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School climate is a highly relevant variable that is associated with a series of positive results. However, there are still few studies that have statistically modelled the simultaneous influence of structural variables at the school level on the individual perception of the school climate and identification. This study had two objectives: (1) Identify school climate and school identification profiles at the individual and school levels. (2) Relate school climate and school identification profiles to factors located at the individual and school levels. The participants were selected from a probabilistic and stratified sample, n = 2070 adolescents (40.6% men, 59.4% women), aged between 13 and 18 years (M = 14.64, SD = 0.718), from 28 secondary schools in Chile. The results allowed us to identify four clusters at the student level and two classes of school climate at the school level. The explanatory factors at the individual level were Cognitive engagement (p < 0.001), Academic Expectations (p < 0.001), Positive Attitude to Authority (p < 0.001) and Family Conflict (p < 0.001). The explanatory factor at the school level was the school vulnerability index (p = 0.031). Finally, the explanatory effects of factors at individual and school levels on school climate are theoretically discussed.

Quality education focused on quality, inclusion, and opportunity is one of the United Nations Sustainable Development Goals to reduce inequality in the knowledge of the people who are educated. In this sense, universities have a role in rethinking the teaching model, changing their strategies, and including new experiences based on active learning. This article makes a didactic methodological proposal for undergraduate and graduate students using learning experiences for solving regional environmental problems proposed by municipalities. This method considered creating an agreement, defining topics, preparing bases and study areas, analyzing problem solutions, and delivering products. The results showed the implementation of the environmental engineering clinics (ECCs) in five subjects of the curriculum, with the participation of sixty students, who solved problems from seven municipalities. The results showed a correct implementation of the active learning methodology, allowing for knowledge to be transferred in a real-life scenario, significantly facilitating student learning. The plan–do–check–act (PDCA) cycle provides a practical framework for learning while solving real-world challenges, empowering learners to personally engage with authentic and meaningful challenges within their communities. As was previously stated, this article presents a methodology that can be introduced in universities to improve the learning process through active learning and the link with real problems of the territories where they are located, which also allows for improving the connection with the environment, contributing significantly to the sustainability of the territories.

Nightlife establishments are meeting points for what the scientific literature has called “hookups” or “one-night stands”—that is, uncommitted sexual relationships that can sometimes result in unwanted or even violent experiences. The scientific literature has identified that sexual assault has usually been connected with alcohol abuse. Other studies have found that nightlife staff can be an active or passive party to violent events (sexual or otherwise), especially bouncers. However, less attention has been paid to bartenders, and their involvement in such events has not been analyzed in depth. This article presents an exploration of how some male bartenders interact with some male customers in the nightlife context to promote sexual relationships and how their interactions might influence possible sexual assault situations. The results of this study shed light on and help us to understand why sexual assault occurs in these spaces.

In Latin America, community resilience has emphasized the solidarity capacities and strengths of indigenous communities to face and proactively overcome adversities derived from political and social violence. This is the case of Mapuche communities linked to community based tourism in pre-cordilleran areas of southern Chile. This article analyzes tourism experiences of these Mapuche communities, based on a qualitative exploratory and descriptive approach, in order to determine their relationship with community resilience processes. The conclusion is that community based tourism has contributed to absorbing external disturbances associated with the processes of territorial dispossession, colonization, and extractive and neoliberal policies that these communities face, resist, and overlap without losing their identity. This tourism also reinforces processes of cultural revitalization of communities, connected social capacities, and development of organizational strategies to achieve the collective desire for a favorable future associated with their life plans.

Agriculture is facing mounting challenges across the globe and must move towards more sustainable practices to combat climate change and meet changed production requirements. Education has been acknowledged as highly important in a sustainable transition, but there is no clear agreement about what skills are needed for professionals in the agricultural system. The purpose of this paper is to identify and analyse skills needed for professionals in the agricultural system to engage in the transition towards sustainable agriculture and elaborate on the implications of this for a transition towards sustainable agriculture. The review is based on a qualitative semi-systematic literature review of 20 peer-reviewed articles concerned with sustainability, skills, and agriculture. Five categories of skills were identified and analysed, including systems perspective, lifelong learning, knowledge integration, building and maintaining networks and learning communities, and technical and subject-specific knowledge and technology. As the identified categories of skills have emerged from different contextual settings and a diverse group of actors, these five categories encourage a broad and inclusive understanding of skills that can be translated into different contextual settings, scales, and professions within the agricultural system. The article concludes that professionals engaged in the transition towards sustainable agriculture need skills that encourage a perspective that moves beyond generic discipline-based skills and instead builds on heterogeneity, inclusion, and use of different actors’ knowledge, practices, and experiences, and the ability to respond and be proactive in a constantly changing world.

This research proposes a new distribution system of goods in the historical center of the city of Santiago, Chile. For the design of the urban logistic system, the methodology city logistics and last mile are used. This design incorporates to the freight transport flexible solutions that improve the efficiency of the distribution process and trade supply, minimizing the environmental impact of the atmospheric pollution (AP). The proposal was made through the data collection, the characterization of the sector and the diagnosis of the urban logistics processes. The analysis of the factors allowed to evaluate the costs of the AP negative externalities. The causes were used as design criteria for the proposals, with the aim of improving the quality of life of the city users. The physical location selection of the Cross-Docking was made through an optimization model of maximum coverage. The optimization algorithm of the nearest neighbor was proposed for vehicle routing. The analytic hierarchy process (AHP) was used to generate a ranking of the best non-polluting vehicles to be used in the zone. Finally, the results obtained allowed a 53 ton decrease in carbon dioxide in the square kilometer and reduced 1103 h of interruptions per year in the vehicular congestion of the sector.

The COVID-19 pandemic has prompted a closer examination of organizational management’s role in facilitating positive outcomes in the workplace. This study explores the relationship between perceptions of healthy organizational practices (HOP) and levels of engagement and burnout among workers. We applied surveys to 213 workers (66% women) from different sectors (health, education, and municipal) in a south-center region of Chile. The results align with the existing literature, showing a positive correlation between HOP and engagement and a negative correlation between HOP and burnout in the total sample. ANOVA analysis revealed significant differences among organizations. Workers in the education organization reported higher perceptions of healthy practices, as well as higher engagement and lower burnout levels. These findings highlight the education organization as a potential exemplar of a healthy workplace. The study underscores the importance of healthy practices in promoting employee well-being and offers insights into sector-specific dynamics. Organizations, particularly in health and municipal sectors, should prioritize strategies that foster healthy work environments and mitigate the risk of burnout among their workforce. The findings of this research corroborate that HOP contributes to the sustainability of a healthy workplace. It discusses the need to investigate complementary variables that will allow the development of a model for healthy and sustainable organizations tailored to the specific organizations and the culture of its people.