Teaching statistics in Primary Education remains challenging, particularly when integrating statistical literacy and gender equity within Education for Sustainable Development (ESD). This study examines how statistical projects related to Sustainable Development Goal 5 (SDG 5) contribute to the development of statistical literacy, pedagogical competencies, and an understanding of sustainability among pre-service Primary Education teachers in Chile. A mixed-methods approach was applied, involving 12 participants, which combined weekly monitoring, rubric-based assessments, and evaluation of final projects. Quantitative data were analyzed with descriptive statistics, Wilcoxon signed-rank tests, and Spearman correlations, complemented by regression models. Assumptions of independence, symmetry, and monotonicity were verified, while rubric reliability was supported through Lesson Study validation. Results showed significant differences between monitoring and oral presentation scores, as well as a strong positive correlation between monitoring and oral performance. In contrast, associations with written reports were weaker. Although exploratory due to the small sample size, the findings suggest that statistical projects linked to SDG 5 enhance statistical literacy and professional competencies, with implications for teacher education.

The global context of digital transformation has compelled education systems to rapidly adapt and innovate. In Vietnam, establishing an effective digital education ecosystem is key to achieving sustainable development goals, particularly Sustainable Development Goal 4 (SDG 4) on Quality Education. However, there is a recognized lack of quantitative research on the key drivers shaping this ecosystem in the Vietnamese context. This study aims to explore and identify these main drivers. Drawing on survey data from 699 Vietnamese students and applying Exploratory Factor Analysis, we identified four prominent factors: Technological Infrastructure, Stakeholder Collaboration, Policy Orientation, and Financial Accessibility. The findings suggest these factors play a foundational role in fostering the digital transformation of higher education. These results provide preliminary empirical evidence on the underlying structures that shape Vietnam's digital education environment. This research can serve as a basis for future in-depth analyses and offers initial insights for policymakers to focus on the identified crucial factors.

This study synthesizes academic literature on Internal Quality Assurance (IQA) and stakeholder engagement in higher education, focusing on systems operating beyond formal accreditation. Using a PRISMA-guided Systematic Literature Review (SLR), this research analyzed 22 studies published between 2010 and 2025 from four major databases (Scopus, Taylor & Francis, ScienceDirect, and ERIC) through thematic synthesis and bibliometric mapping. The findings reveal that IQA is conceptualized as an autonomous, improvement-focused system that fosters a quality culture through diverse models. Effective multi-stakeholder engagement, involving faculty, students, and staff, is identified as crucial for success. While challenges such as leadership and resource constraints exist, they can be overcome by enablers like strong leadership and participatory cultures. This review contributes uniquely by synthesizing IQA practices outside formal accreditation, emphasizing participatory engagement for developing an intrinsic quality culture, and highlighting emergent research from Global South contexts. The findings can inform policymakers, higher education leaders, and practitioners in creating effective IQA systems and guide future research.