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Urban areas, especially in the coastal region of Bangladesh, face environmental degradation due to rapid urbanization, uncontrolled socio-economic activities and experiencing the adverse impacts of climate change. Nature-based solutions (NbS) as options for restoring, preserving, maintaining and elevating natural features or systems are becoming popular for reducing vulnerabilities caused either by natural hazards or human-induced activities. With this understanding, this study aims to explore the need of practicing NbS by studying the condition of a tidal canal (known as Thakurani Khal) and its peripheral areas of Mongla Port Municipality, a coastal and seaport town in Bangladesh.

This case study-based research uses multiple inquiries, including focus group discussions, pair-wise comparison, observation, GIS-based mapping, key informant interviews and secondary climate data review, to understand the spatial development of the area and community reactions to the changes in the urban environment.

The natural water flow of this canal is controlled by sluice gates that indirectly allowed the dweller to encroach its lands and convert the canal into a solid waste dumping area. These human-induced activities as well as the climate change-induced events (i.e. extreme heat, intensive and irregular rainfall, increased number of cyclones, etc.) have made the adjacent areas prone to waterlogging and drainage congestion. In this context, the revival of the original natural quality of the canal has been identified as an alternative to ensuring an adaptive urban environment.

This research highlights the importance of practicing NbS for developing urban resilience in the context of climate change.

In an urban environment, different types of actors (individuals, households, community groups, institutions, governmental organizations, nongovernmental organizations (NGO), community-based organizations (CBO) and public and private organizations, etc.) play critical roles in enhancing urban resilience to adapt to the impacts of climate change. To identify and prioritize aspects of climate resilience planning, this study aims to examine the potential impacts of climate change on diverse urban systems and evaluate the capacities of various actors to adapt to climatic stress.

This research selects Mongla, a coastal as well as port town in south-western Bangladesh that faces climate risks including frequent cyclones, storm surges and salinity intrusion due to sea-level and temperature rise, as reported in the National Climate Vulnerability Index 2018. This research uses the methodology proposed by ICLEI South Asia’s Climate Resilient Cities Action Plan and accesses different urban actors’ adaptive capacity for contributing to enhancing climate resilience based on three broad characteristics: the capacity to organize and respond, availability of resources and access to information. The cumulative scores of these characteristics aid in determining the climate adaptive capacity of each urban actor.

The identified 53 actors are grouped into four categories: government (local and national); international/local NGOs, CBOs and associations; community representatives and private sectors and groups and individuals. The group of NGOs, CBOs and associations has a higher overall adaptive potential than all other actor groups, according to the study. When it comes to practicing adaptive capacity, government institutions are in the second-highest position. But, the Khulna development authority, the government agency that is in charge of overseeing all forms of urban development, scored poorly on all fragile urban systems. However, the performance of the fourth group of urban actors is very subpar when it comes to adapting to climatic stress, which emphasizes the need for focused interventions.

Variations in adaptive capacities to climate change across different actors are particularly useful for targeting actors with lower levels of climate adaptive capacities in Mongla town.

This paper particularly addresses the research gap in assessing the adapting capacity of urban actors in Mongla port-town. Policymakers and practitioners can create and carry out targeted interventions that address the particular needs and concerns of vulnerable actors by making use of the insights obtained from this kind of study, thereby assisting in the development of climate resilience in any urban area.

In collaboration with their home cities, universities increasingly develop courses in which students investigate urban sustainability challenges. This paper aims to understand how far-reaching the collaboration with urban stakeholders in these courses is and what students are meant to learn from the transdisciplinary pedagogies.

This research is designed as a qualitative multiple-case study into the intentions of transdisciplinary courses in which universities collaborate with their home cities: Delft University of Technology in Delft and Amsterdam Institute for Advanced Metropolitan Solutions in Amsterdam. The study compares the written intentions of eight courses in course descriptions with the ideal intentions that teachers describe in interviews.

First, seven of the eight investigated courses were designed for urban stakeholders to participate at a distance or as a client but rarely was a course intended to lead to a collaborative partnership between the city and students. Second, the metacognitive learning objectives, such as learning to deal with biases and values of others or getting to know one’s strengths and weaknesses in collaboration, were often absent in the course descriptions. Learning objectives relating to metacognition are at the heart of transdisciplinary work, yet when they remain implicit in the learning objectives, they are difficult to teach.

This paper presents insight into the levels of participation intended in transdisciplinary courses. Furthermore, it shows the (mis)alignment between intended learning objectives in course descriptions and teachers’ ideals. Understanding both the current state of transdisciplinarity in sustainability courses and what teachers envision is vital for the next steps in the development of transdisciplinary education.

The potential for massive economic growth exists in Samarinda City due to the intensification of activities in built-up areas. This suggests the potential for increased urban disease in the relocation of Indonesia’s new capital city to a location adjacent to Samarinda. One of the most striking impacts is the urban heat island (UHI). The increase in this phenomenon can be addressed effectively and efficiently through the provision and arrangement of appropriate vegetation-based actions. Therefore, this study aims to identify priority areas of green open space (GOS) based on UHI levels. In addition, this study also aims to present alternative mitigation measures to reduce the risk of disasters due to UHI.

A mixed-method approach was used in this research, involving an initial land surface temperature analysis to identify the UHI class. This analysis was complemented by quantitative spatial analyses, such as scoring, overlay and intersect methods, to determine the priority level class and the typology of GOS priority. A qualitative analysis was also conducted through data triangulation or comparison methods, such as examining existing land use, GOS priority maps and spatial plan policies.

The findings show that the total UHI area in Samarinda City was 6,936.4 ha in 2019 and is divided into three classifications. In Class 1, the UHI area is very dominant, reaching 87% of the total area. Meanwhile, the main results identified two priority classes of GOS in Samarinda, namely, the medium and high categories with an area of 960.43 ha and 113.57 ha, respectively. The results also showed that there were 17 typologies associated with five alternative mitigation measures: green industry, greening parking lots, improving urban green infrastructure and buildings, urban greening and mining restoration.

Specific to assessing UHI, image data were available only in medium spatial resolution, leading to a consequence of detailed accuracy. In addition, since the determination of mitigation considered local policies, the method should be used in other locations requiring adjustments to existing regulations, specifically those related to spatial planning.

This study makes a significant contribution to the understanding of the UHI phenomenon in Indonesia, especially in the urban areas of Kalimantan Island. In addition, the study presents new insights into alternative mitigation actions to reduce the risk of UHI. Innovatively, this study introduces a typology of regions associated with appropriate alternative mitigation actions, making it an important achievement for the first time in the context of this study.

This systematic literature review investigates the contribution of design thinking (DT) as a process and tool to drive innovation in a sustainable built environment (SBE) and develops a new model for sustainability research integrating DT and future thinking approaches toward achieving a unified DT and foresight notion for future research and applications.

This review was based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. Open-access English articles published between 2000 and 2022 identified using the EBSCOhost, Emerald Insight, DOJA, JSTOR, Scopus and Taylor and Francis database searches were reviewed. The review framework deploys a previously proposed modified Ansoff matrix with an integrated innovation matrix to identify and analyze the challenges and opportunities for innovation growth in SBE. Additionally, a citation analysis was conducted to explore the impact of DT for innovation in SBE, and a proposed framework based on design by drawing on foresight theory was developed.

Research on DT for innovation in SBE faces the challenge of unanticipated impacts. According to the average number of citations per document, innovation associated with new solutions within a new context seems to become highly influential. Additionally, research gaps exist in the integration of foresight and DT into sustainability research to identify new contexts and solutions to SBE. A model of foresight design thinking (FDT) is proposed to guide future research and support the practical application of DT in sustainability.

This analysis was limited by the selection criteria as only certain keywords were used and English-only articles were selected. Future research should consider the use of DT for innovation in SBE using various important keywords, which would improve research findings and expand the contribution of DT to SBE.

The FDT model offers a new holistic framework for the iterative process of reframing and reperception, focusing on divergent and convergent thinking with the goal of contributing to SBE practices.

The integrated framework of DT and foresight can contribute to the study and development of sustainable innovation and a strategic shift toward a sustainable society.

The integration of DT, foresight and sustainability can broaden the horizons of sustainability research by systematically addressing future challenges related to SBE, which can be translated into feasible and innovative solutions. Thus, the FDT model complements the application of DT in sustainable innovation in this research field.

The study aims to assess the effectiveness of prevailing methods for quantifying physical climate risks. Its goal is to evaluate their utility in guiding financial decision-making within the real estate industry. Whilst climate risk has become a pivotal consideration in transaction and regulatory compliance, the existing tools for risk quantification frequently encounter criticism for their perceived lack of transparency and comparability.

We utilise a sequential exploratory mixed-methods analysis to integrate qualitative aspects of underlying tool characteristics with quantitative result divergence. In our qualitative analysis, we conduct interviews with companies providing risk quantification tools. We task these providers with quantifying the physical risk of a fictive pan-European real estate portfolio. Our approach involves an in-depth comparative analysis, hypothesis tests and regression to discern patterns in the variability of the results.

We observe significant variations in the quantification of physical risk for the pan-European portfolio, indicating limited utility for decision-making. The results highlight that variability is influenced by both the location of assets and the hazard. Identified reasons for discrepancies include differences in regional databases and models, variations in downscaling and corresponding scope, disparities in the definition of scores and systematic uncertainties.

The study assists market participants in comprehending both the quantification process and the implications associated with using tools for financial decision-making.

To our knowledge, this study presents the initial robust empirical evidence of variability in quantification outputs for physical risk within the real estate industry, coupled with an exploration of their underlying reasons.

A mixed-method study was performed to determine the impact of integrating systems thinking (ST) into an electronic learning module for junior high school teachers in the Philippines. The study aims to assess how an ST approach to pedagogy compared against a conventional approach in terms of contribution to the participants’ global climate change content knowledge, holistic thinking and depth and accuracy of knowledge and reasoning.

The study implemented e-learning modules using an ST approach versus a conventional approach in teaching climate science to junior high school teachers. The paper presents quantitative data obtained from pre and posttests results of the 20 teacher-participants and qualitative data obtained during the focus-group discussion (FGD) after the implementation of the study.

The results from the statistical analysis indicated that the ST group obtained a significant increase in their assessment scores compared to the non-ST group, according to predetermined criteria. Content knowledge, depth and accuracy of knowledge and reasoning increased the most. The participants mentioned during the FGD that the module helped deepen their understanding of climate change.

The study was limited to 20 teacher-participants, but it has relevance for public school teachers in the country given that participants had raised concerns regarding the lack of training in their schools for teaching climate science. They admitted that they lacked critical information to include in climate change topics in their classes.

This paper shows how the ST approach can be used to teach climate change to junior high students. The e-learning module can provide teachers with better understanding, knowledge and reasoning to teach climate change to high school students more effectively.

This paper aims to study the inequalities faced by older people through the analysis of semistructured interviews with older residents of Saint Petersburg and the villages in the Republic of Karelia in Russia.

The authors begin the research by studying the nature of the perception of inequalities in older people’s lives, as well as examining the concept of inequality in the context of modern reality affected by the pandemic and postpandemic repercussions. Furthermore, the authors analyze empirical cases and, using thematic analysis, examine the specifics and the nature of the emerging inequalities, as well as the ways in which older people overcome them. In the modern world, individual rather than class competition is increasingly manifested, which stipulates the specific character of research associated with the necessity to study personal competition and interactions in the context of everyday life. The empirical basis of the study was 30 semistructured interviews conducted in 2022 in St. Petersburg and rural areas of the Republic of Karelia. The study of the everyday features of the manifestation of inequalities and ageism was carried out using modern sociological approaches.

It is concluded that older people find ways to adapt to social changes in pandemic and postpandemic times through strategies such as emotional reflection on the past, hobbies, reviewing old resources and searching for new ones, changing ways of communication and solving problems. The desire to take care of one’s own well-being is becoming an important focus of attention for the older in their daily routine.

These strategies create positive opportunities for adaptation and contribute to reducing the fears and anxiety of the elderly regarding the possible return to similar situations like the COVID-19 pandemic and related inequalities.

The current adverse changes in climatic conditions have necessitated innovative nature-based solutions like blue-green roofs to ensure sustainable built environments. The use of blue-green roofs in combating climate change issues has continued to grow, and its benefits are showcased in many countries' studies. However, there is an absence of reports on the use of this approach in South Africa. Therefore, in ensuring a sustainable built environment through nature-based solutions, this study explored the built environment professional’s knowledge of blue-green roofs, the hindrances to their use and motivations for much wider use of blue-green roofs in the country.

Based on the nature of the study, a quantitative design was adopted and data were obtained from professionals within the built environment through a questionnaire. Data analyses were conducted using the Cronbach alpha test, Kruskal–Wallis H-Test, exploratory factor analysis and fuzzy synthetic evaluation.

The findings revealed a growing knowledge of blue-green roofs, albeit its slow adoption in the country. Also, five critical clusters of hindrances affecting the use of blue-green roofs were identified. These are understanding the blue-green roof concepts, technical, economic, regulation and client hindrances. Furthermore, the ability to manage stormwater properly, provide climate change adaptation and deliver sustainable buildings were the key motivating factors that could drive the use of this innovative solution.

This study offers actionable insights for built environment professionals and stakeholders to address the hindrances to using blue-green roofs in South Africa. Strategies such as improved education, financial incentives and policy development can help overcome some notable hindrances and promote the widespread adoption of blue-green roofs.

The slow adoption of blue-green roofs and the scant nature of research within the built environment required adequate attention to which this current research contributes. Theoretically, being one of the foremost studies in South Africa to explore blue-green roofs, the findings offer a foundation for future studies seeking to explore this roofing system in the country further.

This paper aims to propose a conceptual framework for integrating information and communication technologies (ICT) into teaching practices for educators in rural Ghana lacking computer and internet access. Bridging the rural–urban digital divide is critical for equitable quality education. This research identifies distinct infrastructure, financial, human, and socio-cultural challenges of ICT adoption in underserved Ghanaian schools through an exhaustive literature review. The framework provides tailored strategies to empower teachers to leverage ICT for innovative pedagogy despite limitations. Ultimately, the goal is to offer pragmatic, evidence-based solutions to advance ICT-enabled instruction and digital equity in marginalized settings.

This study utilizes a qualitative literature review methodology to develop a conceptual framework for ICT teaching techniques tailored to the rural Ghanaian context. Published empirical studies, theoretical papers, and reports focused on ICT education in developing countries, particularly sub-Saharan Africa, were systematically reviewed across multidisciplinary databases. Relevant theories and models, like TPACK and SAMR, were analyzed to determine appropriate modifications for the framework design. The proposed strategies emphasize affordable technologies, teacher training, localized content, and culturally relevant pedagogies selected based on evidence from literature to address the unique barriers and needs of the rural setting.

The literature review revealed profound infrastructure, financial, human, and socio-cultural barriers to ICT adoption in rural Ghanaian schools. These include lack of electricity, internet, hardware, and software alongside inadequate teacher training and support. The proposed conceptual framework offers solutions including leveraging low-cost technologies like mobile devices, prioritizing teacher professional development, developing localized digitally-enabled resources, and fostering community participation. Culturally relevant pedagogies are also emphasized. This tailored, evidence-based approach holds promise for enhancing ICT-enabled instruction and bridging digital divides to promote equitable quality education. Further findings will emerge through framework implementation and evaluation.

This conceptual framework requires implementation and evaluation to truly determine its impact and effectiveness in the intended rural Ghanaian context. As a literature review, primary data collection was not undertaken. Practical application of the framework in schools can yield direct insights through surveys, interviews, observations, and analysis of key educational outcomes pre and post-implementation. Comparisons with control groups may further illuminate its efficacy. Monitoring and adaptation over time is also essential. Ultimately, this research sets the foundation for praxis-oriented work transforming ICT integration in marginalized communities to advance digital equity and inclusion.

This research provides an evidence-based, context-aware framework with pragmatic solutions to enhance ICT-enabled teaching and learning in underserved rural Ghanaian schools. It offers guidance to teachers, administrators, and policymakers on integrating technology despite infrastructure and resource constraints. The emphasis on cost-effective innovations, educator training, localized content, and community participation can inform planning and investments in ICT education. Broader applications include adapting the framework for other developing country contexts facing comparable challenges. Overall, this work promotes digital equity and quality education access, catalyzing social development and aligning with the UN Sustainable Development Goals.

This research highlights the urgent need to address digital divides exacerbating educational inequalities between rural and urban communities in Ghana. Lack of technology access and utilization in rural schools threatens to widen gaps in skills, capabilities, and opportunities for students. Strategic integration of ICT can promote social inclusion, cultivate digital literacy, and equip youth to participate in the global digital economy, thereby enhancing prospects. More broadly, advancing digital equity and ICT-enabled education empowers marginalized groups, fosters community empowerment, and drives progressive social change. This work underscores that localized, context-appropriate solutions are pivotal for promoting development and social justice.

This research fills a crucial gap by proposing a conceptual framework tailored specifically for integrating ICT in teaching practices in rural Ghanaian schools lacking digital access, responding to context-specific barriers and needs. While extensive literature examines ICT education models globally, few studies offer localized strategies for resource-constrained environments. This framework adapts established models based on a systematic literature review, emphasizing affordability, capacity building, and cultural relevance. By synthesizing evidence-based, pragmatic solutions to advance ICT-enabled instruction in marginalized settings, this work provides a valuable foundation for praxis transforming rural education. The localization approach could inform frameworks for other developing regions.