Kseniia Bliumska-Danko

The adoption of biopolymer packaging materials to replace petroleum-based plastic packaging has become a global trend, which could reduce environmental impact and potential health threats. Therefore, the paper analyzes trends in organic packaging research and the prospects of its application. This study employs bibliometric methods to select relevant studies using a preset search string. The dynamics of publications, the most influential authors and articles, as well as the most productive institutions and countries on the topic for 2017–2022 were determined. To collect the data, Elsevier’s database Scopus was selected. The analysis revealed five salient research themes through text mining analysis: packaging and public health; packaging and children’s health safety; eco-friendly packaging and consumer behavior; food packaging and labeling; and packaging with a focus on marketing and advertising.
864 terms from 40 articles were analyzed. As a result, most selected publications focused on the impact of packaging on the environment. In addition, some publications consider it from the perspective of consumer safety. Moreover, consumers unconsciously associate organic packaging with products’ safety and quality. However, the marketing and advertising of organic packaging are insufficient, as well as the application of organic packaging in children’s food products.

Acknowledgment
The study was conducted within the framework of the ERASMUS+ Jean Monnet Project “Production and dissemination of circular economy ideas in accordance with the EU Action Plan.” Furthermore, Kseniia Bliumska-Danko gratefully acknowledges financial support from the Government of France within the framework of the PAUSE program (National Program of Urgent Assistance and Reception of Scientists).

The internationalization of higher education has become a key trend and response to the growth of globalization and online learning. After the start of the Russian war in Ukraine, Ukrainian higher education underwent significant destruction. Ukrainian HEIs have been significantly losing their capacity for development. Loss of human capital, including educational losses, becomes more relevant from the perspective of further sector development.
This paper explores the intersection of DDP implementation and the implementation of Education for Sustainable Development (ESD), focusing on faculty members’ experiences within the Twinning Initiative framework. By investigating faculty members’ perceptions of quality assurance gaps and examining the impact of DDPs on the integration of SDGs, the study provides insights into how these programs contribute to advancing Sustainable Development Goals (SDGs) in higher education. This study employed semi-structured interviews. Interviewees were selected from the academic staff of five of the six Ukrainian universities involved in DDPs. Nine interviews were conducted in the period from April 2024 to June 2024. All interviewees represent the double-degree staff from different roles.
Despite some differences between the procedures, the principles of internal quality assurance in Ukrainian universities correspond to those of their British partners. The findings show that implementing DDP promotes “learning by doing” for teaching staff, encouraging curriculum innovation and professional development. This study highlights the potential of DDP to stimulate the implementation of ESD principles in higher education and suggests directions for future research, particularly in war-affected regions.

Acknowledgment
This contribution is prepared with the support and funding under Researchers at Risk Fellowships Programme led by the British Academy in partnership with the Academy of Medical Sciences, the Royal Academy of Engineering, the Royal Society and Council for At-Risks Academics (CARA), and in the framework of the realization the Erasmus+ KA 2 CBHE project “Universities-Communities: Strengthening Cooperation” (Grant Agreement 101083077), and Jean Monnet Centre of Excellence “EU Studies of Social Innovations in Education” (ESSIE) – 101085552 – ERASMUS-JMO-2022-COE.
The European Commission’s support for the production of this publication does not constitute an endorsement of the contents that reflect the views only of the authors, and the Commission cannot be held responsible for any use that may be made of the information contained therein.