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This study emphasises the crucial role of practical wisdom (“phronesis”) in the hotel industry, highlighting its impact on ethical behavior, operational reliability, and guest trust. The database was provided by the regional government in Extremadura and the national government in Portugal. Qualitative data from interviews and quantitative data managing from SEM-PLS were provided. In total, 175 rural hotels in Extremadura and Portugal have participated in this study. This study emphasises the significance of integrating ethical leadership with operational excellence to ensure sustainable tourism in rural border territories. It highlights the importance of practical wisdom (“phronesis”) in addressing complex ethical dilemmas while balancing cultural preservation and environmental responsibility. Key managerial practices include fostering safe spaces for ethical reflection and integrating technology with cultural sensitivity. These practices help build trust within communities and ensure long-term operational success while respecting local traditions and ecological concerns.

This article presents the preliminary findings of an ethnographic study about the presence and experiences of students of Latin American origin in Spanish universities. Our aim is to better understand the self-identification and ethnoracial formation processes observed in university-level students. We first reviewed the statistics on students with non-Spanish nationalities enrolled in public Spanish universities. We then analyze how the self-identification processes of Latin American, Latino, and Afro-Latin American students take place in public Spanish universities. We use an ethnographic approach that includes in-depth interviews and participant observation over a period of 9 months. We identified relevant identity markers such as accents and linguistic expressions, cultural practices, and color, as well as the coping and resistance strategies that these students developed to navigate these spaces when facing discrimination, racism, and othering.

CITATION: Lara, L. G., et al. 2019. Flipping the tortilla : social-ecological innovations and traditional ecological knowledge for more sustainable agri-food systems in Spain. Sustainability, 11(5):1222, doi:10.3390/su11051222.

Educational inclusion of foreign pupils has become a priority objective in recent years in many countries worldwide. Attending to the cultural diversity of pupils and providing an inclusive educational response is now a main goal of education systems. In this context, educational leadership is a key factor for school improvement. Management teams face the difficult mission of responding to the diversity of people that make up the educational community in a scenario marked by the expansive increase in migrant families and the scarcity of inclusive and intercultural government programmes. This article explores good management practices for cultural diversity management in six early childhood and primary education centres in Spain and Chile from an inclusive leadership approach. Factors that influence the development of inclusive leadership and the process deployed to carry out diversity management are examined. Through a qualitative methodology, six case studies were carried out using the interview, participant observation, and document analysis as instruments. The main outcomes show the importance of leaders in promoting an inclusive collaborative culture, in classroom practices focused on the knowledge and cultural capital of foreign pupils, the development of organisational and didactic strategies based on the recognition and participation of the educational community, its commitment to social justice, a management of diversity based on collaboration, and a shared concept of educational inclusion. The conclusions show four common dimensions in the good practices of each country: professional development of the community, school participation, inclusive school culture, and positive management of diversity.

Background Ethnobotanical studies in metropolitan areas and urban ethnic markets have grown considerably in recent years as large cities have demonstrated to be significantly rich in biocultural diversity and in driving its evolution, as human populations migrate from one region to another. Urban spaces also represent important places of rich multicultural and multilingual interaction and exchange, where ethnobotany can act as a bridge between research and action. The purpose of this study is to present a case study on how to use ethnobotany in multicultural urban settings by studying people-plant interactions and the larger implications and applications to promote biocultural learning in these areas. Methods We inventoried the botanical composition of fresh and dry products sold in most food stores owned by Chinese immigrants in Fondo, a neighbourhood of Barcelona’s metropolitan area, in Santa Coloma de Gramenet municipality (Barcelonès county, Catalonia, Iberian Peninsula), pharmacologically validating the obtained list with the Chinese Pharmacopoeia. We also participated in multiple dissemination activities and materials (non-academic and academic), along with exchanges with the broader community in relation to this research. Results In total, 103 plants were identified at the species level, pertaining to 88 genera and 46 botanical families. Including the infraspecific level, a total of 113 plant taxa were inventoried. One algal and six fungal species were also recorded, but not included in the analyses. Brassicaceae (12.4%) and Fabaceae (10.6%) were the most predominant families inventoried, followed by Cucurbitaceae (7.1%) and Poaceae (7.1%). Over three-quarters of all the taxa have an Asian origin (76.11%), indicating a high conservation of the use of Asian taxa. Over one-third (36.89%) of the plant parts pertain to species contained in the Chinese Pharmacopoeia, showing the relevance of medicinal plants in local stores and the preponderance of Eastern Asian food-medicine continuums. To promote ethnobotanical education programmes, over 50 dissemination activities and educational materials were produced from this study and shared with the local urban community in different fora. Conclusions Further research in these and similar settings can provide significant ethnographic information to better understand anthropological processes and phenomena underlying migration and transculturation that can be used in an umbrella of applications, from adequate nomenclature and labelling of foreign products in local languages to multicultural integration and social cohesion programmes along with educational activities on biocultural topics.

In the context of globalization and digital transformation, Spanish education faces challenges like resource scarcity and inefficient interaction. This study proposes an intelligent framework integrating technical tools, language features, and cultural cognition. It identifies learners' needs in grammatical complexity, cross-cultural context, and autonomous learning. The study introduces a dynamic evaluation system combining virtual reality and intelligent grammar correction, which improved grammar mastery and cross-cultural awareness by 30%-40%. It suggests teachers become learning promoters and resource managers, customizing technical tools to fit Spanish inflectional characteristics and Latin American cultural diversity. This framework supports minority language education digital transformation and cross-cultural talent development under the “Belt and Road” initiative.

This article examines the relationship between rural development and international immigration in the Pyrenees, highlighting a neo-endogenous approach that leverages immigration’s benefits. Grounded in a European-funded project, the research used qualitative methods and case studies in rural areas of the Girona and Huesca Pyrenees (Spain) and Pyrénées-Orientales (France), in a fieldwork conducted in 2022. Findings show that some immigrant entrepreneurs create small-scale businesses with limited economic impact, but enrich the cultural and social fabric, introducing new skills and ideas for addressing rural challenges. These immigrants particularly value local culture and landscapes, fostering sustainability and community. Despite limited institutional support, the article argues that international immigration can help build inclusive, resilient, and sustainable rural communities through local collaboration and diversity.

The international education sector requires professionals to collaborate daily with culturally diverse colleagues, clients, and partner institutions. While this diversity enriches organizational practice, it also generates recurring communication challenges that demand strong intercultural competence. In many small and medium-sized Spanish enterprises (SMEs), however, such competence is developed informally, without systematic training or organizational support. This study aims to examine how intercultural challenges emerge in everyday business interactions and to design a context-specific training model for SMEs operating in international education. A qualitative case study was conducted using semistructured interviews, focus groups, and nine months of participant observation within a Spanish SME. Data were analyzed thematically to identify communication patterns, sources of intercultural tension, and existing informal learning practices. Findings show that cultural misunderstandings frequently disrupt collaboration and negotiation processes, leading to delays, strained relationships, and inconsistent responses to conflict. Although participants recognized the importance of cultural awareness, intercultural competence was rarely defined explicitly and was often acquired through trial-and-error rather than intentional professional development. Leadership emerged as a critical factor, yet managers themselves lacked structured preparation. Based on these insights, the study outlines key components of effective intercultural training and proposes a practice-oriented program integrating cognitive, attitudinal, and behavioral dimensions of competence. The study concludes that intercultural competence must be developed systematically to strengthen international partnerships in Spanish SMEs. The proposed training model offers a feasible, context-sensitive solution with potential applicability to other organizations operating in multicultural environments.

The contents linked to the Sustainable Development Goals (SDGs) should be introduced in studies in the field of education. This research analyzes the knowledge of the Sustainable Development Goals (SDGs) and the 2030 Agenda among 477 participants from the University of Murcia and the University of Valencia in the Degree of Primary Education, Social Education, and the Master of Teacher Training in the Faculty of Education. A descriptive–comparative methodology with a quantitative approach was used based on an ad hoc questionnaire. The educational intervention included theoretical–practical modules on the SDGs and citizenship, with academic readings and case studies on the implementation of the SDGs in various sectors, which positively impacted future education professionals who were to be part of their initial training. The results showed significant differences in the knowledge of the SDGs between the experimental group and the control group at the end of the term, especially among the experimental group, which worked on the SDG concepts in the subjects taken. Greater knowledge was also observed among the students with a Social Education degree who took a subject related to this topic.