<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1990-8644</journal-id>
<journal-title><![CDATA[Conrado]]></journal-title>
<abbrev-journal-title><![CDATA[Conrado]]></abbrev-journal-title>
<issn>1990-8644</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universo Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1990-86442022000500116</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Sustainability framework for online and distance education]]></article-title>
<article-title xml:lang="es"><![CDATA[Marco de sostenibilidad para la educación en línea y a distancia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Harizan]]></surname>
<given-names><![CDATA[Siti Haslina Md]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Shah]]></surname>
<given-names><![CDATA[Syed Afzal Moshadi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universiti Sains Malaysia School of Distance Education ]]></institution>
<addr-line><![CDATA[ Pulau Pinang]]></addr-line>
<country>Malaysia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,COMSATS University Islamabad Department of Management ]]></institution>
<addr-line><![CDATA[ Abbottabad]]></addr-line>
<country>Pakistan</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<volume>18</volume>
<numero>88</numero>
<fpage>116</fpage>
<lpage>124</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442022000500116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442022000500116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442022000500116&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The recent Covid-19 pandemic has drastically changed the higher education landscape and its future of achieving sustainability. There has been a surge in enrolment in online courses, and people have expressed greater enthusiasm for online-only options. While a few studies have looked at the impact of online and distance education on sustainability elements, little attention has been paid to the criteria of distance education that are economically, environmentally, and socially sustainable. This study considers the question of &#8220;How does online and distance education relate to sustainability?&#8221; and attempts to identify the criteria of online and distance education that are related to sustainability. Based on the Triple Bottom Line approach, this study employed a qualitative method by engaging several selected experts in Malaysia in a series of focus group discussions. The results extracted nine, seven, and fifteen criteria for online and distance education that can be categorized into the economic, environmental, and social pillars of sustainability, respectively. Social sustainability seemed to be the most prominent pillar in online and distance education. Future studies may further expand the applicability and operationally of the newly developed framework.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La reciente pandemia de Covid-19 ha cambiado drásticamente el panorama de la educación superior y su futuro para lograr la sostenibilidad. Ha habido un aumento en la inscripción en cursos en línea y la gente ha expresado un mayor entusiasmo por las opciones solo en línea. Si bien algunos estudios han analizado el impacto de la educación en línea y a distancia en los elementos de sostenibilidad, se ha prestado poca atención a los criterios de educación a distancia que son económica, ambiental y socialmente sostenibles. Este estudio considera la pregunta "¿Cómo se relaciona la educación en línea y a distancia con la sostenibilidad?" e intenta identificar los criterios de la educación en línea ya distancia que se relacionan con la sostenibilidad. Basado en el enfoque Triple Bottom Line, este estudio empleó un método cualitativo al involucrar a varios expertos seleccionados en Malasia en una serie de discusiones de grupos focales. Los resultados extrajeron nueve, siete y quince criterios para la educación en línea y a distancia que se pueden clasificar en los pilares económico, ambiental y social de la sostenibilidad, respectivamente. La sostenibilidad social parecía ser el pilar más destacado en la educación en línea ya distancia. Los estudios futuros pueden ampliar aún más la aplicabilidad y la operatividad del marco recientemente desarrollado.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Distance education]]></kwd>
<kwd lng="en"><![CDATA[ODL]]></kwd>
<kwd lng="en"><![CDATA[Online education]]></kwd>
<kwd lng="en"><![CDATA[SDG]]></kwd>
<kwd lng="en"><![CDATA[Triple Bottom Line]]></kwd>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[ODL]]></kwd>
<kwd lng="es"><![CDATA[Educación en línea]]></kwd>
<kwd lng="es"><![CDATA[SDG]]></kwd>
<kwd lng="es"><![CDATA[Triple Bottom Line]]></kwd>
</kwd-group>
</article-meta>
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