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Despite the increasing demand for renewable energy (RE) as a low-carbon energy source, the transition to RE is very slow in many regions, including Oman, the case country for this study. It is critical to offer strategic insights to energy supply chain participants towards the sustainable transition to renewable energy (STRE). The purpose of this study is to identify viable RE sources in Oman as a case study of a GCC member country, develop a comprehensive framework of STRE, and suggest future research opportunities.

The paper addressed this problem through a country/regional study of Oman by conducting a systematic literature review (SLR) of RE-related peer-reviewed publications spanning over 21 years from January 2000 to February 2021. The qualifying articles are evaluated using template analysis qualitatively to identify viable renewable energy sources, build a holistic framework of STRE and recommend future research opportunities.

Findings confirm the potential of solar, wind, biomass and geothermal energies driven by environmental, economic and social sustainability concerns. However, results suggest that to fast-track the STRE, more emphasis should be accorded to solar and wind energies owing to the geographical composition of Oman. Findings reveal that policies and regulations, advanced and cost-effective technologies, subsidy regimes, grid connectivity and capacity, storage capacity and land availability influence the STRE. Gaps in the literature are identified from the results to clarify and suggest future research opportunities.

To the best of the authors’ knowledge, this is the first study that conducted an SLR that was evaluated using the template analysis technique to build a novel and updated framework that facilitates a crystalline understanding of STRE to guide policymakers and professionals in strategic decision-making.

We’re all just looking at the stars; how behavioral economics helps us understand the barriers to education programming in Tanzania.

This article uses a qualitative approach to explore the behaviorally normed barriers to quality classroom instruction that contribute towards low learning outcomes. Themed text analysis was applied to qualitative secondary data from seventeen classroom observations and teacher interviews collected from low-performing schools in rural Tanzania.

It was found that teachers in poor-performing schools in Tanzania were focused on the delivery of curriculum and pedagogy, with a misplaced belief that their pupils were performing adequately. The study found no evidence of teacher resistance to change; instead, the teachers were content and often happy to implement the reading program, believing that teaching phonics-based instruction improved their teaching approach. Teachers sought confirmation of their quality instructional practice from convenient yet inaccurate sources that did not include effective pupil assessment.

As a result of the chosen research approach, findings may lack generalizability.

While existing models of teacher change rely on logic and reason for decision-making, this paper provides evidence that teacher models of change are much more complex and irrational, aligned more closely with insights from behavioral economics (BE). Additionally, this paper justifies that traditional research frameworks that study what works provide an incomplete picture to support effective program improvement.

The application of behavioral economics to research and education programming focused on reducing the restraining forces rather than pushing incentives and other program components.