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<p>En este artículo de divulgación se relatan algunas experiencias educativas a través del uso de herramientas digitales para mejorar el nivel de comunicación y los procesos de aprendizaje después de la irrupción forzosa del on-line provocada por el estallido de la pandemia y sus consecuencias en la educación universitaria a partir de marzo de 2020. </p>

The purpose of this study was to examine how Olympians experience the transition to a second career, to identify the strategies they may or may not implement in order to prepare for it, and to determine the main factors that influence this process. Using a phenomenological approach we asked 26 Spanish Olympians (13 men and 13 women) from different summer Olympic sports about their experiences when it came to preparing for and entering a new place of work. The results revealed two main groups. The 'strategists' were Olympians with an awareness of their future and a deep understanding of their work environment, who took specific steps (academic training, entering a new job before ending their sporting career, saving money, taking advantage of their sporting capital and voluntary retirement) in order to enter their second career. The family was shown to be a key influence for Olympians in this group. At the other end of the spectrum were the 'non-strategists', those who did not combine their career in sport with an academic or vocational career. What set these Olympians apart was a lack of awareness regarding the need to prepare for their future career and that they did not implement strategies that might help them in this regard. In this group the family appeared somewhat indifferent to the question of what would happen when the athlete's sporting career ended. These findings could serve as a platform from which to develop programs and assist athletes according to the group with which they are identified.

Higher education institutions have been steadily progressing towards the integration of sustainable practices in their university system. Consequently, an increasing number of these institutions have recognized their responsibility and are incorporating sustainability into their operations, and practices, following a holistic approach. Despite these efforts in the implementation, there are still many challenges to pursue sustainability. In the Spanish framework, there is a lack of studies that investigate sustainable development in higher education by considering all the dimensions. Especially, the efforts of the Spanish Universities in research have been scarcely analysed in detail. This study analyze how Spanish Public and Private Universities (SUE) are integrating sustainability into their institutions by the following dimensions: Research (based on a search strategy proposed by considering the social, economic and environmental perspective); Internationalization (participation in GreenMetrics ranking and European Framework projects), University Governance (Strategic Plans); Assessment and Reporting (Sustainability Plans) and Campus Operations (Green offices). The findings reveal that some institutions present a higher production of scientific activity on the topic (e.g. UAB), while others with less production are more specialized (e.g. UA). The commitment of the universities has increased over time but it varies greatly among different kind of universities, especially in favour of the public institutions. By analyzing the correlation between sustainability practice, it was found that there are high association between some of the variables i.e. sustainability plan and having a green office. However, this study clearly demonstrates that although SD is recognized as being very important to HEIs and society, it is not yet embedded in the whole system's strategies, activities, and policies.

Sustainable Development Goals have emerged as a global strategy to ensure a better and sustainable future for all, balancing the economic, social, and environmental development. These goals represent a long-term perspective that needs to be embedded in the decision-making of governments, businesses and society. Therefore, science, technology and innovation has been recognized as one of the main drivers for shifting to a sustainable path. However, its contribution to sustainable goals remains a complex and unresolved debate. Therefore, the aim of this study is twofold. It aims to analyze the (mis)alignment of research in HEIS towards sustainable goals, as well as to analyze the interlinkage among the 17 goals. We examined the research papers from ten universities that compose the Young Universities for the Future of Europe (YUFE) Network. We analyzed 78,241 papers from the Web of Science during the period 2015-2019. We present a novel approach by using an open-source tool called OSDG, which combines an ontology-based approach from previous projects and then matches to the fields of study from Microsoft Academic. Sixty-eight percent of the papers were assigned to, at least, one goal. The findings reveal the increasing participation of the institutions of this network in this research. We find that the goals more frequently addressed are related to Health, Industry, Innovation and Infrastructure, and Climate Change. We also compare this information with the targets and indicators on each goal to assess the similarity. These preliminary results can provide a better understanding of the research contribution to sustainable goals.

The article "relates" the method (in-depth interviews and content analysis) used for two research projects centred on people's subjective experience in relation to their sport activities. Both projects examine the issue in terms of process and, to this end, make operative the concept of sport itinerary, understood as the context in which events take place and acquire meaning. Nevertheless, due to the fact that the two projects differ greatly from each other from the theoretical and thematic points of view, one being concerned with the socialisation processes undergone by young people in sport and the other with passions in top-level sport, the adaptation of the method and its application are very different in both cases. Hence we stress the fact that the method -and not just the theory- leads us to the obtention of results.

Las universidades tienen la responsabilidad de desempeñar un rol activo y fundamental en la promoción de la sostenibilidad; no obstante, se ha observado que la implementación del desarrollo sostenible en estas instituciones se encuentra en un estadio inicial. La docencia constituye una de las misiones centrales pero la integración efectiva de la sostenibilidad en esta dimensión aún plantea un gran reto. El objetivo de este trabajo es analizar la implementación de los objetivos de desarrollo sostenible (ODS) en el área de Información y Documentación. Para ello, se han analizado los planes docentes de los estudios de grado de un total de diez universidades públicas españolas mediante la clasificación manual de los ODS en base al contenido de la descripción de la sección de objetivos y descripción de cada una. Los resultados preliminares muestran que los ODS que se tratan en mayor medida son el de Educación de Calidad (ODS4) e Industria Innovación y Infraestructura (ODS9). Las mujeres destacan en las asignaturas que cuentan con mayor número de ODS. La asignación de los ODS 5, 9 y 10 responde a un patrón genérico, pues, mientras que los ODS5 (igualdad de género) y 10 (reducción de desigualdades) aparecen más frecuentemente en asignaturas correspondientes a profesoras o equipos mixtos, el ODS9 (industria, innovación e infraestructura) está asociado con los profesores. Asimismo, es especialmente en la tipología de asignaturas optativas donde se observa una mayor proporción de ODS con relación al número de asignaturas, revelando perfiles diversos según la universidad. Estos hallazgos contribuyen a incrementar la concienciación de las universidades que imparten docencia en Información y Documentación acerca de su rol y responsabilidad fundamental en la promoción de los ODS.

Sustainable development and sustainability have appeared as concepts to help address the economic,environmental, and social impacts from previous generations, on this generation, and future ones through a holistic perspective. The Sustainable Development Goals (SDGs) have become the international framework for sustainability policy. The 17 SDGs and 169 targets were agreed upon by the 193 member states of the UN in2015 and are to be achieved by 2030. It should be noted that the SDGs were designed by governments for governments. These are based on the principles of: (1) a statement of a social-political priority (goal), (2) a time-bound quantitative aspect to be achieved (target), and (3) the measurement to monitor its progress(indicator). Since the SDGs (i.e. the macro level) are fairly new there is very limited research yet on how organisations (i.e. the micro level) contribute to them, or how such contributions could be advanced.Organisations civil society; companies; and public sector organisations (PSOs) have been instrumental in driving sustainability. In the last lustrum, there has been an increasing interest in organisational sustainability, where the importance of sustainability's dimensions depends on an organisation's nature and purpose. The contributions of organisations to sustainability, and by implication to the SDGs, have been proposed by a number of authors,where the most complete definition states that: such contributions entail the continuous incorporation and integration of sustainability issues in the organisation's system elements (operations and production, strategy and management, governance, organisational systems, service provision, and assessment and reporting), as well as change processes and their rate of change. In this research, we will present some case studies of organisations contributing to the SDGs. The research group is an international leader and responsible for several publications in the field of sustainability, organizational change management, sustainable business models, sustainability assessment and reporting, circular economy, collaboration for sustainability, or education for sustainable development, among others. The multidisciplinary character of the group is a strength that defines our priority research area, mainly focused on sustainability. In this regard, case studies such as the contribution of HigherEducation Institutions to the SDGs or organizational change management in companies will be presented. The results presented will further the discussions on how organisations contribute to the SDGs, and how the micro and macro-level can be better connected.