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This study aims to provide a framework aligning corporate social responsibility (CSR) initiatives with sustainable development goals (SDGs) 2030, applying the triple bottom line (TBL) approach. The research examines and evaluates the reach of Maharatna Central Public Sector Enterprises’ (CPSE) CSR spending towards sustainability and maps them with SDGs focusing on economic, social and environmental aspects. In addition, state-wise spending for CSR of all eligible Indian companies has been discussed.

The study used secondary data related to CSR spending and disclosure from the annual reports and sustainability reports accessible on the official websites of CPSE, Global Reporting Initiative standards, CSR Guidelines of Department of Public Enterprises and Securities Exchange Board of India, Government of India’s National Guidelines on Responsible Business Conduct (NGRBC) (2018) research papers, financial dailies and websites. The study includes the CPSEs awarded with the status of Maharatna companies under the Guidelines of Maharatna Scheme for CPSEs.

The top CSR initiatives focused on by Maharatna companies were related to poverty, hunger, sanitation and well-being, promotion of education and contribution to the Prime Minister’s National Relief Fund. These initiatives aligned with the top SDGs related to life on land, education and health care, which proved responsible business leadership (RBL) through TBL. The alignment indicates that India is moving towards sustainable development achievements systematically.

The practical consequences can be understood through the CSR spending of Maharatna Public Sector Undertakings towards economic, social and environmental aspects. The spending demonstrates their commitment, which other public and private sector organizations can adopt.

The Government of India’s NGRBC’s guidelines towards inclusive growth and equitable development, addressing environmental concerns, and being responsive to all its stakeholders is a thorough indication of driving the business towards being more responsible. This research has developed a framework aligning CSR and SDG through the TBL approach, which other developing countries can adopt as a model.

There is dearth of research among public sector company’s contribution towards attaining SDGs and demonstrating RBL. This research fulfils this gap. Mapping CSR activities to SDG’s also has not been clearly carried out in previous research, which is a contribution of this study.

The sustainable development goals (SDGs) are introduced to guide achieving the sustainable goals and tackle the global problems. United Nations members may perform activities to achieve the predetermined goals and report on their SDG activities. The comprehension and commitment of several stakeholders are essential for the effective implementation of the SDGs. Countries encourage their stakeholders to perform and report their activities to meet the SDGs. The purpose of this study is to investigate the extent to which corporations’ annual reports address the SDGs to assess and comprehend their level of commitment to, priority of and integration of SDGs within their reporting structure. This research makes it easier to evaluate corporations’ sustainability performance and contributions to global sustainability goals by looking at the extent to which they address the SDGs.

In the study, it is revealed to what extent the reports meet the SDGs with the multilabel text classification approach. The SDG classification is carried out by examining the report with the help of a text analysis tool based on an enhanced version of gradient boosting. The implementation of a machine learning-based model allowed it to determine which SDGs are associated with the company’s operations without the requirement for the report’s authors to perform so. Therefore, instead of reading the texts to seek for “SDG” evidence as typically occurs in the literature, SDG proof was searched in relevant texts.

To show the feasibility of the study, the annual reports of the leading companies in Turkey are examined, and the results are interpreted. The study produced results including insights into the sustainable practices of businesses, priority SDG selection, benchmarking and business comparison, gaps and improvement opportunities identification and representation of the SDGs’ importance.

The findings of the analysis of annual reports indicate which SDGs they are concerned about. A gap in the literature can be noticed in the analysis of annual reports of companies that fall under a particular framework. In addition, it has sparked the idea of conducting research on a global scale and in a time series. With the aid of this research, decision-making procedures can be guided, and advancements toward the SDGs can be achieved.

This paper aims to investigate perceptions of the employees on decent work and explore the path how employees, employers, social partners and public policymakers contribute to a united response to the implementation of sustainability dimensions to foster community cohesion and promote common vision.

The survey was conducted in country of Kosova and aimed to target respondents under employment relationship at the time of the survey administration. Respondents were categorized into two groups: those working in the public sector and the ones working in the private sector. The sample consisted of 580 respondents. Descriptive statistics, reliability measures and Person correlation coefficient were used for data analysis.

The results showed that strong positive correlation is found between having rights of employees protected and safety at workplace; equal treatment at workplace and receiving a fair pay; the positive impact of social partners and protection of employees; and finally, efforts of government to create conditions for decent work and its active support of decent employment.

To the best of the authors’ knowledge, this research topic is among the first studies in country that has been developed at the Universum International College as one of the constituting research themes deriving from the Institution’s research plan on sustainability. It explains the multiform and multifold ways through which decent work may be promoted as common vision between employees, employers, social partners and public institutions.

The present study aims to inform the requirements for developing a sustainable rating tool for small-scale infrastructure projects (SSIPs) through research findings.

A review-based comparative study of existing infrastructure sustainability (IS) rating tools for assessment of SSIPs is presented. Key stakeholder participants of the existing IS rating tools, are interviewed to identify existing barriers and requirements for sustainability rating. The study further presents possible rating tool options to optimise the sustainable performance evaluation of SSIPs.

Findings of this study indicated that prevalent IS rating tools are majorly applied to large-scale infrastructure projects and sustainability of SSIPs are seldom assessed. Based on a literature review and series of interviews, it was found that user friendliness, efficient structure, training and technical support, cost effectiveness and stakeholder recognition are the five key requirements of a sustainability rating tool for SSIPs. Additionally, six sustainability assessment options were proposed for SSIPs which range from pathways for existing tools through to new, customisable tools. Upon comparison, a new modified tool with verification process and revised tool with defined grouping of sustainable criteria was more effective for evaluation of SSIPs.

Use of case specific information for validation and framework development may lack generalisation. However, methodology can be used for future decision-making by making necessary adjustments to suit different local regional requirements.

Despite lack of generalisation, the findings can lead to future general studies on sustainability of SSIPs. Findings of the study provide foundation knowledge and awareness for sustainability evaluation of SSIPs.

This paper will identify and further explore the ideals versus realities of learning poverty and the consequential effects on our moral obligations and responsibilities. The wealthy nations are now under further pressure to recognise and realise their moral obligations to enabling social justice in the context of access, and distribution, of vaccines for the poorer nations. Learning poverty has always been a feature of our global economic, and institutional order, and has become an increasingly important factor in achieving justice.

The study focusses on a human rights approach to learning poverty and the ideals versus the realities of what we are beginning to see in the times of a global pandemic. The major challenges to justice is inherent to the recognition that wealthy nations continue to have a pivotal role in the reduction of poverty. The identified major challenges in the context of learning poverty are: “nation states and the global pandemic”, “international interactions and learning poverty” and “global institutions and learning inequalities”. In particular, the authors explore the concept of ideals versus realities through three “challenges”, which continues to challenge any semblance of justice in the current global vaccine distribution. Nation states and borders, international interactions and global institutions remain barriers in overcoming what is becoming a reality of learning poverty.

This paper seeks to look beyond the economics of vaccine trade and seek a way to accept a moral claim of justice for all. The authors consider how wealthy nations are active participants in the emergence of learning poverty for many nations.

By exploring the ideals versus realities of learning poverty, and human rights, the authors highlight some of the challenges, and wealthy nations moral obligations, through the emergence of a new dimensional indicator of poverty, learning poverty.

Family planning (FP) services through the lens of human rights are not well known in Nepal. This study aims to assess Family Planning 2020: Rights and Empowerment Principles for Family Planning and identify factors affecting contraceptive use among HIV-infected women living in rural Far Western Nepal.

This study conducted a cross-sectional survey using self-designed proforma. To assess the association between contraceptive use and independent variables, this study calculated adjusted odd ratio (AOR) with 95% confidence interval (CI) using statistical package for social sciences (SPSS) V.20.

Only 37.8% of participants had access to full range of contraceptive methods, and only 57.5% of participants received proper counseling. Agency/autonomy, transparency/accountability and voice/participation were practiced by 43.7%, 23.4% and 19.7% of participants, respectively. Husband’s support (AOR = 4.263; 95% CI: 1.640–11.086), availability of FP services in their locality (AOR = 2.497; 95% CI: 1.311–4.754), employment (AOR = 3.499; 95% CI: 1.186–10.328) and postpartum period (AOR = 0.103; 95% CI: 0.023–0.475) were significantly associated with contraceptive use.

Health-care providers’ and program managers’ perspectives were not examined.

Findings of this study will be useful for making strategic plan on human rights-based approach to FP.

Expanding access to contraceptive information and services and strengthening autonomy, accountability and participation are key to human rights-based approach to FP.

This study identified that inadequate counselling, nonavailability of full range of contraceptive methods, low level of autonomy, accountability and participation were key bottlenecks in fulfilling human rights-based approach to FP.

Sustainable design is a new paradigm to localize sustainable development. The Union Internationale des Architectes (UIA) prepared guidelines for architectural projects to contribute to the Sustainable Development Goals (SDGs). Using the theory of change, the Department of Architecture at Menofia University set the 2023 graduation project to explore the possibility of adopting sustainable design principles and integrating SDGs into architectural education. The paper documents and evaluates the experiment to drive best practices and lessons learned.

The paper utilized a mixed design strategy utilizing qualitative and quantitative techniques. It gathered data from various sources, including a student questionnaire and unstructured interviews with external examiners. Data analysis included frequency distribution and sentiment, content and thematic analyses. Triangulation is applied, combining data, investigator and methodological triangulation to enhance the paper’s validity.

Integrating SDGs into the 2023 graduation project contributed to students’ understanding of sustainable urban development. Students demonstrated varying receptiveness to guidelines, focusing mainly on the SDGs (1-5, 7, 8, 10 and 11). Gender equality and economic empowerment struck a chord with the mostly female students, acknowledging that securing well-paying jobs is a way to escape the cycle of poverty. Challenges included limited resources and time constraints, a scarcity of Arabic reading materials and misunderstandings among students and staff, thus prompting collaborative efforts beyond standard studio hours. Despite challenges, the initiative contributes to sustainable urban development, providing valuable lessons learned and insights.

Integrating sustainable design principles into architectural education is doable but involves a complex process requiring careful preparation. The value lies in the tangible impact on sustainable urban development, emphasizing the importance of incorporating sustainable development concepts throughout the architectural curriculum. The authors advocate for increased awareness and education among stakeholders and suggest areas for future research by exploring a broader implementation and assessing the long-term effects on students’ mindsets and practices. Sustainable development is a means toward community prosperity, and the inquiry highlights the collective responsibility of scholars, practitioners and students in shaping a better future.

The Gulf Cooperation Council (GCC) of countries has some of the highest electricity consumptions and carbon dioxide emissions per capita in the world. This poses a direct challenge to the GCC government’s ability to meet their CO₂ reduction targets. In this review paper the current household electricity consumption situation in the GCC is reviewed.

Three scenarios for reducing energy consumption and CO₂ emissions are proposed and evaluated using strengths, weaknesses, opportunities and threats (SWOT) as well as the political, economic, social, technical, legal and environmental (PESTLE) frameworks.

The first scenario found that using solar Photovoltaic (PV) or hybrid solar PV and wind system to power household lighting could save significant amounts of energy, based on lighting making up between 8% to 30% of electricity consumption in GCC households. The second scenario considers replacement of conventional appliances with energy-efficient ones that use around 20% less energy. The third scenario looks at influencing consumer behavior towards sustainable energy consumption.

Pilot trials of these scenarios are recommended for a number of households. Then the results and feedback could be used to launch the schemes GCC-wide.

The proposed scenarios are designed to encourage responsible electricity consumption and production within households (SDG12).

All three proposals are found viable for policymakers to implement. However, to ensure successful implementation GCC Governments are recommended to review all the opportunities and challenges associated with these schemes as laid out in this paper.

This case study explores different perspectives on integrating the Sustainable Development Goals (SDGs) in universities to achieve university transformations. This study recognises that university actors think differently about the purpose of universities, hold diverse perspectives on the SDGs, and, thus, prefer specific types of SDG integration.

Using Q methodology, 29 participants from one university expressed their perspectives by sorting 50 statements covering different types of SDG integration. Statements were based on academic and grey literature on SDG integration in universities, and interviews with university actors from a previous study. After the sorting task, participants were interviewed to understand the reasons behind the placement of particular statements.

The study identifies three perspectives held by the study participants. Perspective 1 emphasises the value of the SDGs and supports a deep integration of the Goals in their university. Perspective 1 also advocates for incorporating the SDGs into the university’s identity. Perspective 2 sees the university’s purpose as more comprehensive than the SDGs; thus, the university should develop knowledge regardless of its relevance to the SDGs. This perspective supports a pragmatic integration of the SDGs – favouring actions that benefit the university without introducing significant changes. Finally, Perspective 3 argues that the university should approach the SDGs through social justice and empowerment lenses. This perspective also questions the suitability of the SDGs for universities, arguing that the SDGs fail to challenge current structures underpinning the unsustainability of the world.

Although previous studies have analysed diverse ways of understanding the SDGs in universities, to the best of the authors’ knowledge, this study is the first to treat the SDGs as a governance framework of 17 goals and adopt a whole-institution approach to study universities.

Higher education plays an essential role in achieving the United Nations sustainable development goals (SDGs). However, there are only scattered studies on monitoring how universities promote SDGs through their curriculum. The purpose of this study is to investigate the connection of existing common core courses in a university to SDG education. In particular, this study wanted to know how common core courses can be classified by machine-learning approach according to SDGs.

In this report, the authors used machine learning techniques to tag the 166 common core courses in a university with SDGs and then analyzed the results based on visualizations. The training data set comes from the OSDG public community data set which the community had verified. Meanwhile, key descriptions of common core courses had been used for the classification. The study used the multinomial logistic regression algorithm for the classification. Descriptive analysis at course-level, theme-level and curriculum-level had been included to illustrate the proposed approach’s functions.

The results indicate that the machine-learning classification approach can significantly accelerate the SDG classification of courses. However, currently, it cannot replace human classification due to the complexity of the problem and the lack of relevant training data.

The study can achieve a more accurate model training through adopting advanced machine learning algorithms (e.g. deep learning, multioutput multiclass machine learning algorithms); developing a more effective test data set by extracting more relevant information from syllabus and learning materials; expanding the training data set of SDGs that currently have insufficient records (e.g. SDG 12); and replacing the existing training data set from OSDG by authentic education-related documents (such as course syllabus) with SDG classifications. The performance of the algorithm should also be compared to other computer-based and human-based SDG classification approaches for cross-checking the results, with a systematic evaluation framework. Furthermore, the study can be analyzed by circulating results to students and understanding how they would interpret and use the results for choosing courses for studying. Furthermore, the study mainly focused on the classification of topics that are taught in courses but cannot measure the effectiveness of adopted pedagogies, assessment strategies and competency development strategies in courses. The study can also conduct analysis based on assessment tasks and rubrics of courses to see whether the assessment tasks can help students understand and take action on SDGs.

The proposed approach explores the possibility of using machine learning for SDG classifications in scale.