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This study aims to ascertain the impact education for sustainable development (ESD) on knowledge, attitude and behavior among senior (last year undergraduate) Indian students.

This study is a cross-sectional causal investigation with descriptive design using survey method. It uses the knowledge, attitude and behaviors toward the sustainable development scales of the International Institute of Sustainable Development (IISD) for data collection and partial least-square structural equation modelling for empirically testing the proposed research model.

The study results establish the importance of sustainability education on knowledge, attitude and behavior. The impact of knowledge on behavior is direct and partially mediated through the attitudinal pathway – indicating central and peripheral routes sustainability related information processing and attitude formation. The results also indicate poor knowledge of the impact of socio-cultural issues on sustainability.

The study results will help assess the impact current ESD initiatives in India and redesign the ESD curriculum in line with ESD for 2030 initiatives to facilitate the achievement of UN’s sustainable development goals by 2030. This study is limited to senior students and offers scope for extension to other groups.

The study results can help redesign the sustainability curriculum at the school and undergraduate levels in the country in line with ESD for 2023 objectives. The results indicate an urgent need to include the impact of sociocultural issues on sustainability to sensitize Indian students towards the same.

This study contributes to the sustainability education literature by assessing the impact of sustainability curricula on sustainability knowledge, attitude and behavior among Indian senior students – hitherto uninvestigated. It also will help in the informed redesign/ improvement of ESD curriculum under the ESD for 2030 initiatives.

Artificial intelligence (AI) has the potential to address significant challenges in education, innovate learning and teaching practices and achieve SDG 4. However, existing literature often overlooks the behavioural aspects of students regarding AI in education, focusing predominantly on technical and pedagogical dimensions. Hence, this study aims to explore the significant relationships among AI literacy, AI usage, learning outcomes and academic performance of generation Z students in the Indian educational context.

The study used structural equation modelling (SEM) on Gen Z students born in the years 1997–2012 as a sample population for the research in the north Indian states like Punjab, Haryana, Himachal and regions like Chandigarh and N.C.R. Delhi.

The results established significant positive relationships between AI literacy, AI usage, AI learning outcomes and academic performance. Specifically, higher levels of AI literacy were associated with increased engagement with AI technologies and tools for learning purposes, leading to better learning outcomes and academic performance. The findings demonstrated that AI literacy plays a crucial role in providing effective learning experiences and fostering skills such as problem-solving and critical thinking among Gen Z students.

The implications of the study include the significance of integrating AI education initiatives into curricula, prioritising professional development programmes for educators and making sure that every student has equitable access to AI technologies.

The study introduces a novel perspective by examining variables such as AI literacy, AI usage, AI learning outcomes and academic performance and developing a model that has not been previously studied. It provides a new discourse and proposes a framework uniquely combining AI-infused curriculum design, educator empowerment, robust assessment mechanisms and sustainable practices.

This study investigates the progress of the Broad-Based Black Economic Empowerment (B-BBEE) Act 2003, and its associated Chartered Accountancy Profession Sector Code. In doing so, we explore why B-BBEE affirmative action has not yet achieved the Code's representational intentions, including systemic subtleties inhibiting this success.

Using semi-structured interviews, we explore the lived experiences of Black aspirant Chartered Accountants (CAs) undertaking articles in global audit firms. The experiences are thematically analysed, embracing a comprehensive theoretical approach that encompasses professional and social closure, as well as boundary work, to adequately understand why affirmative transformational endeavours persistently face uphill tasks. The utilisation of multifaceted theorisation is deemed essential for a more nuanced portrayal of the intricacies inherent in the CA profession in South Africa.

The narratives presented by Black aspiring CAs unveil a complex web of exclusionary practices entrenched in institutionalised historical, professional, and social contexts. The multifaceted nature of closures, symbolised by racial, cultural, and linguistic factors, significantly impacts the experiences of Black trainees. The findings furthermore show that deliberate intervention beyond compliance with the Government’s framework is necessary for meaningful transformation.

The paper brings to the fore the current lived experiences of underrepresented Black CAs in global auditing firms. In doing so, these firms are empowered with incremental knowledge of the prevailing challenges and can thus make tangible improvements towards authentic transformation. Additionally, the results help in tracking the advancements made through affirmative action, acting as a feedback loop for future developments in transformation policy.

Contributing to the critical accounting literature, our study extends scholarship on the barriers faced by CAs and the limitations in their capacity to challenge these obstacles within global audit firms. We offer practical policy-focused recommendations that, if implemented, can address the complex socio-political realities obstructing the success of affirmative action. By sharing first-hand accounts, our study aims to empower auditing firms and other related stakeholders with actionable insights, enabling them to improve genuine inclusivity and foster equitable representation in the accounting profession.

This study examined the knowledge, attitudes and practices (KAP) regarding food safety and hygiene among street food vendors (SFVs) in Jordan, along with associated factors.

This study utilized a cross-sectional design and targeted a sample of 405 SFVs in Jordan's two most densely populated cities. Data were collected through in-person interviews using a validated and reliable structured questionnaire. Descriptive analysis and linear regression were conducted using SPSS v.25 software to examine associations and predict outcomes.

The findings reveal that SFVs possess a moderate level of knowledge but exhibit negative attitudes and inadequate practices regarding food safety. Significant associations were identified between age, education level, work experience, marital status, gender and the vendors' KAP. Older SFVs tend to exhibit lower knowledge and attitudes, whereas those with more experience and higher education levels demonstrate better KAP. Marital status and gender also influence knowledge and attitudes.

This study fills a critical gap in the research landscape by comprehensively examining the knowledge, attitudes and practices of street food vendors regarding food safety, with a focus on Jordan. Its findings shed light on the challenges facing the street food vending industry and offer actionable recommendations for enhancing food safety practices. As such, the study's originality and significance lie in its potential to drive positive change within this vital culinary tradition, safeguarding public health and economic livelihoods.

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  The study's novelty lies in its exploration of street food vendors' knowledge, attitudes, and practices (KAP) related to food safety, a facet critical to understanding and addressing the challenges facing this industry. It offers an in-depth examination of factors such as education, experience, age, and marital status that influence vendors' adherence to food safety measures. By focusing on the two most populous cities in Jordan, the study not only provides a comprehensive picture of the situation but also sets the groundwork for policy recommendations and interventions.

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  The research highlights a series of concerning findings. Street food vendors exhibit a moderate level of knowledge regarding food safety, with substantial gaps in understanding specific pathogens and transmission routes. Negative attitudes towards food safety are prevalent, translating into suboptimal hygiene practices. The study's results underscore the urgent need for tailored interventions to address these challenges and improve overall food safety practices within the street food vending sector.

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  The findings offer actionable insights for policymakers, public health authorities, and local governments. They suggest targeted educational initiatives to enhance vendors' understanding of food safety principles and their significance in preventing foodborne illnesses. Furthermore, the study emphasizes the need for improved infrastructure, access to clean water, and proper sanitation facilities to support vendors in implementing safer practices. By highlighting the associations between socio-demographic factors and food safety KAP, the study offers a blueprint for crafting interventions that address the unique needs of different subgroups of street food vendors.

The study's novelty lies in its exploration of street food vendors' knowledge, attitudes, and practices (KAP) related to food safety, a facet critical to understanding and addressing the challenges facing this industry. It offers an in-depth examination of factors such as education, experience, age, and marital status that influence vendors' adherence to food safety measures. By focusing on the two most populous cities in Jordan, the study not only provides a comprehensive picture of the situation but also sets the groundwork for policy recommendations and interventions.

The research highlights a series of concerning findings. Street food vendors exhibit a moderate level of knowledge regarding food safety, with substantial gaps in understanding specific pathogens and transmission routes. Negative attitudes towards food safety are prevalent, translating into suboptimal hygiene practices. The study's results underscore the urgent need for tailored interventions to address these challenges and improve overall food safety practices within the street food vending sector.

The findings offer actionable insights for policymakers, public health authorities, and local governments. They suggest targeted educational initiatives to enhance vendors' understanding of food safety principles and their significance in preventing foodborne illnesses. Furthermore, the study emphasizes the need for improved infrastructure, access to clean water, and proper sanitation facilities to support vendors in implementing safer practices. By highlighting the associations between socio-demographic factors and food safety KAP, the study offers a blueprint for crafting interventions that address the unique needs of different subgroups of street food vendors.

The primary objective of this paper is to determine the factors that affect the entrepreneurship propensity of students undergoing compulsory entrepreneurship education courses at various universities.

A research instrument was developed and implemented on a sample of 380 students who were offered compulsory entrepreneurship education courses at six major universities in the Jammu and Kashmir region of India. The study employed multiple cross-sectional designs with a simple random sampling technique to gather data. The collected data was subjected to descriptive statistics and structural equation modeling using SMART-PLS (Version 4).

The findings reveal that conceptualization, opportunity identification and implementation are the three antecedents of entrepreneurship propensity. The results indicate that the conceptualization factor is one of the most important predictors of entrepreneurship propensity, followed by opportunity identification, whereas implementation through education has the weakest influence on students' entrepreneurship propensity.

This research provides important insights to universities for designing and developing entrepreneurship courses that can foster the start-up culture. The results will be helpful for policymakers to devise various programs to boost entrepreneurship.

The study integrated the theories of planned behavior and human capital to evaluate the effectiveness of entrepreneurship courses at the university level. The three factors, namely, conceptual factors, actualization factors and implementation factors of entrepreneurship propensity are under-researched.

In the cosmic expanse of the digital universe, a new celestial body emerges the Metaverse. This study embarks on an interstellar journey to scrutinize the dynamics of entrepreneurial learning (EL) and opportunity in the burgeoning realm of the metaverse. This study aims to understand how personal entrepreneurial characteristics (PEC) and Metaverse environment characteristics (MEC) influence these processes.

The study devotes a dual-lens approach, combining the power of interviews (Phase I) and the precision of a survey (Phase II). It harnesses the insights of the entrepreneurial event model (EEM) and the technology acceptance model (TAM), serving as twin beacons guiding our exploration of the constructs under PEC/MEC.

The study uncovers a fascinating tapestry of interwoven variables. Certain threads in the PEC/MEC weave significantly into the fabric of EL, which in turn embroiders the pattern of opportunity exploitation. However, some threads, namely, Metaverse scalability, entrepreneurial risk-taking and innovativeness, do not significantly contribute to the design of EL.

The findings serve as a compass for various stakeholders in the metaverse. They guide the design of entrepreneurial education programs, inform the development of user-friendly metaverse platforms, shape policies promoting entrepreneurship in the metaverse and provide strategic insights for entrepreneurs and investors.

This study is a trailblazer, being among the first to apply the EEM and TAM in the context of the Metaverse. It offers fresh perspectives on entrepreneurial processes in virtual environments, enriching the emerging narrative on metaverse entrepreneurship and charting unexplored territories for future research.

Drawing on the Theory of Planned Behavior, this study aims to explore the role of individual digital competencies, encompassing information and data literacy, communication and collaboration, safety and security, and problem-solving, in shaping cognitive determinants and influencing digital entrepreneurial intentions as well as investigates the moderating effect of performance expectancy of AI solutions on the relationship between digital competencies, cognitive determinants, and digital entrepreneurial intention.

Using a sample of 1326 MBA students in Vietnam with a stratified sampling approach, the second-order PLS-SEM is used to test the formulated hypotheses rigorously.

The study reveals that individual digital competencies, sculpted by information and data literacy, communication and collaboration, safety and security, and problem-solving, significantly impact cognitive determinants (attitude towards digital entrepreneurship, subjective norms, and perceived behavioral control), influencing digital entrepreneurial intentions. Performance expectancy of AI solutions also plays a crucial moderating role, enhancing the relationship between digital competencies and digital entrepreneurial intention.

Some practical implications have been recommended for policymakers, educators, and entrepreneurs.

This research provides original empirical findings, validating the impact of a varied array of digital competencies on entrepreneurial mindsets/cognition and intentions. The introduction of performance expectancy of AI solutions as a moderator introduces a nuanced dimension to comprehending the interaction between technological skills and entrepreneurial intentions.

Maritime transportation plays an important role in facilitating both the global and regional merchandise trade, where accurate trend prediction is crucial in assisting decision-making in the industry. This paper aims to conduct a macro-level study to predict world vessel supply and demand.

The automatic autoregressive integrated moving average (ARIMA) is used for the univariate vessel supply and demand time-series forecasting based on the data records from 1980 to 2021.

For the future projection of the demand side, the predicted outcomes for total vessel demand and world dry cargo vessel demand until 2030 indicate upward trends. For the supply side, the predominant upward trends for world total vessel supply, oil tanker vessel supply, container vessel supply and other types of vessel supply are captured. The world bulk carrier vessel supply prediction results indicate an initial upward trend, followed by a slight decline, while the forecasted world general cargo vessel supply values remain relatively stable. By comparing the predicted percentage change rates, there is a gradual convergence between demand and supply change rates in the near future. We also find that the impact of the COVID-19 pandemic on the time-series prediction results is not statistically significant.

The results can provide policy implications in strategic planning and operation to various stakeholders in the shipping industry for vessel building, scrapping and deployment.

Children and youth who enter the care system have lower educational outcomes and university participation rates than their peers. This study aims to understand trend exceptions by examining the background of care-experienced undergraduates attending a research-intensive university in Canada.

Informed by social affordance theory, this study examined the presence of four indicators of stability (home, household occupants, school and legal status) during participants’ final three years of secondary education. Care-experienced undergraduates (N = 30) completed an online questionnaire. Associations between stability indicators, child welfare involvement in the final year of high school, educational outcomes and routes into higher education were analysed.

Stability across three to four indicators was experienced by 40% of participants, while 47% reported changes across three to four indicators. Only 20% had a change of school as compared to 47%–60% for other indicators. During their final year of high school, 73% of participants were supported by the child welfare system, with 50% being supported via a support program specifically for 16- to 18-year-olds. Stability scores were significantly lower for this latter subgroup compared to those who spent time in foster or group care and those who did not receive child welfare support during the final year of high school. Ninety percent of participants graduated from high school, 67% with the grades required to attend university. Three trajectories into undergraduate study were identified but could not be predicted using regression models.

This paper focuses on what has supported progression into a research-intensive university for care-experienced young adults and highlights the role of support programs for 16- to 18-year-olds.

An undergraduate civil engineering programme is assessed for its relevance to the building construction sector. Its contrast from the existing curriculum structure is also highlighted.

The curriculum is clustered into 15 groups based on disciplines. A pairwise comparison of groups is conducted by experts from the building construction sector. Expert judgements are analysed using Fuzzy Analytical Hierarchy Process (Fuzzy AHP) to determine the groups' order based on their importance in preparing students for a career in the building construction sector.

Concrete Technology, Structural Design and Analysis, and Building Technology and Town Planning emerged as the three most essential course groups, followed by Construction and Project Management, Surveying, and Geotechnical and Allied. Foundational Science and Math, Hydrology/Water Resource Engineering, and Computing and Programming came last in the order.

Relying on a curriculum from a specific region, generalizability to other geographical areas is limited. The perspective of building construction sector professionals excludes the views of other stakeholder groups within the sector.

The study allows universities in general to enhance students' job prospects in construction by calibrating course group priorities and aligning skills with industry needs, thereby potentially improving employability, and boosting the industry-academia relationship.

Fuzzy AHP has been utilized by building construction industry experts to assess the relevance of an undergraduate civil engineering curriculum. Findings serve as a valuable reference for implementing positive curriculum changes to potentially enhance student employability.