The transition to sustainable agricultural practices is critical in the face of escalating climate challenges. Despite significant advances, the integration of green technologies within agribusiness remains underexplored. This study undertakes a comprehensive bibliometric analysis, utilizing data from the Web of Science Core Collection (1990–2023), to elucidate the integration of green technologies within agribusiness strategies. The research highlights key trends, influential authors, prominent journals, and significant thematic clusters, including biogas, biochar, biotech remediation, sustainable agriculture transition, low-carbon agriculture, and green strategies. By employing R, Bibliometrix, and VOSviewer, the study provides a nuanced understanding of the research landscape, emphasizing the critical role of strategic planning, policy frameworks, technological innovation, and interdisciplinary approaches in promoting sustainable agricultural development. The findings underscore the growing scholarly interest in sustainable practices, driven by global initiatives such as the UN’s 2030 Agenda and the Paris Agreement. This study contributes to the literature by offering qualitative insights and policy implications, highlighting the necessity for a holistic integration of green technologies to enhance the environmental and economic viability of agribusinesses.

The significant climate change the planet has faced in recent decades has prompted global leaders, policymakers, business leaders, environmentalists, academics, and scientists from around the world to unite their efforts since 1987 around sustainable development. This development not only promotes economic sustainability but also environmental, social, and corporate sustainability, where clean production, responsible consumption, and sustainable infrastructures prevail. In this context, the present article aims to propose a development framework for sustainability in food sector SMEs, which includes Life Cycle Assessment (LCA) and the integration of Environmental, Social, and Governance (ESG) strategies as key elements to reduce CO₂ emissions and improve operational efficiency. The methodology includes a comparative analysis of strategies implemented between 2019 and 2023, supported by quantitative data showing a 20% reduction in operating costs, a 10% increase in market share, and a 25% increase in productivity for companies that adopted clean technologies. This study offers a significant contribution to the field of corporate sustainability, providing a model that is adaptable and applicable across different regions, enhancing innovation and business resilience in a global context that requires collective efforts to achieve the sustainable development goals.

This study used quantitative methods to examine the correlation between adaptive learning technology and cognitive flexibility in kids receiving special education. The study included a cohort of 120 kids, ages 8–12, who were diagnosed with particular learning difficulties, ADHD, or autism spectrum disorder. Cognitive flexibility was evaluated using the Wisconsin Card Sorting Test (WCST), while the utilization of adaptive learning technologies was quantified using self–report questionnaires. The data was analyzed using several statistical methods, such as independent samples t-tests, regression, Pearson correlation coefficients, ANOVA, and ANCOVA. The findings revealed a noteworthy and favorable correlation between the utilization of adaptive technology and the scores of cognitive flexibilities. This correlation remained significant even after accounting for demographic characteristics. Moreover, it was shown that the diagnostic status had a moderating effect on the correlation between the utilization of adaptive technology and cognitive flexibility. The results emphasize the capacity of adaptive learning technologies to improve cognitive flexibility abilities in kids with special needs, offering significant knowledge for educators, legislators, and technology developers.

The emergence of the COVID-19 pandemic led to the need to move educational processes to virtual environments and increase the use of digital tools for different teaching uses. This led to a change in the habits of using information and communication technologies (ICT), especially in higher education. This work analyzes the impact of the COVID-19 pandemic on the frequency of use of different ICT tools in a sample of 950 Latin American university professors while focusing on the area of knowledge of the participating professors. To this end, a validated questionnaire has been used, the responses of which have been statistically analyzed. As a result, it has been proven that participants give high ratings to ICT but show insufficient digital competences for its use. The use of ICT tools has increased in all areas after the pandemic but in a diverse way. Differences have been identified in the areas of knowledge regarding the use of ICT for different uses before the pandemic. In this sense, the results suggest that Humanities professors are the ones who least use ICT for didactic purposes. On the other hand, after the pandemic, the use of ICT for communication purposes has been homogenized among the different knowledge areas.

This paper aims to analyze the impact of access to Information and Communication Technologies (ICT) on the private returns to higher education (HE) focusing on gender inequality in 2020. Methodology: To evaluate the above impact a set of Mincerian equations will be estimated. The proposed approach mitigates biases associated with self-selection and individual heterogeneity. Data: The database comes from the National Household Income and Expenditure Survey (Encuesta Nacional de Ingresos y Gastos de los Hogares, ENIGH) from 2020. Results: Empirical evidence suggests that individuals that have HE have a positive and greater impact on their salary income compared to those with a lower educational level, being women that do not have access to ICT those with the lowest wage return. Policy: Access to ICT should be considered as one of the criteria that integrate social deprivation in the measurement of multidimensional poverty. Likewise, it is necessary to design public policies that promote the strengthening and creation of educational and/or training systems in technological matters for women. Limitations: No distinction was made between individuals that graduated from public or private schools, nor was income from sources other than work considered. Originality: This investigation evaluates the impact of access to ICT on the returns to higher education in Mexico, in 2020, addressing gender disparity.

This study provides empirical data on the impact of generative AI in education, with special emphasis on sustainable development goals (SDGs). By conducting a thorough analysis of the relationship between generative AI technologies and educational outcomes, this research fills a critical gap in the literature. The insights offered are valuable for policymakers seeking to leverage new educational technologies to support sustainable development. Using Smart-PLS4, five hypotheses derived from the research questions were tested based on data collected from an E-Questionnaire distributed to academic faculty members and education managers. Of the 311 valid responses, the measurement model assessment confirmed the validity and reliability of the data, while the structural model assessment validated the hypotheses. The study’s findings reveal that New Approaches to Learning Outcome Assessment (NALOA) significantly contribute to achieving SDGs, with a path coefficient of 0.477 (p < 0.001). Similarly, the Use of Generative AI Technologies (UGAIT) has a notable positive impact on SDGs, with a value of 0.221 (p < 0.001). A Paradigm Shift in Education and Educational Process Organization (PSEPQ) also demonstrates a significant, though smaller, effect on SDGs with a coefficient of 0.142 (p = 0.008). However, the Opportunities and Risks of Generative AI in Education (ORGIE) study did not find statistically significant evidence of an impact on SDGs (p = 0.390). These findings highlight the potential opportunities and challenges of using generative AI technologies in education and underscore their key role in advancing sustainable development goals. The study also offers a strategic roadmap for educational institutions, particularly in Oman to harness AI technology in support of sustainable development objectives.