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This work aims to analyze the effect of mechanical activation on structural disordering (amorphization) in an alumina-silica ceramics system and formation of mullite most notably at a lower temperature using X-ray diffraction (XRD). Also, an objective of this work is to focus on a low-temperature fabrication route for the production of mullite powders.

A batch composition of kaolin, alumina and silica was manually pre-milled and then mechanically activated in a ball mill for 30 and 60 min. The activated samples were sintered at 1,150°C for a soaking period of 2 h. Mullite formation was characterized by XRD and scanning electron microscopy (SEM).

It was determined that the mechanical activation increased the quantity of the mullite phase. SEM results revealed that short milling times only helped in mixing of the precursor powders and caused partial agglomeration, while longer milling times, however, resulted in greater agglomeration.

It is noted that, a manual pre-milling of approximately 20 min and a ball milling approach of 60 min milling time can be suggested as the optimum milling time for the temperature decrease succeeded for the production of mullite from the specific stoichiometric batch formed.

The purpose of the study is to investigate the challenges in improving women's energy access, rights and equitable sustainable development from a Ghanaian perspective.

The research utilizes a mixed method. A qualitative in-depth exploratory design was chosen to understand how gender is mainstreamed within Ghana's energy sector. This included semi-structured interviews with key managers, experience policy experts and focus groups. The semi-structured interviews were analyzed using thematic content analysis (TCA).

The study reveals that the National Energy Policy of 2010, as the main energy policy regulating the energy sector in Ghana, does make provision for gender equality, safety especially women, in line with Ghana's sustainable development goals. The energy policy aims to empower women and create gender parity in the sector. Nevertheless, the study also found major challenges to gender mainstreaming in the energy sector, including poor analysis in formulating energy policies, inadequate financial resources, and poor monitoring and evaluation.

The paper exposes gender equity challenges associated with the energy sector in Ghana. It also offers a new policy angle which connects gender mainstreaming to sustainable development. The research describes how women are included in developing energy policies and in addressing gender challenges in the energy sector.

The widespread uptake of digital technology tools for online teaching and learning reached its peak during the nationwide lockdown triggered by the COVID-19 pandemic. It transformed the higher education institutions (HEIs) marketplace both in developed and developing countries. However, in this process of digital transformation, several HEIs, specifically from developing countries, faced major challenges. That threatened to affect their sustainability and performance. In this vein, this study conducts a bibliometric review to map the challenges during the COVID-19 pandemic and suggest strategies for HEIs to cope with post-pandemic situations in the future.

This comprehensive review encompasses 343 papers published between 2020 and 2023, employing a systematic approach that combines bibliometrics and content analysis to thoroughly evaluate the articles.

The investigation revealed a lack of published work addressing the specific challenges faced by the faculty members affecting their well-being. The study underscores the importance of e-learning technology adoption for higher education sustainability by compelling both students and teachers to rely heavily on social media platforms to maintain social presence and facilitate remote learning. The reduced interpersonal interaction during the pandemic has had negative consequences for academic engagement and professional advancement for both educators and students.

This has implications for policymakers and the management of HEIs, as it may prove useful in reenvisioning and redesigning future curricula. The paper concludes by developing a sustainable learning framework using a blended approach. Additionally, we also provide directions for future research to scholars.

This study has implications for policymakers and HEI management to rethink the delivery of future courses with a focus on education and institute sustainability. Finally, the research also proposes a hybrid learning framework for sustainability and forms a robust foundation for scholars in future research.