Purpose
The paper aims to examine mindfulness as innovative approach to foster the attitudes toward sustainable development among future professionals within higher education institutions.
Design/methodology/approach
The paper highlights a quasi-experiment with 36 future professionals to explore the interrelatedness of mindfulness with attitudes toward sustainable development. This included an eight-week Mindfulness-Based Stress Reduction course with a pre-, post- and longitudinal test.
Findings
The study revealed that the training of mindfulness significantly increased the dispositional mindfulness and the overall attitude toward sustainable development of future professionals. Furthermore, their slope of state mindfulness significantly predicted this increase.
Originality/value
The novelty of the paper lays within the operationalization of mindfulness which aims to train the inner development instead of solely imparting knowledge about education for sustainable development.
Games accompany humanity all over the world. They can be powerful means to generate and impart knowledge and motivation in a playful way. Stereotypically, games are often associated with children. Still, throughout the last few years, the merits of games were also transferred into a corporate context, recognized there under the term gamification. By using game elements in a non-playful environment, this approach could help to stimulate innovation and to foster entrepreneurial as well as collaborative cultures among employees, managers, and customers. However, while gamification offers many positive aspects, the actual implementation and application within an organization remain subject to several obstacles. Hence for this study, twentyeight expert interviews from seven different industries were conducted to identify and describe those hurdles. Subsequently, an approach was developed, enabling organizations to reduce or even to avoid them.