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Corruption has found very fertile ground in the health sector. Many studies demonstrate the negative relationship between sustainability and corruption. However, relatively little is known at this time about how to prevent corruption in healthcare organizations (HCOs), and thus to recover the important sustainability of the entire healthcare system. After noticing this gap in the literature, the authors’ aim in undertaking this study was twofold: first, to analyze the current state of knowledge about how Italian HCOs adopt corruption prevention plans in compliance with the National Plan issued by the National Anti-Corruption Authority; second, to identify some clusters of HCOs which represent different adoption patterns of corruption prevention interventions and to classify these HCOs. For these purposes, the authors studied 68 HCOs along 13 dimensions that characterized the corruption prevention plans. The empirical results showed that the HCOs were not fully compliant with the anti-corruption legislation. At the same time, the authors identified three clusters of HCOs with different patterns of anti-corruption prevention interventions. The clusters that adopted some specific interventions seemed to be more sustainable than others.

Understanding the system of connections between societal contexts and policy outcomes in municipal governments provides important insights into how community sustainability happens, and why it happens differently in various communities. A growing body of research in recent years has focused on understanding the socio-economic characteristics of communities and cities that are recognized as policy leaders in sustainability. In this paper, we expand the focus beyond the leaders in sustainability as we apply a selection of socio-demographic influences of community sustainability to a large sample of U.S. communities using community classification analytics to identity a range of community types and levels of engagement with sustainability. Our typology presents an integrated and comprehensive perspective on the structure of community sustainability in the United States, highlighting key points of comparison between human capital factors such as population size and density, affluence, home ownership, and adoption of sustainability policy. The analysis provides new insights not only about community leaders in sustainability, but also communities with the civic and social capacity to do more, and the challenges that may inhibit sustainability efforts in others.

To effectively address the sustainability crises our planet faces, decision-makers at different levels of government worldwide will have to get a handle on three key challenges: learning from Global North and South initiatives in tandem, taking stock of social innovations alongside technological fixes, and nurturing grassroots sustainable development initiatives next to, or in place of, top-down corporate and government interventions. Current scientific literature and grant-making institutions have often reinforced the compartmentalized fashion in which we learn and draw policy lessons from North/South, social/technical, and bottom-up/top-down sustainability initiatives, including local food system innovations. The strategic levers for global sustainable development lying in-between are thus left out. This paper uses exploratory, multiple case study analysis to address this omission. By concurrently drawing lessons from grassroots innovations in Brazil, New York, and Senegal—three profoundly different socioeconomic and geographic contexts—we identify common pressure points that have enabled local communities to drive system-wide transformations toward climate adaptation, resilience, and sustainability in the agri-food system. The findings of this paper would be of value to scholars, government officials, and community groups engaged in agri-food systems sustainability and interested in the processes of change that have allowed budding innovations to stabilize and scale up.

The crucial role evaluation can play in the co-development of project design and its implementation will be addressed through the analysis of a case study, the Green Communities (GC) project, funded by the Italian Ministry of Environment within the EU Interregional Operational Program (2007-2013) "Renewable Energy and Energy Efficiency". The project's broader goals included an attempt to trigger a change in Italian local development strategies, especially for mountain and inland areas, which would be tailored to the real needs of communities, and based on a sustainable exploitation and management of the territorial assets. The goal was not achieved, and this paper addresses the issues of how GC could have been more effective in fostering a vision of change, and which design adaptations and evaluation procedures would have allowed the project to better cope with the unexpected consequences and resistances it encountered. The conclusions drawn are that projects should be conceived, designed and carried out as dynamic systems, inclusive of a dynamic and engaged evaluation enabling the generation of feedbacks loops, iteratively interpreting the narratives and dynamics unfolding within the project, and actively monitoring the potential of various relationships among project participants for generating positive social change.

A key determinant and outcome of successful environmental education is ‘pro-environmental behavior’, i.e., behavior that involves conscious action to mitigate adverse environmental impacts at personal or community level, e.g., reducing resource consumption and waste generation, avoiding toxic substances, and organizing community awareness initiatives. However, some theorists have sought to move away from rationalist models of behavioral modification, towards holistic pedagogical initiatives that seek to develop action competence. In light of the global push towards achievement of the Sustainable Development Goals (SDGs), emerging evidence suggests that education initiatives should foster action competence so students may be equipped to contribute to sustainable development as part of their education. The UNESCO Education for Sustainable Development (ESD) Roadmap 2030 has also identified key priority areas to strengthen ESD in formal curricula. This article reports two informal environmental education initiatives for promoting action competence and pro-environmental behaviors in school-aged children. The authors recommend that formal education settings (e.g., schools) should incorporate self-directed, free-choice project-based learning to augment environmental education programs and promote students’ action competence for contribution to attainment of SDGs. To this end, we propose a Free-Choice Project-based Learning for Action Competence in Sustainable Development (ACiSD) Curriculum, comprising six implementation dimensions, namely: (1) project duration and teaming arrangements, (2) topic selection, (3) student support, (4) teacher support, (5) learning environments, and (6) digital access and equity. For each implementation dimension, we recommend action steps to help educators implement this curriculum in their own educational settings, with the aid of an illustrative worked example.

How can urban policies and planning approaches help in achieving a safer mobility and carbon reduction in the transport sector? The attention of planners and policy makers towards the promotion of sustainability and reduction of environmental impacts has grown in recent years. This paper investigates the role that Urban Planning plays in the long term towards a safer and climate friendlier mobility, highlighting the need for integrated approaches gathering spatial planning and mobility management. After a review of several urban policies and planning strategies, initiatives, and approaches, mainly based on the urban scale, the paper presents an urban regeneration case study leading to an increase of pedestrian accessibility at the neighborhood level. This can be seen as a support tool to foster sustainable, safe, and climate friendly mobility in cities. The results of the performed analysis show a dependency of accessibility from two different factors: the distribution of services and the capillarity of the soft mobility network, which can contribute to creating a more walkable space.

The prevailing need for a more sustainable management of natural resources depends not only on the decisions made by governments and the will of the population, but also on the knowledge of the role of energy in our society and the relevance of preserving natural resources. In this sense, critical work is being done to instill key concepts—such as the circular economy and sustainable energy—in higher education institutions. In this way, it is expected that future professionals and managers will be aware of the importance of energy optimization, and will learn a series of computational methods that can support the decision-making process. In the context of higher education, this paper reviews the main trends and challenges related to the concepts of circular economy and sustainable energy. Besides, we analyze the role of simulation and serious games as a learning tool for the aforementioned concepts. Finally, the paper provides insights and discusses open research opportunities regarding the use of these computational tools to incorporate circular economy concepts in higher education degrees. Our findings show that, while efforts are being made to include these concepts in current programs, there is still much work to be done, especially from the point of view of university management. In addition, the analysis of the teaching methodologies analyzed shows that, although their implementation has been successful in favoring the active learning of students, their use (especially that of serious games) is not yet widespread.