a new frame for action-oriented activity, promoting spaces to explore creativity, value cocreation and reflexivity. Creativity helps people materialize ideas to create new goods or services. Value cocreation is a dialogic process to create shared value, reinforcing collective resources. Moreover, reflexivity allows people to modify their thoughts, feelings and actions based on their experiences. In the spirit of the innovation service, we address these three dimensions by linking an economic benchmark and promoting an enhanced service design through personal and professional development in the face of work experiences.

Este artigo aborda a integração de metodologias ativas de ensino e tecnologias emergentes, como a modelagem paramétrica e a impressão 3D, no contexto educacional. Explora a criação de um jogo educativo como ferramenta de ensino, integrando conceitos geométricos de maneira prática e visual. O estudo discute os benefícios e desafios da adoção dessas tecnologias, destacando a necessidade de formação continuada para educadores e a integração curricular. Conclui-se que a impressão 3D pode enriquecer a educação, promovendo o engajamento e a compreensão dos alunos, apesar dos desafios técnicos e financeiros.