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With the continuous deepening of China's mixed-ownership reform, the participants in the reform have gradually expanded from state-owned enterprises to private enterprises. Whether state-owned equity participation in private enterprises can facilitate the development of environmental, social and governance (ESG) performance in private enterprises is a question that needs urgent examination. This study aims to investigate the impact of state-owned equity participation on the ESG performance of private enterprises.

Using Chinese listed companies as the research sample, this study uses econometric methods such as multiple regression to analyze the relationship between state-owned equity and the ESG performance of private enterprises. Additionally, it explores the underlying mechanisms and influencing factors of this relationship.

There is a significant inverted U-shaped relationship between state-owned equity and the ESG performance of private enterprises. Mechanism analysis reveals that resource effects and governance effects play a mediating role in this nonlinear relationship. Furthermore, the authors find that environmental regulation and managers' attention to the environment positively moderate the relationship between state-owned equity participation and ESG performance.

A reasonable equity structure is crucial for enhancing corporate ESG performance. Moderate state-owned equity participation helps to leverage resource integration and governance advantages, which will assist private enterprises in maximizing ESG performance and achieving sustainable development.

In advancing the process of mixed-ownership reform, the government should maintain an appropriate proportion of state-owned equity to avoid excessive intervention in enterprise decision-making. At the same time, it should ensure that enterprises can genuinely undertake their social and environmental responsibilities while pursuing economic benefits. This is of great significance for promoting sustainable economic and social development.

This study integrates state-owned equity, ESG and nonlinear relationships into a single research framework. It explores the internal mechanisms and influencing factors of their relationship, overcoming the limitations of previous studies and provides a new perspective for understanding the impact of state-owned equity on corporate ESG performance.

Mining activities can promote development despite issues of environmental and social impact; however, corporate social responsibility (CSR) implementation is still an issue in the industry, which has received little attention in the literature and almost none to the operational level. This paper aims to address this gap by adopting the perspective of CSR practitioners to explore the way mining companies implement CSR at site level.

This paper uses an exploratory approach with in-depth interviews to investigate site-level CSR implementation and challenges in the context of mining in Brazil.

This study identifies primary challenges in CSR implementation and several ways in which they might be addressed. To the best of the authors’ knowledge, this paper identifies for the first time two implementation-hindering aspects of the routine of CSR practitioners – excessive time spent at the office as opposed to in the field engaging in the community and a disproportionate amount of time spent on complaint management. In addition, this paper demonstrates the applicability of stakeholder theory in the CSR field, highlighting the need for increased collaboration among internal and external stakeholders to advance CSR implementation.

This study adopts the perspective of CSR practitioners, who are key stakeholders in CSR implementation, working in mining sites in Brazil, as the impact of mining can be especially marked in developing countries.

This study aims to explore how social entrepreneurship initiatives and rural development address various socio-economic challenges in rural communities following Indonesia’s independence in 1945.

Adopting a pragmatic research philosophy, this study uses a historical review and thematic analysis, extending from the PRISMA method to analyse articles and reports concerning social entrepreneurship initiatives and rural development in post-independence Indonesia.

This study reveals that social entrepreneurship initiatives and rural development programs have advanced hand in hand since Indonesia's independence. Social entrepreneurship initiatives and rural development mutually reinforce each other, with social entrepreneurship prominently featured in many rural development projects, promoting socioeconomic changes in rural communities.

While this review has covered the available literature in Indonesia's context and extends the social entrepreneurship concept by showcasing its impact in rural Indonesia, further theoretical models integrating social entrepreneurship and rural development are needed, especially with local or regional context and community-driven approaches to increase the research potential in the field.

This study is beneficial for policymakers in the field to consider the findings of this review on the strong association that social entrepreneurship has had with rural development in Indonesia.

This study highlights the importance of local values and community participation in social entrepreneurship initiatives for rural development. It is also highlighted that social entrepreneurship initiatives enable rural women to participate in entrepreneurial activities.

This study concludes that prior studies consistently demonstrate a strong association between social entrepreneurship initiatives and rural development, with government policies and programs increasingly leveraging social entrepreneurial approaches to tackle rural challenges. Additionally, rural development strategies in Indonesia align with three strategic pillars established by the government’s entrepreneurship programs. These pillars, integral to rural development through the social entrepreneurship approach, are critical for the formulation and future action plans adjustable to the current trends, issues and circumstances.

This study looked at the potential applications of geographic information systems (GIS) and remote sensing (RS) for inclusive community development and participation, sustainable tourism, and rural community-based natural resource management (CBNRM) in sub-Saharan Africa and other rural areas worldwide.

To evaluate resource management systems for rural tourism and the environment in Africa and abroad. The study makes use of reviews of relevant literature and documents, and while linking applications for sustainable tourism and local community empowerment with CBNRM and GIS, vital content was manually analyzed.

The study shows a potential affinity between agricultural and tourism businesses that GIS in line with the CBNRM conception can strengthen. In many rural and underdeveloped regions of the continent, this highlights the need for a credible and varied tourism strategy to develop and empower the relevant communities.

Most agricultural communities in Africa are located in low-income regions. Such areas are rich in natural wildlife and have popular tourist destinations. A mix of regional community development initiatives can be built using GIS, sustainable tourism, CBNRM, and community-based tourism (CBT).

Despite the positive impact of professional learning communities (PLCs) in improving teaching practices, many teachers still struggle to effectively integrate information and communication technologies (ICTs) into their teaching and learning. Drawing from human capital theory and spillover effects, this paper examines how teachers PLCs can facilitate ICT integration.

Using a qualitative methodology, the researchers designed a phenomenological study. From semi-structured interviews, data were collected from 15 selected secondary school teachers from four selected secondary schools in Tanzania.

The study revealed that teachers use various strategies to enhance ICT integration in teaching practices, namely, community collaboration, practice-based approaches to ICT integration and the utilization of digital learning tools in instructional practices. Furthermore, the results showed several constraints on the ability of teachers’ PLCs to encourage ICT integration. These constraints were divided into three parts, i.e. major challenges at the macro, meso and micro levels.

The paper has the potential to inform policy and practice, particularly in the area of PLCs. Also, it helps to better understand the changing practices with ICTs through PLCs when there are insufficient resources for ICT integration.

To support teachers in using ICTs in their instructional practices, it is essential to build their capacities through PLCs to increase their confidence and competence in ICT integration.

Taking instances from extant findings from the literature, the study aims to examine the community perception toward renewable energy (RE) off-grid (mini-grid/microgrid) intervention, the underlying rationales for engagement of communities in RE off-grid projects, the different alternatives/models to engage communities in various phases of RE off-grid project deployment.

The study has followed the structured literature review to explore the identified research question of the study.

Based on findings from the review, the framework for effective community engagement in RE mini-grid projects is suggested. Furthermore, the study also draws suggestions and implications for future research and practice.

Based on such understanding the present study offers the framework which suggests the steps for the engagement of the communities in the off-grid projects. The key steps are managing the perception of the community (including generation of awareness among the community), planning for the benefits of the community, linkage the sustainable development goals (SDG), planning for the inclusion of the community and measuring performance (in the line of social and economic criteria and SDG).

This study finds the gap in the literature on the nexus of community, off-grid energy projects and SDG. Following the findings from the scholars in this field, a few gaps in the policy and practice have been highlighted which could be useful for practitioners and policymakers in this area.

Introduction: ‘Ecotourism’ refers to tourism that promotes and preserves a site’s eco-heritage to make tourists aware of the cultural past and protect the environment at the same time. The elementary impression behind ecotourism is that it signifies an appealing alternative to the mass tourism paradigm, significantly altering the natural and social circumstances of tourist destinations worldwide.

Purpose: To study the various factors responsible for the prospects and development of ecotourism, including marketing strategies, which necessitates and deliberates for society’s well-being and the safeguarding of the landscape.

Need for the study: This research provides perceptions into the economic, environmental, and social factors and the marketing tools that influence the sustainable development of ecotourism and to address the historical neglect or minimal consideration of environmental impacts associated with tourism practices.

Methodology: The study involved quantitative analysis gathering primary data from 100 respondents and inclusion of secondary data sourced from journals and articles. The collected data underwent testing and analysis, employing descriptive statistical analysis, analysis of variance (ANOVA), correlation analysis, and structural equation modelling (SEM). These analyses successfully established relationships among the variables under investigation.

Findings: The study recommends a futuristic plan to boost the sustainable growth of ecotourism on the basis of the findings of the study.

Practical implication: The research underscores the pivotal role of local community engagement, education, enhanced visitor experiences, and strategic promotion facilitated by eco-smart technologies in fostering the sustainable growth of ecotourism destinations.

This study aims at understanding how higher education institutions (HEIs) can contribute to sustainable development, by designing their programmes for bringing about a transformative impact on communities and students, and also to examine what alternative pedagogical approaches could be used for that. In the past decades, HEIs have increasingly created social innovation (SI) programmes, as a way to achieve United Nations Sustainable Development Goals. These community-oriented and field-based programmes are difficult to ally with conventional classroom education. This study explores how these programmes could integrate the participatory approach and what would be the benefits. It also investigates the effectiveness of the experiential learning approach for teaching sustainability.

A case study method is used to document SI projects initiated by an HEI programme in rural India.

It was found that the participatory approach contributes to empowering communities and also benefits the students in terms of academic, professional and personal growth. Empirical findings show that experiential learning is an efficient method to teach sustainability. Ultimately, both pedagogical approaches are found to be mutually beneficial.

This study fills a gap in the literature, by providing empirical evidence on how HEI can implement innovative educational strategies such as participatory approach and experiential learning in their programmes towards teaching sustainability. A conceptual model for HEI interested in developing similar programmes is also proposed. To the best of the authors’ knowledge, this study is one of the first studies focusing on the context of Indian HEI.

Developing nations are starting to take centre stage and are becoming more conscious of their economic potential in the tourism sector. Earlier, these countries were largely left out of the tourist sector. Today, the foreign exchange reserves of these nations are mostly derived from tourism and a nation's balance of payments derived through tourism supports international trade and stabilizes the economy. The chapter adopts a case study method to evaluate the prospects of inclusive growth through socio economic well-being. In the dynamic and constantly evolving tourism industry, it is imperative to make the growth more inclusive so that there is a balanced approach to long term sustainable development. When it comes to using traditional skills and cultural heritage to participate in this economic paradigm, rural artisans face both opportunities and challenges as the global tourism landscape undergoes evolving transformations. The study commences by closely examining the current market obstacles that rural artisans in the tourism industry face, which encompass a range of issues such as shifting consumer preferences, market saturation and the aftermath of external shocks like pandemics. The chapter indicates major obstacles impeding the integration of rural artisans into the tourism value chain by means of a thorough empirical analysis. In order to overcome the obstacles, the study investigates inclusive growth and how it might act as a spur to improve the socio-economic circumstances of rural craftsmen. The findings in the chapter distil best practices that promote inclusivity, empower local communities and support sustainable tourism development by looking at successful case studies and policy interventions.

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.