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14 articles
Article 23 Dec 2025
Waleed Mugahed Al-Rahmi
32 Views10 Downloads
Article 4 Dec 2025
Aivars Spilbergs, Biruta Dzērve, Sandra Ozoliņa, Gunta Innuse-Breidaka, Tatjana Mavrenko, Laima Čable, Agnese Vincēviča, Biruta Sloka, Ginta Tora and Kristīne Liepiņa
This study examines the primary risks associated with using generative artificial intelligence (GAI) in social science research and proposes a framework for higher education institutions to effectively manage these risks. As universities increasingly integrate GAI into
This study examines the primary risks associated with using generative artificial intelligence (GAI) in social science research and proposes a framework for higher education institutions to effectively manage these risks. As universities increasingly integrate GAI into teaching, research, and administration, concerns around intellectual property, academic integrity, data privacy, and ethical use have intensified. This paper explores the adequacy of current legal frameworks in addressing these challenges, drawing on recent legal analyses and institutional practices. Survey data reveal statistically significant differences in perceptions of the need for GAI guidelines based on respondents’ age, education level, field of study, research experience, and geographic region. The findings underscore the urgency of developing adaptive, risk-based policies that support responsible integration of GAI while safeguarding academic standards. The study concludes by proposing guiding principles for a dynamic legal framework that balances innovation with accountability. These recommendations aim to support sustainable and ethical GAI adoption in higher education institutions and contribute to the broader discourse on responsible AI governance in academia.
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Highlights of Sustainability
Volume 4 (2025), Issue 4, pp. 285–298
Volume 4 (2025), Issue 4, pp. 285–298
351 Views53 Downloads
Article 29 Oct 2025
Barbara Marchetti, Guido Castelli and Francesco Corvaro
Highlights of Sustainability
Volume 4 (2025), Issue 4, pp. 240–255
Volume 4 (2025), Issue 4, pp. 240–255
495 Views146 Downloads
Article 23 Oct 2025
Mehdi Hesam, Alfonso A. Vargas-Sánchez, Nima Moshiri Langroudi, Younes Saeedi Saraee and Zeynab Dargahi
Highlights of Sustainability
Volume 4 (2025), Issue 4, pp. 216–239
Volume 4 (2025), Issue 4, pp. 216–239
973 Views178 Downloads
Article 12 Sep 2025
Hocine Imine, Tarek Madani and Murad Shoman
Highlights of Vehicles
Volume 3 (2025), Issue 2, pp. 15–29
Volume 3 (2025), Issue 2, pp. 15–29
1172 Views241 Downloads
Article 8 Sep 2025
Larry Dwyer
Across the social sciences, wellbeing measures are being developed to cover a more comprehensive picture of factors contributing to quality of life. However, ongoing neglect of the wellbeing outcomes of tourism activity has restricted the relevance
Across the social sciences, wellbeing measures are being developed to cover a more comprehensive picture of factors contributing to quality of life. However, ongoing neglect of the wellbeing outcomes of tourism activity has restricted the relevance of much tourism research, practice and policymaking globally. These include failure to recognise human wellbeing as the primary aim of any industrial development, including tourism; adherence to a superficial conception of the nature of wellbeing and its measures; a failure to acknowledge that human wellbeing, beyond “needs”, is an essential component of sustainable development; tourism stakeholder adherence to a primarily static, rather than dynamic conception of sustainability; failure to distinguish between “weak” and “strong” sustainability; uncritical adoption of a pro-growth mindset that is steadily depleting and degrading the resources and the wellbeing of life on the planet; failure to incorporate wellbeing outcomes into tourism business mission statements; and failure to treat seriously the need for tourism degrowth at least for some sectors of the industry. To address such failures, tourism decisionmakers must incorporate stakeholder wellbeing outcomes into conceptual analysis, empirical research and policy assessment.
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Highlights of Sustainability
Volume 4 (2025), Issue 3, pp. 192–204
Volume 4 (2025), Issue 3, pp. 192–204
1089 Views389 Downloads
Article 31 May 2025
Vassilios Makrakis, Nelly Kostoulas-Makrakis, Omar Ramzy and Mohammed Anwar
Increasing numbers of refugee children enter host countries’ public schools. Yet, most refugee children’s education is carried out through refugee community schools, mainly by unqualified teachers. This study examines critical elements impacting teacher training satisfaction, emphasizing
Increasing numbers of refugee children enter host countries’ public schools. Yet, most refugee children’s education is carried out through refugee community schools, mainly by unqualified teachers. This study examines critical elements impacting teacher training satisfaction, emphasizing instructors’ preparedness and skill, and the effectiveness of training outcomes within a post-graduate program to improve education for refugee children. It supports the Sustainable Development Goals (SDGs), especially SDG10, which calls for lowering inequality, and SDG4, which strongly emphasizes high-quality education. A sizable sample of 306 out of 386 individuals who had finished the RefTeCp capacity-building program participated in the study. These people worked in various educational environments, such as community schools for refugees and private establishments. The study guaranteed its legitimacy through a thorough reliability analysis and content evaluation. Multiple regression techniques were used in data analysis to identify the crucial factors influencing teacher training satisfaction. According to key findings, the efficiency of teaching materials and instructors’ abilities to manage blended learning environments substantially correlate and explain teacher training satisfaction. The study’s results highlight several essential facets of teacher professional development, such as focusing on suitable high-quality blended learning materials and resources to improve refugee students’ learning needs and experiences. Continuing teacher capacity-building interventions, and allowing refugee teachers to participate, can significantly contribute to reducing inequities and, ultimately, to a more equitable and just society.
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Highlights of Sustainability
Volume 4 (2025), Issue 2, pp. 146–157
Volume 4 (2025), Issue 2, pp. 146–157
1942 Views328 Downloads
Article 16 Apr 2025
Enrique Javier Díez Gutiérrez, Luisa María García Salas, Sara Aguilar Moya, Kelly Romero Acosta, Antonio Pérez Robles, José Jesús Trujillo Vargas, Ignacio Perlado Lamo de Espinosa and Luis Miguel Mateos Toro
Highlights of Sustainability
Volume 4 (2025), Issue 2, pp. 108–121
Volume 4 (2025), Issue 2, pp. 108–121
2050 Views564 Downloads
Article 7 Mar 2025
Andreas Plesner, Allan P. Engsig-Karup and Hans True
Highlights of Vehicles
Volume 3 (2025), Issue 1, pp. 1–14
Volume 3 (2025), Issue 1, pp. 1–14
2002 Views453 Downloads
Article 30 May 2024
Aristotelis Martinis, Maria Kaloutsa and Katerina Kabassi
Highlights of Sustainability
Volume 3 (2024), Issue 2, pp. 255–274
Volume 3 (2024), Issue 2, pp. 255–274
3085 Views1993 Downloads5 Citations
Volume 4 (2025), Issue 4, pp. 329–352