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This book is available as open access through the Bloomsbury Open Access programme and is available on bloomsburycollections.com. Continuation along current development pathways is not sustainable. Available technology and production practices and the consumption patterns of modern societies are leading to global warming and ecological destruction. Business as usual is not an option. There is an urgent need to find a new development paradigm that ensures environmental sustainability while managing to provide, now and in the future, a decent livelihood for all of humankind. In Technology and Innovation for Sustainable Development, experts in the area provide a variety of insights about the technical transformation needed for sustainable development. It spells out the behavioural and policy changes that would need to accompany the next technological transformation, taking into account the complexity of inducing technological change in the energy and agricultural sectors. The assessment suggests that this will require major, but doable improvements in national innovation systems and major, but affordable shifts in investment patterns and related macroeconomic adjustments.

This paper reviews skill development in science and technology education, which is of crucial importance for sustainable development in Nigeria. The relevant concepts are introduced and robust argumentation is made with respect to the context of Nigeria.

This research project aims to critically examine the normative and programmatic documents that regulate the provision of Assistive Technology (AT) in Brazil, with emphasis on the Brazilian Inclusion Law (LBI) as the central legal framework and on the sectors of health and education as the main institutional fields responsible for AT distribution. The study seeks to assess the extent to which these documents align with the principles and goals of the 2030 Agenda for Sustainable Development, especially those related to reducing inequalities and promoting social inclusion for persons with disabilities (PwD). The research is conducted through a systematic textual review, following the methodology proposed by the Joanna Briggs Institute (JBI), particularly suited to the analysis of normative and policy documents in contexts where empirical studies are scarce or where the focus is on public policy assessment. The study synthesizes evidence from official laws, decrees, national programs, and guidelines issued by Brazilian governmental institutions and international organizations such as the UN and WHO. The analysis is structured into three thematic axes: The Brazilian Inclusion Law and the Agenda 2030, focusing on the articulation between national legislation and international commitments regarding Assistive Technology. Health policies, examining how AT provision is regulated within the Unified Health System (SUS), identifying advances and persistent barriers such as centralized decision-making, limited product lists, regional disparities, and insufficient professional training. Education policies, exploring the role of AT in inclusive education, the institutionalization of Multifunctional Resource Rooms, and the operational challenges in implementing effective access to educational technologies. Each axis includes summary tables that systematize the characteristics of the reviewed documents and their relationship with specific Sustainable Development Goals (SDGs), such as SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 10 (Reduced Inequalities). Expected Outcomes: The project is expected to: Provide a structured overview of the Brazilian legal and policy framework related to Assistive Technology; Identify normative gaps and structural barriers that hinder the effective implementation of AT in health and education services; Highlight inconsistencies between Brazil’s international commitments (Agenda 2030) and the current scope and organization of national policies; Offer evidence-based recommendations for aligning public policies with a rights-based, inclusive, and sustainable development approach. By mapping and critically analyzing how Assistive Technology is addressed in public policy, this study contributes to the broader debate on social equity and disability rights in Brazil and promotes the formulation of more inclusive and coherent strategies for implementing the SDGs in the national context.

This study examined the teacher effectiveness of the selected STEM subjects' teachers of physics, chemistry, and biology at the senior secondary school level in Ijebu North local area of Ogun State, Nigeria. All the fifty teachers delivering the selected STEM subjects were observed using and adapted Teachers' Effectiveness Observation Guide (r=0.7). The data collected were analysed using descriptive and inferential statistics. The results revealed that teacher effectiveness of the selected STEM subjects' teachers was relevant. The results also indicated that teacher effectiveness of chemistry teachers was the best among the three categories of teachers. Furthermore, the findings revealed no significant gender difference in teacher effectiveness of the selected STEM subjects' teachers. The study discussed the implications of the findings for sustainable development using science education. It recommended among other things that periodic training should be organized for teachers in all areas of teaching dimensions, particularly in the use of activity-based instructional materials for science teaching.

This study examined the teacher effectiveness of the selected STEM subjects' teachers of physics, chemistry, and biology at the senior secondary school level in Ijebu North local area of Ogun State, Nigeria. All the fifty teachers delivering the selected STEM subjects were observed using and adapted Teachers' Effectiveness Observation Guide (r=0.7). The data collected were analysed using descriptive and inferential statistics. The results revealed that teacher effectiveness of the selected STEM subjects' teachers was relevant. The results also indicated that teacher effectiveness of chemistry teachers was the best among the three categories of teachers. Furthermore, the findings revealed no significant gender difference in teacher effectiveness of the selected STEM subjects' teachers. The study discussed the implications of the findings for sustainable development using science education. It recommended among other things that periodic training should be organized for teachers in all areas of teaching dimensions, particularly in the use of activity-based instructional materials for science teaching.

: In face of growing concern related to climate change, green technology entrepreneurs are critically needed to develop the businesses and ideas behind climate mitigation in developing countries - but they frequently collide with challenges endemic to such environments. The purpose of this study is to shed light on the role that connections can play in helping green technology entrepreneurs innovate and scale up in developing countries, so as to inform the design of new public sector programs. Green technology entrepreneurs in developing countries need connection platforms for people, ideas, business models, transactions, as well as membership of expert communities. This study shows how cheaper, quicker, and more efficient connections can be created among stakeholders of green technology innovation in developing countries. This is done through drawing insights from a variety of public and private programs that seek to promote connections between entrepreneurs in green technology and other sectors

This study examines the implementation of information technology in the teaching/learning process for sustainable development of adults in West Africa Sub Sahara Region (WASSR). Three research questions and two hypotheses guided the study. The population for the study was 3071 participants and instructors drawn from 10 education centres that were selected for the study. The sample for the study was made up of 823 participants and 30 instructors that were selected. Simple random sampling technique was used in drawing the sample for the study. Questionnaires were administered to the 853 sample population in countries that make up the region. The result indicates that it is necessary to implement information communication technology in the teaching/learning process for the benefits of sustainable development for adults. The following major findings emerged: The participants believe that information technology will make them independent in their studies. The educators are of the opinion that information technology can expand the community of learners to include virtually anyone who wishes to obtain information and who is not excluded by policy or cost. The major recommendations: that government through the schools should initiate effective programmes to create mass awareness by educating the participants about the benefits of computer literacy in this 21st century. The schools should offer face-to-face workshops; self-placed learning modules and online courses that assist with the development of the essential skills. Formulating approaches to the use of information and communication technology and incorporating it into the curriculum of formal and non-formal education of adults and other learners with exceptionalities for sustainable development.

This conceptual paper highlights on global environment crisis and green technologies. Everyone is now scared and feared that this planet is going to be vanished on some day if the pollution levels are continue to grow as is now. The much interesting innovation is to develop green technologies as alternatives in order to meet needs of the people not by compromising. The green technology is far from reach to the people of India due to lack of awareness unlike western countries. An attempt has been in the direction to deeply understand the concept of green technology,

Next week, the International Telecommunication Union's holding its World Leadership Summit in Budapest. Policy-makers, academics and digital entrepreneurs'll discuss how to extend access to the digital economy for that remaining 60 percent of the population that's currently unconnected. The United Nations last month adopted a new set of goals to follow up on the Millennium Development Goals to which world leaders agreed back in 2000... ((CLIP)) Secretary General of the UN's International Telecommunication Union, Houlin Zhao ((HOO-linn ZAO)), says Information and Communication Technologies--or ICTs-- are at the root of many of the new sustainable development goals.. ((CLIP)) This year's the deadline to accomplish the Millennium Development Goals, and according to the latest ITU report, there's been significant progress but notable gaps remain. Back in 2000, there were fewer than three quarters of a billion people connected to the internet. Today, there's more than 3 billion, with two billion Internet users living in developing countries. In just the past 8 years, mobile broadband penetration's increased 12-times-over. Broadband's now classified as affordable in one hundred elevan countries, 89 percent of the world's urban population is covered by mobile broadband at least as fast as 3G, but 4 billion people remain offline in the world. ITU chief Houlin Zhao says the UN's Sustainable Development Goals explicitly state how valuable information technology is to development... ((CLIP))

Information technology has revolutionized the way we communicate, collaborate, and solve problems. It has also contributed significantly to sustainable development by providing innovative solutions to complex environmental, economic, and social challenges. This paper explores the uses of modern information technology in sustainable development and highlights its potential to accelerate progress towards achieving the Sustainable Development Goals (SDGs). One of the most significant uses of modern information technology in sustainable development is the collection and analysis of data. With the advent of big data, we can now collect and analyze vast amounts of information on everything from climate change to poverty. This data can help policymakers and stakeholders make informed decisions, track progress, and identify areas for improvement. For instance, remote sensing technologies and satellite imagery can provide valuable information on land use, forest cover, and natural resources, enabling policymakers to make informed decisions about conservation and sustainable use. 

Information technology has revolutionized the way we communicate, collaborate, and solve problems. It has also contributed significantly to sustainable development by providing innovative solutions to complex environmental, economic, and social challenges. This paper explores the uses of modern information technology in sustainable development and highlights its potential to accelerate progress towards achieving the Sustainable Development Goals (SDGs). One of the most significant uses of modern information technology in sustainable development is the collection and analysis of data. With the advent of big data, we can now collect and analyze vast amounts of information on everything from climate change to poverty. This data can help policymakers and stakeholders make informed decisions, track progress, and identify areas for improvement. For instance, remote sensing technologies and satellite imagery can provide valuable information on land use, forest cover, and natural resources, enabling policymakers to make informed decisions about conservation and sustainable use. 

Information technology has revolutionized the way we communicate, collaborate, and solve problems. It has also contributed significantly to sustainable development by providing innovative solutions to complex environmental, economic, and social challenges. This paper explores the uses of modern information technology in sustainable development and highlights its potential to accelerate progress towards achieving the Sustainable Development Goals (SDGs). One of the most significant uses of modern information technology in sustainable development is the collection and analysis of data. With the advent of big data, we can now collect and analyze vast amounts of information on everything from climate change to poverty. This data can help policymakers and stakeholders make informed decisions, track progress, and identify areas for improvement. For instance, remote sensing technologies and satellite imagery can provide valuable information on land use, forest cover, and natural resources, enabling policymakers to make informed decisions about conservation and sustainable use. 

Information technology has revolutionized the way we communicate, collaborate, and solve problems. It has also contributed significantly to sustainable development by providing innovative solutions to complex environmental, economic, and social challenges. This paper explores the uses of modern information technology in sustainable development and highlights its potential to accelerate progress towards achieving the Sustainable Development Goals (SDGs). One of the most significant uses of modern information technology in sustainable development is the collection and analysis of data. With the advent of big data, we can now collect and analyze vast amounts of information on everything from climate change to poverty. This data can help policymakers and stakeholders make informed decisions, track progress, and identify areas for improvement. For instance, remote sensing technologies and satellite imagery can provide valuable information on land use, forest cover, and natural resources, enabling policymakers to make informed decisions about conservation and sustainable use. 

Information technology has revolutionized the way we communicate, collaborate, and solve problems. It has also contributed significantly to sustainable development by providing innovative solutions to complex environmental, economic, and social challenges. This paper explores the uses of modern information technology in sustainable development and highlights its potential to accelerate progress towards achieving the Sustainable Development Goals (SDGs). One of the most significant uses of modern information technology in sustainable development is the collection and analysis of data. With the advent of big data, we can now collect and analyze vast amounts of information on everything from climate change to poverty. This data can help policymakers and stakeholders make informed decisions, track progress, and identify areas for improvement. For instance, remote sensing technologies and satellite imagery can provide valuable information on land use, forest cover, and natural resources, enabling policymakers to make informed decisions about conservation and sustainable use. 

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governance;politics;Sustainable development goals;sustainability;technological change

governance;politics;Sustainable development goals;sustainability;technological change

Long duration manned space travel explicitly demands design of effective artificial CO2 mitigation system for meeting the necessity of human comfort inside crew cabin. The cost and mass optimization for achieving effective sizing of environment control and life support system (ECLSS) need complete closure of all relevant material loops. One of the critical aspects of the closed-loop ECLSS is effective mitigation of carbon dioxide generated by metabolic activity of the astronauts. Carbon dioxide mitigation/management involves selectively capturing/storing carbon dioxide gas from the atmosphere of the crew cabin and subsequently converting it into useful products in the most efficient way.

The book contains a selection of papers that were presented at the 3rd Conference in Managing Digital Industry, Technology and Entrepreneurship (3rd CoMDITE) with the theme: Sustainable Future: Trends, Strategies and Development. The Millennium Development Goals, continued as Sustainability Development Goals (SDGs), are effective instruments and have, in recent years, brought many positive changes in numerous countries around the world. Most notably, it has fundamentally changed our way of approaching the tangled set of challenges: States today undertake to achieve concrete development goals; transparency and accountability to citizens and the global public has become a matter of course; and cooperation between the political, economic and societal spheres is no longer questioned. However, in addition to the global pandemic situation it has challenged the business world to develop an outstanding strategy to face extreme uncertainty. Using digital technology and its advancement is believed to be one of the main keys for taking up this challenge. The 3rd Conference in Managing Digital Industry, Technology and Entrepreneurship (the 3rd CoMDITE) has brought forward discussions on implementation of digital technology in strategic, operation, finance, marketing, human resources management, and entrepreneurship around sustainable future issues. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. 　 Funded by Telkom University, Indonesia.

This paper is intended to stimulate discussion and recommendations related to science and technology education and its role in sustainable development. It puts forward points of view and addresses concerns in science education. The paper recognizes that all in not well within science and technology education and that there are concerns related to its vision, its philosophy, its research, its approach, its way of meeting needs, its expected outcomes and most definitely in the manner in which it is taught. This paper recognises that science and technology education must do more than simply pay "lip service" to sustainable development and must focus learning on issues of relevance facing society. It is simply not enough to apply scientific ideas to technological application. The education context must provide the frame for learning. As this is heavily interdisciplinary and related to values, so must be science education. This in turn suggests there is a need to re-examine the goals of education and with this the goals of science education. It is suggested that education for sustainable development has little to do with accumulating a body of scientific knowledge and is far more aligned with the development of personal and social aptitudes leading to responsible citizenship.

This paper is intended to stimulate discussion and recommendations related to science and technology education and its role in sustainable development. It puts forward points of view and addresses concerns in science education. The paper recognizes that all in not well within science and technology education and that there are concerns related to its vision, its philosophy, its research, its approach, its way of meeting needs, its expected outcomes and most definitely in the manner in which it is taught. This paper recognises that science and technology education must do more than simply pay "lip service" to sustainable development and must focus learning on issues of relevance facing society. It is simply not enough to apply scientific ideas to technological application. The education context must provide the frame for learning. As this is heavily interdisciplinary and related to values, so must be science education. This in turn suggests there is a need to re-examine the goals of education and with this the goals of science education. It is suggested that education for sustainable development has little to do with accumulating a body of scientific knowledge and is far more aligned with the development of personal and social aptitudes leading to responsible citizenship.

This paper is intended to stimulate discussion and recommendations related to science and technology education and its role in sustainable development. It puts forward points of view and addresses concerns in science education. The paper recognizes that all in not well within science and technology education and that there are concerns related to its vision, its philosophy, its research, its approach, its way of meeting needs, its expected outcomes and most definitely in the manner in which it is taught. This paper recognises that science and technology education must do more than simply pay "lip service" to sustainable development and must focus learning on issues of relevance facing society. It is simply not enough to apply scientific ideas to technological application. The education context must provide the frame for learning. As this is heavily interdisciplinary and related to values, so must be science education. This in turn suggests there is a need to re-examine the goals of education and with this the goals of science education. It is suggested that education for sustainable development has little to do with accumulating a body of scientific knowledge and is far more aligned with the development of personal and social aptitudes leading to responsible citizenship.

The challenges for TVET today is to re-orient and redirect its curricula to imbue trainers and trainees on sustainable use of resources to enhance appropriate work skill development as new and employment opportunities emerge such as recycling, ICT, repair, waste management, etc. This paper is therefore focused on the effective utilization of ICT for sustainable manpower development among computer educators in Colleges of Education in South East geo-political zone of Nigeria. The study adopted survey research design. The population of the study comprised all the 119 Computer Educators (89 Lecturers and 17 instructors) in the three Federal Colleges of Education, three State Colleges of Education and five Private Colleges of Education that offers Computer Education as a course of study in the zone. Three research questions and three null hypotheses were formulated to guide the study. The instrument used for data collection was structured questionnaire. Mean and Standard deviation were used to analyze the data for answering research questions while analysis of variance (ANOVA) was used to test the three null hypotheses at 0.05 level of significance. The study revealed that computer educators utilizes ICT effectively as a tool in their teaching and learning basically in instructional delivery and individualized learning process. However, there is poor utilization of ICT in evaluation of learning. Based on the findings, it was recommended that retraining programmes and workshops among others should be organised for Computer Educators on the use of ICT as a tool for enhancing teaching and learning in Colleges of Education. (Contains 6 tables.)

The challenges for TVET today is to re-orient and redirect its curricula to imbue trainers and trainees on sustainable use of resources to enhance appropriate work skill development as new and employment opportunities emerge such as recycling, ICT, repair, waste management, etc. This paper is therefore focused on the effective utilization of ICT for sustainable manpower development among computer educators in Colleges of Education in South East geo-political zone of Nigeria. The study adopted survey research design. The population of the study comprised all the 119 Computer Educators (89 Lecturers and 17 instructors) in the three Federal Colleges of Education, three State Colleges of Education and five Private Colleges of Education that offers Computer Education as a course of study in the zone. Three research questions and three null hypotheses were formulated to guide the study. The instrument used for data collection was structured questionnaire. Mean and Standard deviation were used to analyze the data for answering research questions while analysis of variance (ANOVA) was used to test the three null hypotheses at 0.05 level of significance. The study revealed that computer educators utilizes ICT effectively as a tool in their teaching and learning basically in instructional delivery and individualized learning process. However, there is poor utilization of ICT in evaluation of learning. Based on the findings, it was recommended that retraining programmes and workshops among others should be organised for Computer Educators on the use of ICT as a tool for enhancing teaching and learning in Colleges of Education. (Contains 6 tables.)

The challenges for TVET today is to re-orient and redirect its curricula to imbue trainers and trainees on sustainable use of resources to enhance appropriate work skill development as new and employment opportunities emerge such as recycling, ICT, repair, waste management, etc. This paper is therefore focused on the effective utilization of ICT for sustainable manpower development among computer educators in Colleges of Education in South East geo-political zone of Nigeria. The study adopted survey research design. The population of the study comprised all the 119 Computer Educators (89 Lecturers and 17 instructors) in the three Federal Colleges of Education, three State Colleges of Education and five Private Colleges of Education that offers Computer Education as a course of study in the zone. Three research questions and three null hypotheses were formulated to guide the study. The instrument used for data collection was structured questionnaire. Mean and Standard deviation were used to analyze the data for answering research questions while analysis of variance (ANOVA) was used to test the three null hypotheses at 0.05 level of significance. The study revealed that computer educators utilizes ICT effectively as a tool in their teaching and learning basically in instructional delivery and individualized learning process. However, there is poor utilization of ICT in evaluation of learning. Based on the findings, it was recommended that retraining programmes and workshops among others should be organised for Computer Educators on the use of ICT as a tool for enhancing teaching and learning in Colleges of Education. (Contains 6 tables.)

The challenges for TVET today is to re-orient and redirect its curricula to imbue trainers and trainees on sustainable use of resources to enhance appropriate work skill development as new and employment opportunities emerge such as recycling, ICT, repair, waste management, etc. This paper is therefore focused on the effective utilization of ICT for sustainable manpower development among computer educators in Colleges of Education in South East geo-political zone of Nigeria. The study adopted survey research design. The population of the study comprised all the 119 Computer Educators (89 Lecturers and 17 instructors) in the three Federal Colleges of Education, three State Colleges of Education and five Private Colleges of Education that offers Computer Education as a course of study in the zone. Three research questions and three null hypotheses were formulated to guide the study. The instrument used for data collection was structured questionnaire. Mean and Standard deviation were used to analyze the data for answering research questions while analysis of variance (ANOVA) was used to test the three null hypotheses at 0.05 level of significance. The study revealed that computer educators utilizes ICT effectively as a tool in their teaching and learning basically in instructional delivery and individualized learning process. However, there is poor utilization of ICT in evaluation of learning. Based on the findings, it was recommended that retraining programmes and workshops among others should be organised for Computer Educators on the use of ICT as a tool for enhancing teaching and learning in Colleges of Education. (Contains 6 tables.)