This article presents data on companies' innovative behavior measured at the firm-level based on web scraped firm-level data derived from medium-high and high-technology companies in the European Union and the United Kingdom. The data are retrieved from individual company websites and contains in total data on 96,921 companies. The data provide information on various aspects of innovation, most significantly the research and development orientation of the company at the company and product level, the company's collaborative activities, company's products, and use of standards. In addition to the web scraped data, the dataset aggregates a variety firm-level indicators including patenting activities. In total, the dataset includes 21 variables with unique identifiers which enables connecting to other databases such as financial data.

In this article, we highlight the pressing need for integrating the windows of opportunities that digital transformation of education opens up with circular economy education to accelerate the achievements of sustainability outcomes. Circular economy transition, as a multi-scalar process, relates to several contexts, e.g., product, firm, industry-level transformations ranging from designing local socio-technical solutions to greening global value chains, with multi-level policy and business implications for finance, production, distribution, consumption that are fundamentally consequential to everyday life, work and learning. Drawing on theories of neo-capital, multi-level perspective and structuration, and as methodology, using content analysis and qualitative meta-synthesis of scientific publications in digital education for sustainability, we blended our findings into multi-level, multi-domain structuration blueprints, which capture the complexity of value emanating from the interactions among external structures, internal structures of agents, active agencies and outcomes, for circular economy open online education and massive open online course instructional designs. We conclude that learning and creating multiple values to increase social-ecological value, complementarily to economic value, necessitate activating the complexity of value embedded in digital education and circular economy transitions with customizable niches of learning preferences and journeys of individuals and groups, within broader (and evolving) technological, organizational and institutional structures.