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In the recent dynamic market, supply chain disruptions are rapidly increasing with varied customer demand, technological changes, uncertain pandemic events etc. To overcome the unexpected disruptions, supply chain of each business should be resilient and pharmaceutical supply chain (PSC) is no exception. Motivated by the challenges and unexpected pandemic disruptions, this paper aims to examine the performance indicators (PIs) of the resilient PSC and to predict the resilience level for a certain time period in the context of Bangladesh.

The aim of this paper presents a structured framework based on the Delphi method, fuzzy DEMATEL (Decision Making Trial and Evaluation Laboratory) and system dynamics (SD). The proposed methodology was validated using expert's inputs from the relevant field in Bangladesh. This study reveals the influential relationships of indicators and resilience level using fuzzy DEMATEL and SD to improve the resiliency.

Findings revealed that “Supply chain risk orientation”, “Visibility”, “Flexibility”, “Agility in supply chain” and “Collaboration” are the top five influential performance indicators for resilient PSC. The cause and effect relationship found that “IT capability”, “Flexibility”, “Supply chain network design”, “Resource availability”, “Supply chain risk orientation” and “Velocity” were in cause category which play a vital role for establishing resilient supply chain. SD approach has developed a model for predicting the resilience level of the supply chain.

This work is one of the initial contributions in the literature that has targeted on the identification and analysis of the significant PIs and predicting the resilience level of the PSC.

This paper aims to increase related knowledge across personal, social and ecological dimensions of sustainability and how it can be applied to support transformative learning.

The paper provides a reflexive case study of the design, content and impact of a course on eco-justice that integrates relational learning with an equity and justice lens. The reflexive case study provides a critical, exploratory self-assessment, including interviews, group discussions and surveys with key stakeholders and course participants.

The results show how relational approaches can support transformative learning for sustainability and provide concrete practices, pathways and recommendations for curricula development that other universities/training institutions could follow or learn from.

Sustainability research, practice and education generally focuses on structural or systemic factors of transformation (e.g. technology, governance and policy) without due consideration as to how institutions and systems are shaping and shaped by the transformation of personal agency and subjectivity. This presents a vast untapped and under-studied potential for addressing deep leverage points for change by using a relational approach to link personal, societal and ecological transformations for sustainability.