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While the world is yet to fully recuperate from the social and economic repercussions of COVID-19, the Russia–Ukraine conflict poses another major threat causing a humanitarian crisis and economic shock. Although the 2030 Agenda for Sustainable Development Goals (SDGs) and its pledge to “leave no one behind” is a universal commitment to protect the livelihoods of vulnerable groups, the Russia–Ukraine ongoing conflict is causing immense suffering and a gloomy future for the 2030 Agenda. The purpose of this study is to provide a holistic understanding of the ramifications of the Russia–Ukraine war in SDGs progress around the world. Further, the authors shed light on how stakeholders can help engage in support of SDGs in such a challenging time.

This study is qualitative in nature and relies on secondary sources. The motive behind this study is to allow social and economic policy researchers and practitioners to learn from the Russia–Ukraine dispute. The authors conduct a preliminary factual analysis to determine patterns of how the conflict affects the SDGs Agenda. On this basis, the authors propose some recommendations.

While it is still early to measure the full impact of the war on crises worldwide, it is clear that the repercussions will be multi-dimensional. The authors argue that the conflict in Ukraine is severely threatening the achievement of the SDGs. As such, the authors identify patterns of this crisis that have halted progress on SDGs worldwide. Of all SDGs, the authors argue that SDG16 (i.e. peace and justice) is an absolute pre-requisite to sustaining other goals. Further, refugees should be economically empowered, resilient and sustainable food systems need to be put in place and renewable energy transition is required.

This study serves as a springboard for future research by identifying patterns of war crises that have halted progress in achieving sustainable development worldwide. Empirical evidence needs to be conducted on the impact of this ongoing conflict on sustainable development and the 2030 Agenda.

This study could provide guidance to leaders and stakeholders across the globe on patterns for the impact of the Ukraine–Russia conflict on undermining global sustainable development while highlighting the need for major additional efforts to achieve the relevant SDGs.

To the best of the authors’ knowledge, this study is the first to analyse the threats the Russia–Ukraine dispute presents to the achievement of the 2030 Agenda for SDGs.

Higher education institutions provide a vital role in providing education towards solving sustainability issues. Hence, the adoption of development agendas, such as the United Nations Sustainable Development Goals (SDGs) through the SDG Accord, into curriculum. As a signatory of the sector SDG Accord, Coventry University Group has the responsibility of providing an enabling environment to promote the achievement of the Goals. This article introduces a model for embedding the goals into curriculum; with creative teaching practice and enriching student experience at the centre to the approach taken. The approach considers three dimensions: Staff Development, the Goals within Teaching, and Students' Activities.

The aim of this paper is to analyse the spillover effects of microcredit on the economy of Ecuador, with a particular focus on its potential as a poverty alleviation mechanism.

To address our research questions, we take into account the distance between cantons (Ecuador’s own administrative distribution) by adopting a spatial autoregressive (SAR) model. To this end, a database will be constructed with macroeconomic information about the country, broken down by canton (administrative division of Ecuador), and in a 2019 cross section, with a total of 1,331 microcredit operations in all 221 of Ecuador’s cantons.

We find a positive effect of microcredit on these neighbouring regions in terms of wealth generation.

We acknowledge that this study is limited to Ecuadorian cantons. Nonetheless, it is crucial to emphasize that focussing on an under-represented developing country like Ecuador adds significant value to the research.

Facilitating access to microcredit is one of the main solutions to address the goals proposed in the sustainable development goals (SDGs).

Microcredit activity contributes to the creation of value and wealth in Ecuador, exerting a spillover effect in neighbouring areas that can generate positive multiplier effects and alleviate poverty. For all of the above reasons, our proposal for the country is to support and promote microcredit as one of the main solutions to address the goals proposed in the SDGs.

The novelty of this study lies in the use of spatial econometrics to observe the indirect effects of microcredit on the regions bordering the canton in which it was issued, thus examining the spatial effects of microcredit on wealth distribution.

Background: Educational institutions are strategic tools in disseminating knowledge on Sustainable Development Goals (SDGs) since education is an effective developmental tool. All the 17 SDGs are tied in one way or the other to education, that is, the ability of people to learn and apply. This study applies unorthodox theories which include convergence models, neo-functionalism, intergovernmentalism, neorealism and the Hofstede model to explain how educational institutions are an essential enabling environment which accelerates the attainment of SDGs.

Methods: These factors are analysed in the context of the new coronavirus (COVID-19) pandemic. Empirically, some university case studies were highlighted in addition to unclear modus operandi, small, fragmented and heterogeneous markets and economies, political stability, deficient political will, and lack of standardisation of products and procedures among other factors. These dynamics affect both the quality of educational institutions and the quality of education thereby directly or indirectly affecting the attainment of the 17 SDGs and are compounded with the emergence of the coronavirus pandemic.

Results: The study reveals that acceleration of the 17 SDGs will require a holistic approach as opposed to silos (scientific, economic, political, academic) which usually emerge when pursuing overarching goals of this magnitude.

Conclusions: It concludes that accelerating progress towards the attainment of SDGs will not only require dynamic and visionary leadership but also well-functioning institutions which are based on economic feasibility as opposed to political alliances. Priorities should be placed on addressing poverty, inequality and quality education. Moreover, partnerships will be key in achieving sustainability especially given that the COVID-19 pandemic has compounded existing challenges.

Anyone seeking to influence another is a potential leader. Within higher education, determining what an institution should undertake on sustainability can be daunting. Sustainability leaders face labyrinthine, multifaceted sub-cultures, influencers and viewpoints across staff, students, government, business and alumni all with an opinion on whether, how and in what order of priority sustainability should be taken forward. In this paper we take on this challenge by synthesising and critically evaluating core principles and working models for influencing and leading for sustainability in higher education. We identify a series of eight challenges affecting delivery of sustainability and seek to understand how conceptual models and principles in sustainability decision-making and leadership could address these. We draw on the experience of both authors, in tandem with comments from workshop and leadership training programme participants who attended the Environmental Association for Universities and Colleges (EAUC) Leadership Lab training in the UK, as well as reflections arising in a detailed case study from the University of Edinburgh. We bring key insights from theory and practice for the benefits of individuals or teams seeking to influence and persuade key decision-makers to embrace the sustainability agenda.