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This study examined the effect of the evidence-based adapted social network intervention named Kies Awa (translation: Choose Water) on children’s water and sugar-sweetened beverages (SSB) consumption. It also examined the moderating role of children’s descriptive and injunctive norms of water and SSB consumption on the intervention’s effect. Subject and methods: We conducted a cluster randomized control trial (RCT) where schools were randomized to one of two clusters: the intervention group (IG; Kies Awa intervention; 156 participants; M = 11.08, SD = 1.00; 53.8% girls) or the control group (CG; no intervention; 144 participants; M = 11.32, SD = 0.96; 52.8% girls). The primary outcome measure was water consumption and the secondary outcome was SSB consumption. Results: Linear mixed modeling analyses showed that water consumption increased significantly more among IG participants than in the CG (β = 0.141; p = 0.015). The effect on SSB consumption was moderated by perceived injunctive norms, which refer to social disapproval of consuming SSBs. Specifically, the intervention reduced SSB consumption for participants reporting high levels of injunctive norms (β = -0.052; p = 0.037). Conclusion: These findings suggest that Kies Awa, an evidence-based adapted intervention, could be implemented in other Caribbean islands to improve children’s water consumption. This approach could be integrated into school health programs, contributing to public health. These findings may help achieve the United Nations’ goal of ensuring healthy lives for all children, even in under-researched world regions. Clinical Trail Registration: Main ID number: NL-OMON26157, preregistration date 2018-12-20. https:// trial search. who. int/ Trial2. aspx? Trial ID= NL- OMON2 6157.

Purpose The GreenComp framework identifies 12 competences for sustainability as common ground for higher-education curricula. The framework can be used for self-assessment and the review of curricula. However, a step-by-step method to conduct such a self-assessment is not yet available for the GreenComp framework specifically. Therefore, the authors present the GreenComp Evaluation Roadmap allowing to evaluate the extent to which the frameworks’ competences for sustainability are integrated in higher-education curricula. The application of the GreenComp Evaluation Roadmap to a curriculum taught at the University of Aruba, allows to report on the benefits, limitations and future potential of the approach. Design/methodology/approach The proposed mixed-method approach combines hybrid qualitative and quantitative data collection on the integration of the 12 competences for sustainability of the GreenComp framework in higher-education curricula. The authors showcase its potential through application of the GreenComp framework as an evaluation tool to a science, technology, engineering and mathematics-based bachelor program taught at the University of Aruba. Findings The GreenComp Evaluation Roadmap not only allows for an evaluation of the curriculum and identification of competence gaps. It also supports educators to conduct a self-reflection on individual course(s) and the program as a whole. The paper shows promising results that the roadmap developed could be a reproducible approach. Moreover, it provides guidance to other higher education institutes for self-evaluation and self-reflection on how the competences for sustainability are integrated in their curricula and how this can be enhanced in the future. Originality/value The need to integrate sustainability throughout higher-education curricula is broadly recognized. The GreenComp Evaluation Roadmap contributes to the literature by offering a methodological approach to evaluate the integration of the 12 competences for sustainability throughout a curriculum.

The Research Programme evening was featured in the news (TeleAruba) on the 19th Of March: https://www.youtube.com/live/xysLAzT9b6s?feature=shared&t=337 (starting at 5.37).