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Despite the wide use of quantitative assessment to identify the relationship between green logistics (GL) practices and the sustainability performance (SP) of firms, results of these studies are inconsistent. A lack of theoretical foundation has been cited as a potential reason for these contradictory findings. This study aims to explore the relationship between GL practices and SP qualitatively and to provide a theoretical foundation for this link.

Following a multi-methodology approach, the authors used the grounded theory method (GTM) to investigate perceived relationships through qualitative analysis and adopted the system thinking (ST) approach to identify causal relationships using causal loop diagrams (CLDs).

The authors identified different sustainability practices under three major categories: logistics capabilities, resource-related practices and people-related practices. This analysis showed the relationships among these practices are non-linear. Based on the results, the authors developed three propositions and introduced a theoretical foundation for the relationship between GL practices and SP.

Managerial personnel can use the theoretical foundation provided by this study when making decisions on GL practices adoption. This theoretical foundation suggests applying a holistic approach that can help optimize SP by selecting suitable practices. On the other hand, researchers can use a multi-methodology approach suggested by this study to explore complex social issues.

This study contributes to the knowledge from a methodology perspective as no previous studies have been conducted to identifying the relationship between GL practices and SP by combining GTM and ST approaches. This combination can be extended to build system dynamics models for sustainable logistics impacts bringing novelty to the research field of sustainable logistics.

The growth of the internet, access to technology and rapid digital transformations have paved the way for developing attack surfaces for individuals and organizations. There is a dire need to provide cybersecurity awareness most effectively. Gamification-based platforms have evolved to make cybersecurity education more engaging and effective. This study explores the gamification platforms available for cybersecurity training and awareness, the extent to which they are used and their benefits and challenges.

PRISMA 2020 was used to conduct the systematic literature review.

The study comprehends the game design elements and their role in the effectiveness of cybersecurity training and awareness. The study unveils that traditional education methodologies are insignificant in cybersecurity awareness, and gamification-based platforms are more beneficial. The paper summarizes the implications of the findings and further postulates future research directions.

This work comprehends the various forms of gamification platforms and frameworks available for cybersecurity training and will motivate further development of gamification platforms. This paper will help academia, private and public organizations and game designers enhance their gamification-based cybersecurity education interventions.

This study aims to identify and explore the factors affecting social entrepreneurial intentions considering an educational institution in Portugal. It also intends to determine the relevance of moderating factors in the antecedents and entrepreneurial intention of these students.

A panel of 177 undergraduate students enrolled in a social entrepreneurship course between the academic years 2018 and 2021 is considered. The data is explored quantitatively considering descriptive analysis techniques, correlational analysis and hypothesis testing.

The findings reveal that entrepreneurial intention depends on multiple individual, organizational and contextual dimensions. Students' entrepreneurial intention remains unchanged regardless of the student’s profile. However, students' professional experience is a more relevant factor for the identification of organizational dimensions related to curriculum and critical pedagogy, while previous involvement in volunteer activities contributes to a higher prevalence of individual factors.

To the best of the authors’ knowledge, this study is original in exploring the role of entrepreneurial intention and its antecedents considering a heterogeneous students' profile. It offers theoretical and practical contributions by extending the literature on social entrepreneurial intention that can be used by higher education institutions to offer specific training more focused on the student's profile.