Ha pasado casi una década desde que se firmara el histórico Acuerdo de París; un pacto vinculante que consiguió reunir a 195 países con un objetivo común: frenar el avance del cambio climático. Los signatarios se comprometieron a emprender las medidas necesarias para mantener la temperatura global de la Tierra por debajo de 1,5 ˚C respecto a los niveles preindustriales. Y, para ello, se perfiló necesario recortar las emisiones de dióxido de carbono (CO2) alrededor del 45% hasta 2030 respecto a las emisiones en 2019 como paso previo para alcanzar el net zero en 2050. Uno de los mayores desafíos a los que se ha enfrentado la humanidad.
El Pacto Verde Europeo es la estrategia de crecimiento de la UE. Establecido en 2019, consiste en un paquete de iniciativas políticas que sitúan a la UE en el camino hacia una transición ecológica, con el objetivo último de alcanzar la neutralidad climática para 2050.
Se trata de la contribución de la UE al Acuerdo de París, que la UE y todos sus países ratificaron y que fijó el objetivo de mantener el calentamiento global en un máximo de + 1,5 °C con respecto a los niveles preindustriales.
El Pacto Verde es la base para la transformación de la UE en una sociedad equitativa y próspera con una economía moderna y competitiva.
Climate change is the greatest global challenge of the 21st century. Although the history of our 4.6-billionyear-old planet has seen repeated climate fluctuations, there is no doubt that mankind is responsible for the largest share of current global warming as a result of carbon dioxide emissions. It is precisely the high speed at which climate change is progressing that poses an enormous problem. Neither flora and fauna nor humans can adapt that quickly to the changed environmental conditions. The destruction of animal and plant species, wars over water and other resources, famines and migratory flows are all areas of conflict which are mainly caused by climate change. Climate change is the topic of this century and thus also the decisive part of the future of today's pupils.
La Comisión Europea ha adoptado un nuevo paquete de propuestas para simplificar las normas de la UE e impulsar la competitividad y con el objetivo de liberar una capacidad de inversión adicional. Se trata de un gran paso adelante en la creación de un entorno empresarial más favorable para ayudar a las empresas de la UE a crecer, innovar y crear empleo de calidad.
The Sustainability Yearbook 2025 considered over 7,690 companies assessed in the 2024 Corporate Sustainability Assessment (CSA). This page provides the ranking of the 780 companies selected for this year’s Yearbook based on their S&P Global CSA Scores. Learn more about the Yearbook Selection Process. To allow users to quickly find results and industry information, all contents are now available directly on the Yearbook Rankings page. To narrow down the results, use the search tool to enter a company name, or use the different filter options. Each of the columns of the table can also be sorted alphabetically.
La sostenibilidad en la educación superior es cada vez más relevante, integrándose en la docencia e investigación universitaria. Las universidades forman profesionales conscientes del desarrollo sostenible, incorporando asignaturas y módulos específicos en sus planes de estudio. Estas iniciativas fomentan prácticas sostenibles y una mentalidad crítica. En investigación, las universidades lideran proyectos innovadores que abordan desafíos medioambientales y sociales, como energía renovable, gestión de residuos, conservación de la biodiversidad, cambio climático y las prácticas de buen gobierno corporativo. Así, la sostenibilidad se convierte en un componente clave de la agenda académica.
This study analyzes how 17 European university alliances from the first wave of the European Universities Initiative (2019) frame sustainability education in their mission statements. Using reflexive thematic analysis, three themes emerged: Student Agency, Driving Sustainable Change, and Navigating Global-Local Dynamics through Posthuman Bildung. The findings highlight how alliances align global sustainability goals, such as the SDGs, with local contexts, emphasizing collective responsibility, relational engagement, and ecological interconnectedness.This study analyzes how 17 European university alliances from the first wave of the European Universities Initiative (2019) frame sustainability education in their mission statements. Using reflexive thematic analysis, three themes emerged: Student Agency, Driving Sustainable Change, and Navigating Global-Local Dynamics through Posthuman Bildung. The findings highlight how alliances align global sustainability goals, such as the SDGs, with local contexts, emphasizing collective responsibility, relational engagement, and ecological interconnectedness. This research sheds light on the transformative role of alliances in advancing sustainability in higher education.
The report presents a range of statistics and facts about issues of sustainability in the technology industry. The study presents an overview chapter to then focus on IT and sustainability, cybersecurity and sustainability, refurbished consumer electronics, as well as on waste and emissions of major tech companies.
Digitalization is a core component of the green transition. Today’s focus is on quantifying and predicting the climate effects of digitalization through various life-cycle assessments and baseline scenario methodologies. Here we argue that this is a mistake. Most attempts at prediction are based on three implicit assumptions: (a) the digital carbon footprint can be quantified, (b) business-as-usual with episodic change leading to a new era of stability, and (c) investments in digitalization will be delivered within the cost, timeframe, and benefits described in their business cases. We problematize each assumption within the context of digitalization and argue that the digital carbon footprint is inherently unpredictable. We build on uncertainty literature to show that even if you cannot predict, you can still mitigate. On that basis, we propose to rethink practice on the digital carbon footprint from prediction to mitigation.
La sostenibilidad no solo abarca la protección del medio ambiente, sino también la equidad social y el desarrollo económico, formando un trípode esencial para el bienestar de las generaciones presentes y futuras. El objetivo de esta investigación es: Analizar estrategias efectivas para la integración de la sostenibilidad en los planes de estudio universitarios. El enfoque de esta investigación es cuantitativo, el instrumento principal de recolección de datos es una encuesta, aplicada a 30 docentes que imparten cursos en diferentes disciplinas. El análisis de datos incluirá varias técnicas estadísticas, utilizando el programa SPSS. El análisis de las tendencias muestra que aquellos docentes que están familiarizados con los conceptos básicos de sostenibilidad son más propensos a haber recibido capacitación en sostenibilidad. Sin embargo, hay un número significativo de docentes que, a pesar de estar familiarizados con los conceptos básicos, no han recibido educación formal. El valor del chi-cuadrado de Pearson es 31,848 con 16 grados de libertad y una significación asintótica (bilateral) de 0,010, lo que indica una relación significativa entre la familiaridad con los conceptos básicos de sostenibilidad y la recepción de formación sobre sostenibilidad entre los docentes encuestados. El desarrollo del pensamiento crítico y ético es crucial para formar profesionales capaces de tomar decisiones informadas y responsables en el ámbito de la sostenibilidad.
Discover which of the world's universities are leading the way in social and environmental sustainability with the QS World University Rankings: Sustainability 2025.
Using a methodology comprised of indicators designed to measure an institution's ability to tackle the world’s greatest environmental, social and governance (ESG) challenges, the QS Sustainability Rankings 2025 features nearly 1,800 universities from around the world. University of Toronto is the top university for sustainability in the world this year, ranking ahead of ETH Zurich in second place. University of California, Berkeley (UCB) is the top university in the US for sustainability, sharing third place globally with Lund University in Sweden.
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This research introduces an Artificial Intelligence-driven mobile application designed to help users calculate and reduce their Carbon Footprint (CFP). The proposed system employs an Intelligent Sustainable Behavior Tracking and Recommendation System, analyzing users' carbon emissions from daily activities and suggesting eco-friendly alternatives. It facilitates sustainability discussions through its chat community and educates users on sustainable practices via an intelligent chatbot powered by a sustainability knowledge base. To promote social engagement around sustainability, the application incorporates a competition and reward system. Additionally, it aggregates behavioral data to inform government sustainability policies and address challenges. Emphasizing individual responsibility, the proposed system stands out from other systems by offering a comprehensive solution that integrates recommendation, education, monitoring, and community engagement, contributing to the cultivation of sustainable communities. The results of a user study (n = 10) employing paired sample t-tests across the three dimensions of the Theory of Reasoned Action (TRA) revealed varying effects of using the application on attitudes, subjective norms, and behavioral intentions related to promoting sustainable human behavior. While the application did not yield significant changes in attitudes (t (9) = 1.7, p = 0.123), or behavioral intentions (t (9) = 0.6, p = 0.541), it did produce a significant increase in subjective norms (t (9) = 4.2, p = 0.002). This suggests that while attitudes towards using this application for sustainability and behavioral intentions remained relatively stable, there was a notable impact on the perception of social influence to engage in sustainable behavior through the use of the application attributed to the sustainability reward system.
The GreenComp community is the community of people and organisations building on the European sustainability competence framework to develop knowledge, skills and attitudes to live, work and act with empathy and care for the planet. It is a participatory community hosted by the Education for Climate Coalition, a flagship initiative of the European Education Area of the European Commission.
The community contributes to the European Commission’s follow-up of the Council Recommendation on learning for the green transition and sustainable development, in particular the provision on the European sustainability competence framework (GreenComp), supporting its dissemination and take-up. It seeks to do so by identifying needs and interests related to sustainability education and by upscaling, supporting and promoting co-created practices and materialsto help learners develop green competences under the umbrella of the Education for Climate Coalition.
This report presents a synthesis of the main actions conducted since the launch of the GreenComp community as well as community resources for community accountability. It can be clustered in the following categories: (1) positioning within the Education for Climate Coalition, (2) community management and facilitation of needs and interests, and (3) community outreach and events.
Promoting self-regulated learning (SRL) skills among teachers has emerged as a sustainable professional-learning approach, contributing not only to equip teachers with tools for lifelong learning and professional growth but also to the overall quality of the educational system. Recognising teachers as pivotal agents in this endeavour, this study addresses the under-researched area of promoting SRL skills during initial teacher education at higher education institutions. This study examines factors promoting key SRL strategies among 546 Catalan pre-service teachers. Controlling for students’ sociodemographic information, multiple regression analyses are used to make inferential judgments and test the separate effects of the independent variables. The findings emphasise the importance of maintaining a proactive attitude that does not preclude them from seeking help when needed, as well as equipping pre-service teachers with the ability to identify the required academic resources and to maintain their engagement and motivation for self-directed learning. Through rigorous analysis, this study not only provides valuable insights into the factors shaping SRL skills but also highlights the broader sustainability narrative within education. Moreover, the study advocates equipping pre-service teachers with the skills to identify necessary academic resources, promoting resource efficiency, and fostering a culture of continuous learning and adaptation.
This paper undertakes a comprehensive investigation into incorporating sustainability within higher education, aligning with the United Nations' Sustainable Development Goals (SDGs). Utilizing quantitative and qualitative research methods, our study delves into the status quo, methodologies, and impacts of sustainability education across a spectrum of international and local settings, with a specific lens on the United Arab Emirates. Our analysis spans various topics, from best practices in sustainability integration and educational frameworks to the influence of global initiatives like the Impact Ranking on promoting SDG-aligned transformations within academic institutions. Highlighting case studies from the UAE, we provide concrete evidence of successful sustainability strategies and interventions. These are juxtaposed with a global overview that uncovers the varying challenges and opportunities present in implementing sustainability education worldwide. Among our key findings is the essential role of interdisciplinary approaches and the critical need for active faculty involvement in fostering sustainability education. Drawing from a rich compilation of data and narratives, the paper presents a set of strategic recommendations designed to enhance the efficacy and reach of sustainability education. These recommendations are informed by the challenges observed and the success stories identified during our investigation. Ultimately, our research underscores the indispensable role that higher education plays in preparing future generations to navigate and address the complexities of sustainability challenges effectively.
Como empresa líder en el campo de la computación por inteligencia artificial (IA) y una de las más valiosas del mundo, Nvidia necesita una cantidad considerable de energía para su actividad. Según sus propias cifras, esta alcanzó un pico de unos 613 gigavatios-hora en 2024. En comparación con el año anterior, el consumo aumentó alrededor de un 23%, como ilustra el gráfico de Statista con datos del Informe de Sostenibilidad de Nvidia.
The seventh edition of the EU Blue Economy Report, presented in a fresh format, persists in thoroughly examining the scale and breadth of the Blue Economy within the European Union (EU). Its primary aim remains to offer guidance to policymakers and stakeholders in fostering the sustainable advancement of oceans and coastal resources, aligning closely with the principles of the European Green Deal (EGD). By providing economic insights, the Report also aims to inspire potential investors. This seventh edition of the Report focuses on a summarised data analysis, trends and drivers of the Blue Economy sectors. The analysis of the sectors Marine living and non-living resources, Marine renewable energy (offshore wind), Port activities, Shipbuilding and repair, Maritime transport and Coastal tourism is based on data collected by the European Commission from EU Member States and the European Statistical System. Specifically, fisheries and aquaculture data were collected under the EU Data Collection Framework (DCF); data for the other sectors are taken from Eurostat Structural Business Statistics (SBS), PRODCOM, National Accounts and tourism statistics. Along with these sectors, the reader can find relevant information on innovative Blue Economy sectors, namely Desalination and Blue biotechnology. These sectors offer significant potential for economic growth, sustainability transition, as well as employment creation. Comparable data are not yet fully available in the public domain, and therefore data presented in the Report for these sectors come from various sources. This year’s Report also includes special sections on Energy Transition and Climate Change in the EU Maritime transport sector, on the EU fishing fleet and the partnership in fisheries and aquaculture, as well as a section on Coastal flood impacts due to climate change along the EU27 coastline, with a particular reference to the EU Outermost Regions. This edition will continue taking advantage of the EU Blue Economy Observatory platform, which provides more timely and regular updates of the Blue Economy data per sector, EU-27 Member State and sea basin. Further analysis will be published throughout the year, as the most recent data become available, and sectors or topics gain more relevance. Analyses are given for the EU-27 as a whole and by sector and industry for each Member State. An initial regional analysis is also envisaged, to be completed within the EU Blue Economy Observatory.
Purpose
Relying on institutional theory and Oliver’s (1991) strategic responses framework, the purpose of this paper is to investigate the different strategies adopted by Spanish public universities to respond to institutional pressures for sustainability reporting.
Design/methodology/approach
Data were collected from a variety of sources, such as a series of email-structured interviews with key personnel from universities, a qualitative analysis of sustainability reports and a consultation of the website of each Spanish public university.
Findings
The findings reveal that Spanish public universities have responded to institutional pressures for sustainability reporting by adopting acquiescence, compromise, avoidance and defiance strategies. The variety of strategic responses adopted by Spanish public universities suggests that these organizations have not fully adhered to institutional pressures.
Practical implications
The results of this paper would be useful for practitioners since it tries to demonstrate whether universities, which are facing increasing institutional pressures and demands from stakeholders, have been developing sustainability reporting practices.
Social implications
Universities have a remarkable social impact that could be used to promote sustainability practices. This paper investigates how these organizations can contribute to sustainability reporting as they should reproduce social norms.
Originality/value
The sustainability reporting context is in a phase of change. This paper tries to contribute to the accounting research by analyzing the extent to which universities are engaged in sustainability reporting. Relying on these premises, Oliver’s (1991) framework might be an insightful theoretical perspective to examine the responses provided by universities to institutional pressures.
Sustainability has become one of the most buzzworthy terms of the 21st century. Defined in 1987 as "meeting the needs of the present without compromising the ability of future generations to meet their own needs", it has gained prominence in recent years, as the effects of climate change around the globe become increasingly more pronounced.
This report provides statistics on some of the leading sustainability trends worldwide. It includes key data distributed across five focus areas: economic, environmental, corporate, and consumer sustainability.