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This paper applies a stakeholder salience theoretical framework to facilitate the understanding of the roles salient stakeholders can have in the integration of education for sustainable development, one of the important Sustainable Development Goals (SDGs), into Jordan’s university accounting education.

We used stakeholder salience theory to inform our study. This study adopted a qualitative research method. The study used semi-structured interviews to collect qualitative, open-ended data that explored the salient stakeholders’ thoughts, beliefs and feelings about their roles in influencing the integration of education for sustainable development into the Jordanian accounting curriculum.

The results indicate that education for sustainable development in accounting is important; however, most Jordanian salient stakeholders indicate their inability to integrate sustainable education into the accounting curriculum due to their lack of power to do so. The findings show that there is currently an inappropriate distribution of power, legitimacy and urgency amongst the salient stakeholders, who indicate that a progressive education solution is required in the critical area of education for sustainable development in accounting. This research indicates that a significant number of salient stakeholders would like the Jordanian government to provide power, legitimacy and urgency to enable accounting educators to become definite stakeholders as this will enable them to integrate sustainable education into the accounting curriculum.

The study is limited to Jordan only. The paper draws attention to the need for an appropriate distribution of power, legitimacy and urgency amongst salient stakeholders in Jordan.

This paper provides evidence that the salient stakeholders in this emerging economy want to make changes in their education system to address climate change concerns, an important SDG, through a better education curriculum for sustainable development in Jordanian universities.

Accounting educators should be given the power to make changes in the accounting curriculum, such as integrating education for sustainable development.

There is an inappropriate distribution of power, legitimacy and urgency amongst the Jordanian salient stakeholders and this imbalance hinders the integration of education for sustainable development into the accounting curriculum.

This study aims to investigate the contribution of higher education institutions (HEIs) to the sustainable development goals (SDGs) and propose strategies to cultivate a culture centred on the SDGs in HEIs.

The methodology used encompassed an integrative literature review, combining bibliographic analysis on how HEIs incorporate the SDGs into their practices, adopting a qualitative approach for the analysis and categorization of the results.

The multifaceted contributions of HEIs in promoting the SDGs stand out, through their roles in teaching, research, management and integration and communication between university and society.

While influencing policies at various levels, HEIs encounter challenges in the effective integration of SDGs into their strategies. This underscores the need for contextualized governance, understanding students’ perspectives on sustainability and active external collaboration in policy formulation.

There is an urgent need to integrate SDGs into academic programmes, emphasizing the importance of redesigning curricula, actively involving teachers, researchers and students, establishing partnerships and promoting research applied to SDGs.

The social relevance of the study lies in the emphasis on an SDG-centred culture, involving teaching, research, outreach, community engagement and governance practices.

The study’s uniqueness lies in identifying persistent challenges during the transition to an SDG-centred culture, necessitating multisectoral collaboration and educational programmes that integrate sustainability principles into the strategy of HEIs.

This research mainly aims to shed light on sustainable development in Syrian higher education during the Syrian crisis.

In this research, the authors mainly study sustainable development in the Syrian Arab Republic through the bibliometrics data of universities and research centres in Syrian Arab Republic, where these data are related to sustainable development. Also, the authors study the strategies used in the university with the largest research output of sustainable development in the Syrian Arab Republic. The authors extract research data arranged in sustainable development goals in the Syrian Arab Republic from SciVal database.

Based on the bibliometric data on sustainable development research in the Syrian Arab Republic, the authors find that universities and research centres in the Syrian Arab Republic have taken important steps towards the goals of sustainable development, especially in the year 2022. The authors also find that the University of Damascus had the largest share in research related to the goals of sustainable development, and the authors find that this is due to the strategies taken by the University of Damascus towards the goals of sustainable development, such as the policy of digital transformation, the policy of recycling and the increase of green areas in the university.

This study is the first of its kind to study the goals of sustainable development in Syrian higher education during the Syrian crisis period.

Higher education institutions (HEIs) play a key role in facilitating increases in socio-economic growth and economic development. Sustainable development goal 4 (SDG 4): quality education is dedicated to ensuring inclusive and equitable access to quality education and lifelong learning opportunities. This study aims to gain leadership perspectives on the extent to which South African HEIs are meeting SDG 4 and deliver insights into whether significant variances in progress exist between public and private institutions.

Integrating the sustainable development frameworks of the United Nations and times higher education impact rankings in a positivist research design, this study surveyed 16 leaders from public South African HEIs and 59 from private South African HEIs using an online survey platform.

Responses indicate underperformance across institutions concerning the following: the prioritisation of SDG 4 at the highest levels of management, the effective inculcation of this agenda across the entire institution, alignment between SDG 4 strategies and staff expectations and education for sustainable development and global citizenship. Public HEIs have progressed towards the realisation of SDG 4 in aspects such as access to scholarships, inclusion of first-generation students and contributions through research output.

This study contributes to the limited literature on leaders’ perceptions of progress towards SDG 4 among HEIs in developing economies.

The research on sustainable campus is related to environmental protection and the realization of global sustainable development goals (SDGs). Because the sustainable campus development in China and Japan is carried out around buildings, this paper takes Kitakyushu Science and Research Park as a case to study the characteristics and typical model of sustainable campus in Japan by combined with the characteristics of Chinese sustainable campus.

This study compares the evaluation standards of green buildings between China and Japan, then compares the assessment results of the same typical green building case and finally summarizes the development mode and main realization path by discussing the implications of green buildings on campus sustainability.

The results show that (1) the sustainable campus evaluation in Japan mainly pays attention to the indoor environment, energy utilization and environmental problems. (2) Buildings mainly affect the sustainability of the campus in three aspects: construction, transportation and local. (3) The sustainable campus development model of Science and Research Park can be summarized as follows: taking green building as the core; SDGs as the goals; education as the guarantee; and the integration of industry, education and research as the characteristics.

It mainly provides construction experience for other campuses around the world to coordinate the contradictions between campus buildings and the environment based on sustainable principles in their own construction. It proposes a new sustainable campus construction path of “building–region–environment” integrated development.

This study provides theoretical framework for the development of sustainable campuses that includes long-term construction ideas and current technological support greatly improving the operability of practical applications. It not only enriches the sample cases of global sustainable campuses but also provides new ideas and perspectives for the sustainable development research of the overall campus through quantitative evaluation of building and environmental impacts.

Higher education institutions (HEIs) have a pivotal role in global sustainable development. The purpose of this study is to assess the QualEnv Consortium's contributions (QualEnv, a cooperative network of 16 universities across several countries, aimed to promote sustainability within HEIs). This paper focuses on three key objectives: illustrating QualEnv's successful, replicable sustainability strategies, highlighting their application and outcomes and contributing to the discourse on sustainable practices in HEIs.

This research uses qualitative and exploratory methods to provide an in-depth view of sustainability practices and strategies within universities. This study relies on documentation, specifically the “Sustainability Handbooks” of the QualEnv project, as a source of evidence.

This study reveals that the QualEnv Consortium's strategies have significantly improved the environmental and social performance of participating HEIs. Notably, this research identifies substantial enhancements in key sustainability metrics, including reduced carbon emissions, increased adoption of eco-friendly practices and stronger community engagement.

This study has some limitations. First, the choice of a qualitative methodological approach may constrain the generalizability of the findings. Another relevant limitation is related to the uniformity in adopting sustainable practices. The effectiveness of actions linked to the Sustainable Development Goals may depend on consistency in implementation among participating universities, and variations in this aspect can affect the direct comparison of adopted strategies.

This research contributes to the sustainability in higher education field by comprehensively examining the QualEnv Consortium's innovative approach. By focusing on QualEnv's experiences and outcomes, this research offers valuable insights and serves as a model for HEIs worldwide seeking to align their academic, research and community engagement efforts with sustainable development goals.

The aim of this study is twofold. First, this study examines the effect of fiscal policy on sustainable development in sub-Saharan Africa (SSA). Second, this study also investigates the moderating role of information and communication technology (ICT) in fiscal policy–sustainable development nexus in SSA.

This study adopted a battery of econometric techniques such as the ordinary least square (OLS), the two-step system generalized method of moments, Driscoll and Kraay covariance matrix estimator and the dynamic panel threshold model.

This study found that fiscal policy, except for public spending on education do not promote sustainable development in SSA. However, the authors found that ICT promotes sustainable development in SSA, and that when fiscal policy interacts with ICT, the results show that ICT enhances the effectiveness of fiscal policy to promote sustainable development in SSA. Furthermore, this study uncovers the optimal levels of public spending on health and education, and public debts that engenders sustainable development in SSA. The research and policy implications are discussed.

This study assessed the role of ICT in fiscal policy–sustainable development nexus.

This study aims to help scholars comprehend the major research themes on sustainable development goals (SDGs) in higher education which researchers from various fields have explored and to propose several potential future research directions of the least researched SDG in higher education to support scholars in making up the gap in the field.

The authors adopted a bibliometric analysis method to review the extant literature from the Web of Science on SDGs in higher education from 2015 to 2023 and took a closer examination of the most researched SDGs discussed by scholars. This study specifically concentrated on studies that explicitly mentioned the term “Sustainable Development Goal” (or “SDG”) and applied VOSviewer to cluster common keywords of the most researched SDGs and explored related themes. Also, this study provided several potential future research directions of least researched SDG in higher education.

SDGs 3 and 4 were the most researched, and SDG 15 was the least researched. The three major themes of SDG 3 were Adult Issues of Sustainability, South Africa Issues of Sustainability, and Relationship between SDG 3 and SDG 4. The three major themes of SDG 4 were the Role of Universities in Sustainability, Sustainability during Covid-19, and Challenges of Implementation.

This study provided several potential future research directions of the least researched SDG in higher education to support scholars to make up the gap in the field. Also, this study pointed out some pedagogical strategies and competencies needed to aid higher education institutions in achieving the 17 SDGs.

The explanatory study aimed to understand the global perspective of quality education and describe transformative strategies that empower teacher educators and equip the education system and future teachers to act as change agents by fostering learning processes that support students towards a sustainable future.

The explanatory study used a descriptive qualitative design. The researchers conducted four semi-structured group interviews of the 23 participants including pre- and in-service teachers, teacher educators, and policymakers from Austria, Germany, Italy, Canada, the United States, and South Africa during the Teach4Reach 1.0 project on SDG4. The inductive thematic analysis of the data was guided by Kuckartz’s six-phase approach for constructing data-driven categories.

The study identified SDG4 as pivotal in supporting the overall UN Agenda 2030. Furthermore, three distinct themes unequivocally emerged and were developed concerning the imperative nature of envisioning transformation for sustainability: (1) collaboration, (2) well-being and context of individuals, and (3) strategies for skill development.

Due to the qualitative nature of the study, the participants’ comprehensive understanding of the SDGs and their perceptions remained conditional to methodological subjectivity.

The study enabled a dialogue between educational stakeholders (pre- and in-service teachers, teacher educators, and policymakers), whereby an awareness and encouragement of SDG4 regarding quality education and training of quality future teachers occurred. A further implication includes increased collaboration and dialogue regarding the well-being of individuals (educational stakeholders), the context of individuals, and strategies for skill development.

The study elaborates on reaching the SDGs and identifies themes essential for sustainability transformation in teacher education. It also highlights further research and clarity about the responsibilities of educational stakeholders for quality education, for instance, (1) how to increase the supply of quality teachers by focusing on collaboration, well-being, and the contexts of individuals and (2) how value-embedded skills can support quality education for sustainability.

The global COVID-19 epidemic has posed significant challenges to the development of innovation and entrepreneurship education in Chinese and foreign universities, and the application of artificial intelligence generated content (AIGC) technology has presented both opportunities and challenges to its development. The purpose of this study is to summarize advanced experiences and models of new engineering innovation and entrepreneurship education development in Chinese and foreign universities, as well as to analyze the influencing factors. Taking the sustainable development goals (SDGs) into account, this study qualitatively proposes enhancement paths and improvement suggestions based on the application of AIGC technology, providing a reference for promoting the sustainable development (SD) of innovation and entrepreneurship education in Chinese universities.

By using the qualitative comparative analysis (QCA), this paper studies the interaction mechanism between the influencing factors of innovation and entrepreneurship in universities under the background of SDGs. This paper selects 12 representative universities with different cultures and strengths. Meanwhile, this paper analyzes the content of 2,535 publications on innovation and entrepreneurship education and summarizes seven influencing factors as comparison criteria. Then, this paper codes, summarizes and uses configuration to assess the primary factors influencing the development of innovation and entrepreneurship in colleges and universities at home and abroad.

On the quality of new engineering innovation and entrepreneurship education, comprehensive, diverse influencing factors and upgrading paths are obtained. Furthermore, this research proposes that the SD of innovation and entrepreneurship education in universities should make effective use of “AI plus education” and actively construct practical and teaching platforms. Meanwhile, the ChatGPT is being used to strengthen the innovation and entrepreneurship curricular system and talent training mode. The research also makes recommendations for improving teachers’ ability to acquire intelligent tools and promotes three-way teaching modalities of “teacher-AI-student” by taking into account the influence of various aspects.

This research uses the QCA research method, which analyzes not only influencing factors on the SD of innovation and entrepreneurship education but also explores the interaction mechanisms among factors. Furthermore, the research incorporates SDGs and AIGC technology application scenarios into the field of domestic innovation and entrepreneurship education, which will be helpful in SDGs of innovation and entrepreneurship education on both theoretical and practical levels.