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The global non-attainment of the Sustainable Development Goal (SDG) 5 indicates the issue of rising gender inequality. Educated women shying away from the labor force is worsening it. The labor market dynamics might shape the female labor force participation (FLFP). The present study recommends a policy framework by analyzing this dynamism across 125 countries over 1990–2020.

The Two-step System Generalized Method of Moments is used to address endogeneity bias. Dynamism in policy environment is captured by relaxing the Ceteris Paribus condition in the empirical model.

Results show that the moderation of labor market factors has increased with the attainment of Secondary and Tertiary Education. Results also highlight that these factors promote FLFP through prospective opportunities but also hinder female participation through employer’s discrimination despite educational attainment.

Studies have examined the role of education on FLFP. However, prior research has not investigated the role of labor market factors in influencing the impact of education on FLFP. The consideration of these factors will help in addressing the global policy lacuna by recommending a policy framework for enhancing FLFP through internalization of the externalities exerted by the labor market factors, and thereby, help the countries attaining the SDG 5 objectives.

This research aims to shed light on the utilization of open spaces at Effat University through a gender lens. By eliminating gender segregation, the study seeks to examine how these spaces are equitably shared between genders, while also delving into the realm of gender sensitive urban design (GSUD). Furthermore, the research strives to gain valuable insights into the experiences of female students in open spaces to propose a framework for the design of fair shared open spaces.

To achieve these objectives, a multi-faceted approach was adopted. First, the research started by reviewing the literature about gender sensitive urban design and inclusive urban design to conclude the indicators examine how open spaces are shared fairly between both genders; second, an online questionnaire was administered to gather comprehensive data. Third, meticulous observations were conducted, involving the study, analysis and mapping of students' activities using maps and photos. Lastly, a walk shop was organized, with a focus group comprising of female participants. The collected data was then analyzed using SPSS descriptive statistics and the Pearson product-moment correlation coefficient, enabling the identification of key patterns and evaluating female students' satisfaction levels.

The findings unearth a distinctive perspective on the perception and needs of females within a unique subset of open spaces, referred to as “campus open spaces,” in the context of a gender sensitive urban design. This exploration provides valuable insights into the intricacies of gender dynamics within public spaces, contributing to a more inclusive and equitable environment for all individuals at Effat University, framework shows some of significant indicators that effect on other indicators strongly as sense of safety and security and the diversity of activities that increase visiting rates, sense of belonging.

This research presents a framework aimed at improving the concept of equitable and inclusive, open spaces, particularly on campuses within significant communities like KSA. The focus is on creating fair shared places that facilitate interaction and cater to the social and cultural needs of students, with a particular emphasis on supporting female students. By enhancing their sense of belonging and addressing their unique requirements, this framework aims to positively impact their academic performance while fostering an inclusive and engaging campus environment.

This paper aims to introduce the concept of using the well-established Shared Lives approach to support survivors of domestic abuse with complex needs including those with learning and physical disabilities, older people and carers.

Survivors with complex needs are often excluded from traditional domestic abuse support services thus increasing their risk and making recovery impossible. Using the Shared Lives approach in suitable cases could address gaps in provision and improve the outcomes for survivors with disabilities, older survivors and carers.

The paper draws on evidence from reports and research about the experiences of these cohorts of survivors to explain how the Shared Lives approach could increase support options for specific categories of survivors.

Using the Shared Lives approach to support cohorts of victims/survivors who experience barriers to accessing support could improve outcomes for these people, reduce risk of serious harm and improve quality of life.

With the recent recommendation from Association of Directors of Adult Social Services around increasing use of Shared Lives, this paper provides one potential way to meet this recommendation.

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.

This study aims to develop a comprehensive framework for Islamic social entrepreneurship (ISE) by synthesizing Islamic principles and social entrepreneurship concepts, bridging the gap between theory and practice.

Using a systematic literature review, this study focuses on scholarly works published from 1992 to 2023, uses thematic analysis and engages with subject experts to craft a framework for ISE.

The study identified 39 sub-dimensions grouped into 13 core dimensions. These findings highlight the multifaceted impact on ISE, emphasizing its commitment to ethical, socially responsible practices and achieving lasting social impact through collaborative, innovative approaches guided by Islamic principles.

Limitations include regional focus, lack of longitudinal data and absence of quantitative testing for the framework. Future research should expand scope, use quantitative analysis and explore gender dynamics, policy implications and standardized impact metrics to enhance the framework’s robustness.

The study’s comprehensive framework aids ISE practitioners in aligning their ventures with Islamic ethics and social impact. As interest in ISE grows, particularly in Muslim-majority contexts, this research facilitates the integration of Islamic values into social entrepreneurship, addressing pressing societal challenges.

This study contributes to the field of ISE by proposing a meticulously crafted framework that synthesizes Islamic principles and social entrepreneurship concepts. It stands out as a unique endeavor that bridges the gap between theory and practice in ISE, offering practical guidance while enriching the scholarly discourse on the subject.