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Considering that knowledge, skills and behavior can influence sustainability efforts, this study aims to assess which personality traits influence one’s sense of feeling connected to nature and presumably make more sustainable choices. The study also explores the situational factors that might pose barriers, despite an individual's preference for a sustainable lifestyle.

In total, 54 faculty members from six Higher Education Institutions in Bangladesh were interviewed based on a semi-structured questionnaire on the barriers to a sustainable lifestyle in Dhaka city, while their personality traits were assessed using the Interpersonal Reactivity Index, the Big Five Factors and the Connectedness to Nature Scale through a survey.

The results state that Empathic Concern and Fantasy, as dimensions of empathy, have strong positive correlations with feeling connected to nature. The physical, social and psychological challenges also cause fewer people to lead a sustainable lifestyle, despite feeling highly connected to nature.

Sustainability efforts need to be context-specific due to localized challenges the people face. While educators play a key role in mainstreaming sustainability, generalizing the findings of the study to the wider population is limited. Further investigation to explore demographic and socioeconomic factors will provide key insights to the determinants of sustainable behavior.

The findings highlight that educational institutions can play a key role in the development of empathy and sustainability education, while addressing the need for good governance and policies in mainstreaming sustainability for attaining the Sustainable Development Goals Agenda 2030.

Few studies have been conducted to understand sustainable behavior in Bangladesh and identify effective methods to promote sustainability. This study provides insights to sustainable behavior in the context of a least-developed country. Additionally, it will support educational institutions to work toward sustainable development by enabling empathic skills development in curricula, leading to more concrete sustainability efforts.

This study aims to examine how couplepreneurs foster an entrepreneurial mindset in their kids.

A qualitative research approach with semi-structured interviews was used as the data collection technique. Narrative analysis was conducted on a sample of 20 couplepreneurs in Mthatha, South Africa.

Narratives of how couplepreneurs foster an entrepreneurial mindset in their kids included purchasing toys and games for kids that encourage entrepreneurship; competition and team activities among kids that are related to entrepreneurship; the piggy bank; encouraging kids to read entrepreneurial books; and kid entrepreneur showcases.

Sample size challenges are a notable limitation, including research being conducted in only one province of South Africa. Caution is advised when attempting to generalise the results to other contexts.

Understanding the strategies used by couplepreneurs to instil an entrepreneurial mindset in children can help parents to influence and encourage their children's entrepreneurial growth, resulting in more creative and innovative people who make a positive contribution to society, economy and the community.

While there is a body of literature on couple entrepreneurship, there are shortcomings in studies examining how coupleprenuers in African countries instil an entrepreneurial mindset in their children. As a result, this study aims to complement the current corpus of African literature on entrepreneurship, particularly in the context of South Africa.

Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.

This article aims to relate investments in human capital to the United Nations Sustainable Development Goals (UN SDGs), and examine the spending levels necessary to achieve high performance in related SDG sectors for Azerbaijan.

Employing data from the World Bank, the empirical approach undertaken in this study relies on peer analysis by examining spending levels for nations exhibiting similar income levels and geographical proximity to Azerbaijan.

This study estimates that total spending in education would need to increase by 0.4 percentage points of GDP by 2030, while total spending in health would need to increase by 5.9 percentage points of GDP by 2030 for Azerbaijan.

This study contributes to the literature by conducting an empirical analysis in which other nations can emulate in measuring their relative progress on human capital investments and related UN SDGs.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-02-2023-0137

This theoretical paper introduces a conceptual framework for Personal Cultural Heritage Management (PCHM), derived from prior research on migrants' information practices. It elaborates on the literature background and the development of the PCHM framework, highlighting the role of personal information management (PIM) and personal collections in the creation, access and utilization of cultural heritage information.

The study describes and explains the construction of the PCHM framework as a structured and self-motivated approach to personal heritage and identity learning.

Following the theoretical background and assumptions, along with the presentation of the key building blocks, the paper describes the key components of the framework, outlines their definitions and provides examples.

Theoretically, PCHM extends the current literature by encapsulating processes and actions employed by individuals to manage personal collections for cultural identity purposes, thereby underscoring the critical role personal collections play in both preserving and communicating cultural heritage.

PCHM can guide the development of support systems and policies to enhance cultural continuity and integration, thus empowering individuals to navigate their cultural identities confidently.

The PCHM framework creates a unique intersection between PIM and cultural heritage, providing a new perspective for understanding the dynamic evolution and formation of cultural identity among migrants.

Family–school partnerships are an essential component of the special education process for children with disabilities. Notably, recent legislative reauthorizations of IDEA (2004) have focused on increasing parent involvement. For many parents, participation occurs primarily through the individualized education program (IEP) meetings. Parent involvement often includes parent advocating for their children. However, many parents face barriers when advocating to obtain appropriate special education services for their children with disabilities. Culturally and linguistically diverse families face greater systemic barriers (e.g., language and cultural differences) to access services for their own children with disabilities. School professionals can foster opportunities to help families be active members of the IEP process. For example, school professionals should connect families with resources to learn about their special education rights. Specifically, school personnel can encourage families to reach out to their local Parent Training and Information (PTI) Center to be educated and empowered to advocate for services. In addition, parents can be encouraged to attend parent advocacy programs to help increase knowledge, advocacy, and empowerment to access and advocate for services for their own children. Advancing the values of working with parents of students with special education needs is discussed.

This study aims to investigate the influence of CEO’s only-child status on corporate social responsibility (CSR) practices. It seeks to extend the understanding of upper echelon theory by examining unexplored CEO characteristics and their impact on CSR decisions.

The paper uses manually collected CEO family information and Chinese Stock and Market Accounting Research data as a basis to examine the influence of CEOs’ early-life experiences on their engagement in CSR activities. The study applies attachment security theory from developmental psychology and uses upper echelon theory, particularly focusing on CEOs’ only-child status. A comparative analysis of philanthropic donations between CEOs who are only children and those who have siblings is conducted. The study also examines the moderating effects of corporate slack resources and CEO shareholdings.

Preliminary findings suggest that CEOs who are only children are more likely to engage in CSR compared to their counterparts with siblings. However, the difference in donation amounts between the two groups tends to attenuate with decreased slack resources and increased CEO shareholdings.

To the best of the authors’ knowledge, this research represents the first attempt to investigate being the only child in one’s family and the CSR-related decision of CEOs, which extends the upper echelon theory by introducing the family science theory into the management domain.

This paper aims to find the effects of mothers’ schooling on child schooling.

This paper uses Bangladesh's Household Income and Expenditure Survey (HIES), which is a nationally representative survey. It employs the instrumental variable technique to estimate the intergenerational model.

Interestingly, the results show that the intergenerational transmission of schooling from mothers is slightly higher than that of fathers in Bangladesh.

Estimating the intergenerational model is challenging due to the endogeneity issue. The methodology used in this paper may help to find similar evidence from other countries.

The findings of the study may help to design and evaluate the educational policies in Bangladesh or a country like Bangladesh. For instance, the results of this paper suggest that the female stipend program (FSP) in Bangladesh is effective for the next generation’s schooling.

This paper is among the first to analyze the effect of mother’s schooling on the child’s schooling, controlling the father’s education and other household characteristics. In addition, it controls for endogeneity bias due to genetic transmission.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-06-2023-0491