Aivars Spilbergs, Biruta Dzērve, Sandra Ozoliņa, Gunta Innuse-Breidaka, Tatjana Mavrenko, Laima Čable, Agnese Vincēviča, Biruta Sloka, Ginta Tora and Kristīne Liepiņa

https://doi.org/10.54175/hsustain4040017

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 ... Read More ... Read More 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. ... « or Access Full Article

Barbara Marchetti, Guido Castelli and Francesco Corvaro

https://doi.org/10.54175/hsustain4040015

Larry Dwyer

https://doi.org/10.54175/hsustain4030012

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 ... Read More ... Read More 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. ... « or Access Full Article

Noha Emara, I-Ming Chiu and Sheila Warrick

https://doi.org/10.54175/hsustain4030011

Vassilios Makrakis, Nelly Kostoulas-Makrakis, Omar Ramzy and Mohammed Anwar

https://doi.org/10.54175/hsustain4020009

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 ... Read More ... Read More 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. ... « or Access Full Article

Martin Wynn and Peter Jones

https://doi.org/10.54175/hsustain4020006

Assitan Diaby, Mehdi Seraj and Huseyin Ozdeser

https://doi.org/10.54175/hsustain4010004

Anna C. Schomberg, Clemens Mostert and Stefan Bringezu

https://doi.org/10.54175/hsustain4010003

Bogusław Ślusarczyk, Małgorzata A. Kozłowska and Zuzanna A. Kozłowska

https://doi.org/10.54175/hsustain4010002