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Post-pandemic hangover and tourism explosion in the Valencian Community
No full textAbstract
This study investigates the multi-dimensional impact of the COVID-19 pandemic on the tourism industry and labor market, with a particular focus on the Valencian Community and its relationship with national tourism trends in Spain. The research reveals through a descriptive and systematic review analysis that strict lockdown measures and mobility restrictions, implemented to contain the spread of the virus, had significant effects on the mental health of the population and on spending and saving patterns. Subsequently, the easing of these restrictions resulted in a noticeable shift in life priorities, manifested in an increase in resignations among employees with permanent contracts and a reallocation of excess savings towards mainly domestic tourism. This phenomenon propelled the recovery of the tourism industry to pre-pandemic levels, despite the inflationary context and the rise in energy and fuel prices. The findings also indicate that the Valencian Community, following national trends, plays a key role in strengthening Spain’s tourism brand. These insights point to a need for future research to explore shifts in tourism motivations and labor implications in the sector in the post-pandemic environment.Sin FinanciaciónNo data JCR 20220.743 Q1 SJR 2023No data IDR 2023UE
The pulmonary rehabilitation effect on long covid-19 syndrome: A systematic review and meta-analysis
No full textObjectives: This systematic review and meta-analysis aims to evaluate the efficacy of pulmonary rehabilitation (PR) in improving dyspnea, fatigue, physical activity, quality of life, anxiety and depression in patients with Long COVID-19 (LC). The impact of PR on LC and a comparison of face-to-face and telerehabilitation approaches was explored. Methods: This systematic review and meta-analysis followed PRISMA guidelines and was registered in PROSPERO. A literature search included PubMed, Web of Science, and Cochrane Library until January 2023. No language filters were applied. Randomized controlled trials, non-randomized controlled trials, and observational studies were included. The risk of bias was assessed using appropriate tools. Descriptive analysis and meta-analysis were performed. Forest plots presented results. Statistical analyses were conducted using the Metafor Package in R v.3.4.2. Results/Findings: This systematic review and meta-analysis included 16 studies on PR in LC patients. A total of 1027 adults were included. The studies varied in design, with seven observational studies, three quasi-experimental studies, and six randomized controlled trials. Dyspnea, physical function, quality of life, psychological state, and fatigue were assessed as outcomes. The review found that pulmonary rehabilitation had a significant positive effect on dyspnea, physical function, quality of life (both global and physical domain), anxiety, and depression. However, the effect on fatigue was not significant. Heterogeneity was observed in some analyses, and publication bias was found in certain outcomes. Age and study design were identified as potential moderators. Both face-to-face and telerehabilitation interventions improved the studied outcomes, with only differences in the physical domain of quality of life favoring the face-to-face group. Implications on Physiotherapy Practice PR improved dyspnea, physical function, quality of life, and psychological state in LC patients, but not fatigue. Face-to-face and telerehabilitation have similar effects, except for physical quality of life.Ilustre Colegio Profesional de Fisioterapeutas de la Comunidad de Madrid (España) (Premio al Mejor Proyecto de Investigación en secuelas post-COVID-19)1.7 Q2 JCR 20220.608 Q2 SJR 2023No data IDR 2022UEMUE
Relationship between ankle dorsiflexion range of motion and sprinting and jumping ability in young athletes
No full textObjectives: To investigate the relationship between predicted risk of injury based on the dichotomous classification
of the weight-bearing lunge (WBL) test scores and variables related to jumping and sprinting ability in
young athletes. Furthermore, to compare the impact of the classical dichotomous classification versus a more
specific quartile subdivision of the WBL test scores on the explored variables.
Design: Cross-sectional study.
Participants: 125 healthy athletes (mean age 10.38 (SD = 2.28) years) were recruited.
Main outcome measures: Ankle dorsiflexion was evaluated with the WBL test, jumping distance with the standing
long jump (SLJ) test, and maximal running speed with the 14-m and 28-m sprint test.
Results: Athletes with WBL test scores lower than 10 cm exhibited significantly poorer results for the SLJ test as
well as lower 14-m and 28-m sprint times than those with WBL test scores higher than 10 cm (p < 0.05).
Likewise, when WBL test scores were subdivided by quartiles, a positive trend between range of motion and
improved performance was shown.
Conclusions: Reduced ankle dorsiflexion mobility may affect sprinting and jumping ability in young athletes. In
addition, a more detailed classification of ankle restriction by quartiles is proposed in this study in order to
prevent injury and enhance athletic performance.Universitat de València (INV19-01-19-01)No data JCR 20220.48 Q1 SJR 2023No data IDR 2023UE
Project-Based Learning (PBL) as an Experiential Pedagogical Methodology in Engineering Education: A Review of the Literature
No full textThis systematic literature review explores how the implementation of project-based-learning (PBL) as an experiential pedagogical methodology in engineering education contributes to the development of real-world skills among students. The methodology applied was the PRISMA protocol with searches in two databases in a 24 year timeframe. The research reviewed 54 pieces to explore the contribution of PBL to seven pillars of a holistic pedagogical model comprising the following categories: technology, an integrated curriculum, an international focus, sustainability, a multidisciplinary focus, simulation, and professional environments. Varied PBL developments across these pillars reveal challenges, including aligning with real-world complexities and promoting interdisciplinary integration. Despite obstacles, PBL in engineering shows promise for enhancing students’ skills and channeling the added value of a holistic pedagogical model, despite significant differences in the number of experiences associated with each category. Limitations include restricted article access, emphasizing the need for open science promotion.Sin Financiación3.3 * JCR 20220.669 Q2 SJR 2023No data IDR 2022UE
Ultrasound changes in the enthesis and peri-enthesis area of the patellar and achilles tendons in response to physical exercise: comparison between healthy subjects and patients with spondyloarthritis in clinical remission
No full textRationale and Objectives
The goal of achieving clinical remission in patients with spondyloarthritis does not necessarily include the resolution of entheseal inflammation from a histological perspective. However, enthesis not clinically inflamed, under mechanical stress, may behave differently from healthy subjects considering the physiopathology of SpA. Our goal was to determine whether ultrasound changes in entheses differ between SpA patients in clinical remission and healthy subjects.
Methods
SpA patients in clinical remission and matched healthy controls were recruited. At baseline, the following variables were measured on the dominant side by ultrasound: thickness of the distal patellar enthesis (hDP), the deep infrapatellar bursa (hDIB), the Achilles enthesis (hA), the preachilleal bursa (hPAB), effusion in the preachileal bursa (hePAB), and the presence of power Doppler signal in both enthesis. All measurements except hDP and hA were collected again after exercise (post-stress ultrasound).
Results
30 patients and 30 controls were enrolled. In all subjects, hDIB, hPAB, and the preachileal bursa occupancy index increased significantly after the exercise. The increase was significantly greater in patients for all variables. At baseline, in patients, hyperemia was detected in one patellar tendon (3.3%) and in two Achilles tendons (6.7%). After exercise, the number of tendons with hyperemia increased to 11/30 (36.7%) and 12/30 (40%), respectively. Among controls, there was no detectable basal hyperemia, but after exercise, it was detected in 1/30 patellar tendons (3.3%) and 2/30 Achilles tendons (6.7%).
Conclusion
Exercise triggers a greater effusive and hyperemic synovial response in patients in remission than in healthy controls. These findings suggest that the definition of remission should also include an assessment of the synovial response to mechanical stress.Sin Financiación4.8 Q1 JCR 20221.062 Q1 SJR 2023No data IDR 2023UE
El departamento de comunicación en las instituciones europeas y organización de la función comunicativa
No full textINTRODUCCIÓN
En ocasiones nos referimos a la Unión Europea de forma abstracta, como un todo. Detrás de ello existe un engranaje formado por diferentes organismos que, actuando de forma conjunta, generan una actividad constante que pone en marcha una política común. La Unión ha evolucionado desde sus primeras formaciones. En 1951, la firma del Tratado de París supuso la constitución de la denominada Comunidad Europea del Carbón y el Acero (CECA), formada con el objetivo de regular y ejecutar las políticas comunes en estas dos industrias y sus mercados; esta se constituía de un órgano político-ejecutivo que funcionaba como institución rectora (conocida como Alta Autoridad), una asamblea de miembros (denominada Asamblea Parlamentaria), un Consejo de Ministros y otros dos instituciones: un tribunal de justicia y un órgano de carácter consultivo. Aquí germinan las primeras instituciones de la Unión Europea actual: la Comisión Europea, el Parlamento Europeo y el Consejo Europeo, además del Tribunal Europeo de Justicia. En paralelo, en el año 1957, surgen dos nuevos tratados internacionales que buscan ampliar las vías de unidad y cooperación europea, conocidos como los Tratados de Roma, y que constituían la Comunidad Económica Europea (CEE) y la Comunidad Europea de la Energía Atómica (CEEA, también conocida como EURATOM). La Comunidad Económica Europea contaba, a su vez, con un órgano parlamentario, la Asamblea (Posterior Parlamento Europeo)
La creación de la Comunidad Económica Europea y de las diferentes comunidades temáticas cultivó una necesidad de unificación de las comunidades europeas bajo un mismo sistema, que llegó en 1992, generando una Unión Europea como la conocemos hoy, que se fundamentada en el Tratado de Maastricht, y se constituía sobre la base de las comunidades europeas previas, dando origen al Tratado de la Unión Europea y que, tras diversas actualizaciones, sigue vigente en la actualidad. El marco institucional de la nueva Unión (Tratado de la Unión Europea, a partir de ahora TUE) se formó por el Consejo Europeo, el Consejo, el Parlamento Europeo, la Comisión Europea, el Tribunal de Justicia de la Unión Europea y el Tribunal de Cuentas, a las que posteriormente se incorporaría el Banco Central Europeo con la moneda única. Esta nueva estructura dio pie a la creación de comisiones de carácter consultivo (el comité económico y social, y el comité de las regiones) e instituciones subsidiarias de la nueva Unión. Este modelo de órganos independientes, pero en cohesión, es a lo que nos referimos cuando mencionamos a la Unión Europea. Este engranaje de instituciones persigue una misma finalidad, recogida en el Tratado de la Unión Europea, en el Artículo 13: “La Unión dispone de un marco institucional que tiene como finalidad promover sus valores, perseguir sus objetivos, defender sus intereses, los de sus ciudadanos y los de los Estados miembros, así como garantizar la coherencia, eficacia y continuidad de sus políticas y acciones” en la que la función comunicativa, como en cualquier institución, se vuelve esencial. Analizar, por tanto, la Unión Europea como objeto de estudio no es fácil. Menos aún cuando queremos hacerlo desde una perspectiva concreta, como la comunicación. Realizar un análisis de las estructuras de comunicación europeas conlleva una comprensión profunda de su funcionamiento y su coexistencia, y convivencia, entre sí.Sin FinanciaciónSPI 2022UE
Protocolo de Estudio: Eficacia de la Neuromodulación Percutánea Ecoguiada en el Tratamiento de Neuropatías Periféricas Inducidas por Quimioterapia
No full textJustificación del Estudio Las neuropatías periféricas inducidas por quimioterapia (CIPN) son un efecto secundario común y limitante en pacientes que reciben tratamiento con oxaliplatino. Esta condición afecta significativamente la calidad de vida de los pacientes y limita la continuidad del tratamiento oncológico. La neuromodulación percutánea ecoguiada (NMP-e) es una técnica emergente que ha mostrado promesa en el manejo de síntomas neuropáticos en diversas condiciones. Este estudio busca evaluar su eficacia específica en pacientes con CIPN.Sin FinanciaciónUE
Unveiling the ChatGPT phenomenon: Evaluating the consistency and accuracy of endodontic question answers
No full textAim: Chatbot Generative Pre-trained Transformer (ChatGPT) is a generative artificial intelligence (AI) software based on large language models (LLMs), designed to simulate human conversations and generate novel content based on the training data it has been exposed to. The aim of this study was to evaluate the consistency and accuracy of ChatGPT-generated answers to clinical questions in endodontics, compared to answers provided by human experts.
Methodology: Ninety-one dichotomous (yes/no) questions were designed and categorized into three levels of difficulty. Twenty questions were randomly selected from each difficulty level. Sixty answers were generated by ChatGPT for each question. Two endodontic experts independently answered the 60 questions. Statistical analysis was performed using the SPSS program to calculate the consistency and accuracy of the answers generated by ChatGPT compared to the experts. Confidence intervals (95%) and standard deviations were used to estimate variability.
Results: The answers generated by ChatGPT showed high consistency (85.44%). No significant differences in consistency were found based on question difficulty. In terms of answer accuracy, ChatGPT achieved an average accuracy of 57.33%. However, significant differences in accuracy were observed based on question difficulty, with lower accuracy for easier questions.
Conclusions: Currently, ChatGPT is not capable of replacing dentists in clinical decision-making. As ChatGPT's performance improves through deep learning, it is expected to become more useful and effective in the field of endodontics. However, careful attention and ongoing evaluation are needed to ensure its accuracy, reliability and safety in endodontics.Sin financiación5.0 Q1 JCR 20221.506 Q1 SJR 2022No data IDR 2022UE
Evaluación integral de competencias transversales y sus dimensiones en educación superior
No full textTesis inédita presentada en la Universidad Europea de Madrid. Facultad de Ciencias Sociales y de Comunicación. Programa de Doctorado en Innovación SocioeducativaEn la actualidad, la evaluación de competencias transversales es un tema de creciente
importancia en el ámbito académico y laboral. Estas competencias, también conocidas como
competencias blandas, competencias socioemocionales o competencias para el empleo,
desempeñan un papel fundamental en el éxito personal y profesional de los futuros
trabajadores. En un mundo cada vez más globalizado y tecnológico, las competencias técnicas o
específicas ya no son suficientes para garantizar el desempeño óptimo en el trabajo y en la vida
cotidiana. Por tanto, la evaluación de competencias transversales se ha convertido en un área
de investigación y desarrollo crítico en el ámbito la educación superior. Esta tesis se adentra en
la exploración y evaluación de las competencias transversales más demandadas por el mercado
de trabajo en los estudiantes que finalizan sus estudios de grado en la Universidad Europea.
A través de esta investigación, se busca proporcionar una comprensión más profunda de cómo
medir estas competencias esenciales en la sociedad contemporánea. Para ello, se comienza
definiendo las ocho competencias transversales seleccionadas por la Universidad Europea por
ser las más relevantes en lo que concierne a la empleabilidad de estudiantes y futuros
profesionales: Comunicación estratégica, Liderazgo influyente, Análisis crítico, Resiliencia,
Trabajo en equipo, Creatividad, Competencia digital y Competencia ético-social. Estas
definiciones vienen respaldadas por un marco teórico sólido que resulta determinante en la
conceptualización de dichas competencias, así como de la descripción operativa de cada una de
sus dimensiones.
Con el propósito de identificar y evaluar el nivel de desarrollo autopercibido en cada
competencia transversal y en sus diferentes dimensiones en los estudiantes que egresan de la
Universidad Europea, se elabora un cuestionario de evaluación estructurado de 83 ítems. Este
cuestionario permite, por un lado, a los estudiantes conocer a través del informe que se obtiene
de la evaluación, tanto sus fortalezas como sus áreas de mejora, brindándoles la oportunidad de
mejorar su desempeño en estas competencias a través de una retroalimentación constructiva.
Por otro lado, a los docentes y a la universidad, enfocar sus estrategias y recursos en el desarrollo
de estas competencias, garantizando que los estudiantes estén bien preparados para
enfrentarse al mercado de trabajo.
Una vez elaborado el cuestionario se realiza el análisis psicométrico del mismo para asegurar la
fiabilidad de las mediciones. Para la validación de contenido se establece un comité de tres
expertos que validan la coherencia con la definición del constructo, la representatividad, la pertinencia de los ítems y la claridad de la redacción. Una vez finalizada la revisión y aprobación
por parte de los expertos, se lleva a cabo una prueba piloto con una muestra compuesta por 139
estudiantes de la Universidad Europea inscritos en la materia de trabajo fin de grado en el año
2021. Esta prueba permite calcular los índices de consistencia interna del cuestionario
(coeficiente Alpha de Cronbach- α, así como los índices de discriminación corregidos) para
evaluar la coherencia y confiabilidad del instrumento de medición. Atendiendo a estos
resultados y realizadas las oportunas modificaciones, la prueba en su versión final cuenta con
79 ítems que exploran las 8 competencias transversales a través de 22 dimensiones
competenciales específicas.
Con el objetivo de medir el nivel de dominio autopercibido en las ocho competencias
transversales y analizar su relación con variables sociodemográficas y con variables relacionadas
con la titulación, se establece un enfoque de investigación cuantitativo, exploratorio, descriptivo
y transversal. Para ello, el cuestionario final se aplica a una muestra constituida por 1.415
estudiantes de la Universidad Europea matriculados en la materia de trabajo fin de grado del
curso académico 2022/2023.
El análisis de datos comienza con la validación del cuestionario final, para lo cual se realiza un
análisis de consistencia interna mediante el análisis de fiabilidad, concluyendo que existe una
excelente consistencia interna de los ítems. Igualmente, se realiza una validación de constructo
a través de un análisis factorial confirmatorio estableciendo que las cargas factoriales son
adecuadas en cada situación y los indicadores muestran una conexión sólida con las
competencias que se busca evaluar.
Con respecto al nivel competencial de los estudiantes que egresan de los estudios de grado en
la Universidad Europea, estos adquieren un desarrollo adecuado de las ocho competencias
transversales, siendo la competencia Trabajo en equipo la que alcanza un mejor desempeño,
seguida del Liderazgo estratégico y de la Competencia ético-social. Sin embargo, la competencia
con menor desempeño es la Competencia digital, seguida de la Resiliencia y la Creatividad. En
una situación intermedia quedan el Análisis crítico y la Comunicación estratégica.
En relación con las variables sociodemográficas, los resultados obtenidos muestran diferencias
estadísticamente significativas entre hombres y mujeres en las competencias de Resiliencia,
Trabajo en equipo y Competencia ético-social. También se encuentran diferencias significativas
en función de la nacionalidad en las competencias de Trabajo en equipo y Competencia digital.Igualmente, no se encuentran diferencias estadísticamente significativas para ninguna de las
competencias transversales en función del rango de edad.
Con respecto a las variables relacionadas con la titulación cursada, los resultados alcanzados
demuestran que existen diferencias estadísticamente significativas en el desempeño de
competencias transversales en función de la universidad de referencia de los estudiantes,
excepto en la competencia Resiliencia. Igualmente, no existen diferencias en las competencias
transversales en función de la rama de conocimiento. Tampoco existen diferencias
estadísticamente significativas en las competencias transversales en función de la modalidad de
impartición, excepto en Trabajo en equipo. De igual manera, se confirma la existencia de
diferencias estadísticamente significativas en el desarrollo de las competencias de
Comunicación estratégica, Análisis crítico y Competencia ético-social en función del idioma de
impartición.
Por último, los resultados de los análisis de correlación revelan correlaciones directas y
significativas en todos los casos, indicando que a medida que aumenta el nivel de desarrollo de
una competencia, también lo hace el de la otra competencia con la que está relacionada,
concluyendo que los niveles de desarrollo de las ocho competencias transversales están
interrelacionados.
Por todo ello, y reconociendo la importancia de las competencias transversales en el éxito
personal y profesional en un entorno globalizado y tecnológico, esta investigación contribuye
significativamente al entendimiento y evaluación de competencias transversales en el contexto
universitario, ofreciendo un enfoque sistemático y riguroso que permite no solo comprender el
nivel de desarrollo autopercibido de estas competencias en los estudiantes, sino también
establecer correlaciones valiosas entre ellas.Currently, the assessment of cross-cutting competencies is a topic of growing importance in
both academic and professional spheres. These competencies, also known as soft, socio emotional, or employability competencies, play a fundamental role in the personal and
professional success of future workers. In an increasingly globalized and technological world,
technical or specific skills alone are no longer sufficient to ensure optimal performance in both
work and everyday life. Therefore, the assessment of cross-cutting competencies has become a
critical area of research and development in higher education. This thesis delves into the
exploration and evaluation of the most in-demand cross-cutting competencies by the job market
among students completing their undergraduate studies at the European University.
Through this research, the aim is to provide a deeper understanding of how to measure these
essential competencies in contemporary society. To achieve this, the study begins by defining
the eight cross-cutting competencies selected by the European University as the most relevant
concerning students' employability and future professionals' success: Strategic Communication,
Influential Leadership, Critical Analysis, Resilience, Teamwork, Creativity, Digital Competence,
and Ethical-Social Competence. These definitions are supported by a robust theoretical
framework crucial in conceptualizing these competencies and describing each of their
dimensions operationally.
In order to identify and assess the self-perceived development level in each cross-cutting
competency and its different dimensions among graduating students from the European
University, an 83-item structured assessment questionnaire has been developed. This
questionnaire allows students, on one hand, to understand both their strengths and areas for
improvement through the assessment report, providing them the opportunity to enhance their
performance in these competencies through constructive feedback. On the other hand, it
enables teachers and the university to focus their strategies and resources on developing these
competencies, ensuring that students are well-prepared for the job market.
Once the questionnaire is developed, a psychometric analysis is conducted to ensure the
reliability of the measurements. For content validation, a committee of three experts is
established to validate the coherence with the construct definition, item representativeness,
relevance, and clarity of wording. After experts' review and approval, a pilot test is carried out
with a sample of 139 students from the European University enrolled in the final undergraduate
thesis course in 2021. This test allows calculating internal consistency indices of the questionnaire (Cronbach's Alpha coefficient - α, as well as corrected discrimination indexes) to
assess the instrument's coherence and reliability. Based on these results and necessary
modifications, the final version of the test comprises 79 items exploring the eight cross-cutting
competencies through 22 specific competency dimensions.
To measure the self-perceived mastery level in the eight cross-cutting competencies and analyze
its relationship with sociodemographic and qualification-related variables, a quantitative,
exploratory, descriptive, and cross-sectional research approach is established. The final
questionnaire is administered to a sample of 1.415 students from the European University
enrolled in the final undergraduate thesis course for the academic year 2022/2023.
The data analysis begins with the validation of the final questionnaire, for which an internal
consistency analysis is conducted through reliability analysis, concluding that there is excellent
internal consistency among items. Similarly, a construct validation is performed through a
confirmatory factor analysis, establishing that the factorial loads are appropriate in each
situation, and the indicators show a solid connection with the competencies intended to be
evaluated.
Regarding the competency level of students graduating from undergraduate studies at the
European University, they demonstrate adequate development in all eight cross-cutting
competencies, with Teamwork being the highest-performing competency, followed by
Influential Leadership and Ethical-Social Competence. However, Digital Competence shows the
lowest performance, followed by Resilience and Creativity. Critical Analysis and Strategic
Communication fall in an intermediate position.
Concerning sociodemographic variables, statistically significant differences are observed
between men and women in Resilience, Teamwork, and Ethical-Social Competence. Significant
differences are also found based on nationality in Teamwork and Digital Competence. Similarly,
no statistically significant differences are found for any cross-cutting competencies based on age
range.
Regarding qualification-related variables, the results demonstrate statistically significant
differences in the performance of cross-cutting competencies based on the students' reference
university, except for Resilience. Similarly, no differences are found in cross-cutting
competencies based on the knowledge field. There are also no statistically significant differences
in cross-cutting competencies based on the mode of instruction, except for Teamwork. Likewise,
the existence of statistically significant differences in the development of Competencies in Strategic Communication, Critical Analysis, and Ethical-Social Competence is confirmed based
on the language of instruction.
Finally, the results of correlation analyses reveal direct and significant correlations in all cases,
indicating that as the level of development of one competency increases, so does the level of
development of the other competency it is related to, concluding that the levels of development
of the eight cross-cutting competencies are interrelated.
Therefore, recognizing the importance of cross-cutting competencies in personal and
professional success in a globalized and technological environment, this research significantly
contributes to the understanding and assessment of cross-cutting competencies in the
university context. It offers a systematic and rigorous approach that not only helps comprehend
the self-perceived development level of these competencies in students but also establishes
valuable correlations between them.No data 2022UE
Sustainable practices in manufacturing SMEs: the importance of technological collaboration between supply chain partners
No full textThe development of new technologies within Industry 4.0 (I4.0) may serve as a catalyst in
the development of sustainable practices (SP), particularly in the case of small and medium enterprises
(SMEs). This paper contributes to the literature by examining the development of technological
collaboration agreements between supply chain partners as an influence factor that may impact
the environmental commitment of SMEs. Specifically, we study whether the type of partner within
the supply chain impacts a firm’s spending or its investment decision toward SP. To that end, we
propose an analysis model that considers supplier and customer relationships separately, and the
SP measure to be taken distinguishing between expenses and investments. Additionally, empirical
research comprising descriptive statistics and econometrics using the regression technique has been
conducted on a sample of 1808 Spanish industrial firms. Our results confirm that there are significant
differences between SMEs and large companies when developing SP, and that these SP in SMEs
depend on the chosen partner and measure. Finally, we offer our main conclusions, as well as relevant
recommendations for managers, public administrators, suppliers, and customers, who are essential
players in the I4.0 revolution and are under social pressure to promote sustainable development.Sin Financiación3.3 Q3 JCR 20230.672 Q1 SJR 2023No data IDR 2023UE