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This study assesses the SDG-related well-being of indigenous communities in India using bibliometric analysis and the ADO-TCM framework. It provides insights into their alignment with sustainable development objectives.

This study analysed 74 high-impact journals using bibliometric analysis to evaluate the well-being of India’s indigenous peoples about the SDGs.

This study analyses the well-being of tribal communities in India using existing scholarly articles and the ADO-TCM framework. It emphasises the importance of implementing Sustainable Development Goals (SDGs) to promote the well-being of indigenous populations.

This study uses bibliometric analysis and the ADO-TCM framework to investigate factors impacting tribal community welfare. It proposes theoretical frameworks, contextual considerations and research methodologies to achieve objectives.

Emotional intelligence (EI) and self-concept (SC) play a very important role in one’s life. The purpose of this paper is to investigate the SC and EI of tribal and nontribal university students.

The research used a quantitative approach, 100 nontribal (50 male and 50 female) and 100 tribal (50 male and 50 female) students were selected by nonprobability sampling method. The Bangla version of the self-concept questionnaire (Beck et al., 2001) and the emotional intelligence questionnaire (Hyde et al., 2002) were used to measure the SC and EI of students. Pearson correlation, t-test and post hoc tests were used for statistical analysis.

The findings of this study showed that the tribal and nontribal students differ significantly on the measure of SC and EI (p < 0.01). Although nontribal students showed higher SC than tribal students, tribal students showed a higher level of EI than nontribal students. The results also showed that gender significantly affects SC and EI (p < 0.01). Males have higher SC and EI than females. Furthermore, the study revealed that socioeconomic status differs significantly in the case of SC. Finally, the result also showed a significant positive correlation (r = 0.245, p < 0.01) between SC and EI.

The results of the research are only based on the students of one university besides the sample size is limited.

This research allowed the authors to determine the practical implications. The findings suggest that there is a significant difference in SC and EI between tribal and nontribal students, with nontribal students showing higher levels of SC. This implies that interventions and programs aimed at enhancing SC may be particularly beneficial for tribal students. The study also reveals that there are significant differences in SC and EI between tribal and nontribal adolescent boys and girls. This highlights the importance of considering gender differences when designing interventions to improve SC and EI among tribal and nontribal students. Moreover, educators, parents and policymakers can use these findings to develop targeted interventions and strategies to enhance SC among tribal students, with the aim of improving their overall well-being, academic achievements and success in life.

This paper adds to the literature on the SC and EI of tribal and nontribal university students by describing the difference in levels and a significant correlation. This paper obtains an innovative statistical approach to develop the findings so that information can be used in the future.

The geosocial divide that separates many rural regions of Alaska continues to present considerable challenges, such as those that have long plagued the Yukon-Kuskokwim region with cultural and value conflicts. Lack of empirical data and improper identification of the root causes of the ongoing socio-political, cultural and economic disparities between rural Alaska and the rest of the country contribute to the general misconceptions of the turbulent nature of life on the tundra today. In this isolated region, the state has built dozens of schools that largely employ non-Natives. Teacher certification requirements have largely alienated Alaska Natives from pursuing careers in their home villages due to cost, lack of access, lack of student support and irrelevant curriculum. Despite rigorous standards and extraordinary funding opportunities, the current model has traditionally underperformed against both state and national norms.

This research targets a project that re-conceptualizes the teacher certification pipeline for remote Alaska Native villages via the utilisation of a competency-based bilingual curriculum, mentoring and interactive learning delivered via hybrid and online formats. The Native Teacher Certification Pathway proposed will be significant both in its local impact on unemployed adults and Yupik youth, and globally as a site for innovation in the application, delivery and assessment of evidence-based student support activities and programmes. Leveraging place, identity, language and values make learning incredibly powerful, increases efficacy and creates a true impact. Universities and business programmes that are sensitive to this fact and tailor their programmes appropriately will likely see a greater return on their investment.

Research has shown that Indigenous people suffer significant health inequalities in comparison to dominant colonising cultures. Evidence shows that these inequalities can be addressed by gaining a deeper understanding of the social and cultural determinants of health, applying Indigenous views of health and developing better definitions of the term wellbeing. The following chapter draws on research exploring the relationship between Indigenous culture, the landscape and the connection with health and wellbeing. In Aotearoa/New Zealand, consideration of Indigenous Māori is a national imperative, enshrined in the Te Tiriti o Waitangi (Treaty of Waitangi) which establishes it as a bicultural country. Exploring three Māori health models, the chapter examines the factors that play a significant role in shaping Māori people's health. It relates how landscape is a foundational therapeutic aspect of Māori wellbeing using the models to express the forces that impact both positively and negatively on this relationship. The chapter concludes that all three concepts, culture, health and landscape, are interconnected and must be balanced to reduce Māori health inequalities and to provide a more sustainable model for health and wellbeing for all New Zealanders.

Undertakes a historico‐theoretical study to outline the constitutional and developmental predicament of the Native Indian people in Canada against the hegemonic models instituted by the Federal Department of Indian Affairs and Northern Development. Analyses a factual survey done by Statistics Canada to highlight the various kinds of socio‐economic problems being faced by Native Indians and to point out the prospects before them. Recommends an ecological alternative in the light of the new land rights being signed between the Federal Government and the Native Indians in Canada. Introduces a concept of social wellbeing and formalizes this as a criterion for evaluating the economic, social and political factors in an interactive and consensual way to generate better futures with conflict resolution.

This paper aims to present the seven organizational principles for developing value-dominant logic (VDL) thinking and advancing it toward making a business purposeful and open to a lifestyle of value for humanity at large.

VDL considers value as rooted on axiology, actor-network theory, the hygge concept and is deployed through seven organizational principles deriving from the original eight VDL principles (Mahajan, 2017).

It is necessary to consider value in its polysemous meanings as an emergent element and a result of people’s interpretation based on norms and beliefs. At the same time, managers conceptualize businesses to create stimuli for the markets and society and favoring the emergence of a positive and sustainable value. This study explains how organizations and managers can be driven by norms and beliefs and a purpose to make decisions and assume postures and behaviors capable of stimulating the emergence of positive and sustainable value, creating opportunities for humanity at large; this managerial behavior creates conditions for value creation, and it is framed in VDL.

A research agenda is provided that can spawn fruitful research in VDL.

This study develops the theoretical roots for a management approach that will support organizations and managers in interpreting their role as stimulators of value.

The study focuses on the well-being and happiness of all the stakeholders.

The study developed organizational principles deeply rooted in the VDL.

In 1968, Garrett Hardin identified a class of common goods that suffer under traditional market mechanisms. As a result, institutions become pivotal in defining acceptable consumption behavior. This paper describes the results of an agent-based computer simulation used to study how institutional forces shape consumption patterns. The results suggest common-interested behaviors support a greater population at a higher quality of living; however, exclusively common-interested behaviors result in underutilized commons, and the whole is generally less well off. Overall, when populations generally act in the common-interest, the commons, the population and individuals all experience higher quality outcomes than when they act in generally or exclusively self-interested ways. The paper frames further applications in terms of managing growth for long-term sustainability.

Climate change is recognised as a severe threat to human and planetary wellbeing. Many children and young people around the world have chosen resistance as their form of resilience in the face of the climate and biodiversity crises that threaten their current and future wellbeing. Their activism has widened the discourse pertaining to the climate emergency from a narrow focus on technical and scientific sources, bringing the discussion into broader public consciousness. In Aotearoa (New Zealand), the context for youth climate activism also reflects commitments to Māori, the Indigenous people, and to Pacific Peoples, given the ongoing impacts of histories of colonisation. This chapter draws from a range of focus group interviews with young Aotearoa (New Zealand) high school climate activists, and Māori and Pacific children and young people ranging in age from 10 into their 20s. Data were gathered during a recent small-scale project to develop a wellbeing guide which accompanies a climate change education programme for schools. It identifies the collective, collaborative leadership exhibited by these young people of diverse backgrounds, as well as their sophisticated analysis and advocacy for urgent remedies to address the climate crisis. It is argued that, instead of focussing on the blinkered continuation of restrictive assessment-driven pedagogies, teachers need to meet the moment of the current convergence of inter-related crises which include, along with the climate emergency, biodiversity loss, pandemic related exacerbation of socio-economic inequities, global conflict, and the unsustainable agenda of current global neoliberal economics. This can be done by supporting children and young people with knowledge and skills for climate action as they seek hope through active participation in endeavours to reshape their potential futures.