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AbstractThe penetration of financialization into the biocultural geographies of islands builds upon processes of commodification and privatization of environments, entailing enclosures of resource commons, environmental destruction and displacement of people, their livelihoods, knowledge and practices, with implications for sustainability. Against this background I critique the growing literature on acronym models of island development, arguing for more careful consideration of issues concerning democracy, human rights and sustainability. Drawing on the ‘right to the city’ literature, I highlight the importance of the ‘right to the island’ in an effort to move beyond the policy imperatives of MIRAB, SITE and PROFIT. Exercising the right to the island involves cultivating radically pluralistic democracy through struggles for alternative island futures. In so doing it problematizes what it means to develop and achieve sustainability.

The objectives of this study are to: estimate African countries’ Government Openness Index (AGOI) to see the updated progress of open government in those countries, examine which areas African countries should further improve for sustainable development, and compare the performance of the Open Government Partnership (OGP) member countries to that of non-OGP countries in forming AGOI. This study developed the AGOI with 32 selected countries and four factors (ACC (accountability), TRA (transparency), CPF (citizen participation and freedom) and ICT (information and communication technology)) for the period of 2006–2019. The results show that African countries have continuously increased the values of AGOI for the period. ACC has barely changed, but TRA has increased slightly. Both CPF and ICT have increased at higher growth rates during the period. The OGP group reached much better scores than their non-OGP counterparts, with positive differences in AGOI, ICT, CPF, and TRA, except ACC. The results of this study suggest that the constantly increasing CPF and ICT levels in countries that have similar conditions as African countries should be further improved to function well enough to build accountability and transparency. It is also recommended that countries join the OGP in order to move towards improving government openness and creating sustainable development.

Although the United Nations’ Sustainable Development Goals (SDGs) advocate, through SDG 4 and SDG 10, equitable quality education and the reduction of inequalities within and between countries, respectively, few studies have examined how inequalities in regional sustainability influence higher education. Therefore, this study aims to examine the relationship between regional sustainability and higher education in China using fixed-effects panel modelling. A systematic force framework showing how regional sustainability drives higher education was constructed from economic, social, and environmental perspectives, and the endogeneity in the process of how regional sustainability affects higher education was explored by introducing one-year lagged values as instrumental variables. Our results show that regional sustainability has a significant impact on higher educational attainment in China, with differing effects in the eastern, central, and western regions, respectively. In central China, economic sustainability plays a significant positive role in higher educational attainment; in the western region, economic and social sustainability have stronger positive effects, while environmental sustainability has significantly negative effects. In terms of policy implications, our findings can be used to support regional development policies to promote regional higher education.

Twenty-minute neighbourhoods highlight the importance of well-connected and mixed-used neighbourhoods and communities with proximate access to employment, essential services, public transport, and open spaces. Shorter distances together with re-prioritised public spaces encourage more active transport choices, resulting in public health benefits and reduced environmental pollution. Higher liveability brought about by mixed-use developments enables people to have equitable access to local facilities, amenities, and employment opportunities, promoting vibrancy, social cohesion, and intergenerational connections. The attributes of 20-minute neighbourhoods also combine to create places, that are acknowledged as friendly for all ages, address changing needs across the life course, and provide better support for the ageing population. Furthermore, there are indications that 20-minute neighbourhoods may be more resilient against many of the negative impacts of stringent public health protocols such as those implemented in periods of lockdown during the Covid-19 pandemic. In this article, we evaluate and compare planning policies and practices aimed at establishing 20-minute neighbourhoods in Melbourne (Australia) and Scotland (the UK). Using case studies, we discuss similarities and differences involved in using place-based approaches of 20-minute neighbourhoods to address 21st-century challenges in key areas of health and wellbeing, equity, environmental sustainability, and community resilience.

A key determinant and outcome of successful environmental education is ‘pro-environmental behavior’, i.e., behavior that involves conscious action to mitigate adverse environmental impacts at personal or community level, e.g., reducing resource consumption and waste generation, avoiding toxic substances, and organizing community awareness initiatives. However, some theorists have sought to move away from rationalist models of behavioral modification, towards holistic pedagogical initiatives that seek to develop action competence. In light of the global push towards achievement of the Sustainable Development Goals (SDGs), emerging evidence suggests that education initiatives should foster action competence so students may be equipped to contribute to sustainable development as part of their education. The UNESCO Education for Sustainable Development (ESD) Roadmap 2030 has also identified key priority areas to strengthen ESD in formal curricula. This article reports two informal environmental education initiatives for promoting action competence and pro-environmental behaviors in school-aged children. The authors recommend that formal education settings (e.g., schools) should incorporate self-directed, free-choice project-based learning to augment environmental education programs and promote students’ action competence for contribution to attainment of SDGs. To this end, we propose a Free-Choice Project-based Learning for Action Competence in Sustainable Development (ACiSD) Curriculum, comprising six implementation dimensions, namely: (1) project duration and teaming arrangements, (2) topic selection, (3) student support, (4) teacher support, (5) learning environments, and (6) digital access and equity. For each implementation dimension, we recommend action steps to help educators implement this curriculum in their own educational settings, with the aid of an illustrative worked example.

Much of New South Wales and southern Queensland suffered from extreme drought from 2017 to 2019. This study models drought and bushfires impacts using VU‐TERM, a multi‐regional, dynamic CGE model. Prolonged drought pushed national real GDP to 0.7 per cent or more below base in 2018–2019 and 2019–2020. NSW’s real GDP fell relative to forecast by 1.1 per cent or $6.9 billion in 2018–2019 and 1.6 per cent or $10.2 billion in 2019–2020. These impacts reflect a severe diminution of farm output, given that agriculture accounts for around 1.6 per cent of NSW’s income. Bushfires exacerbated 2019–2020 losses. We assume that there is a full recovery in seasonal conditions in 2020. However, prolonged drought and bushfire destruction deplete farm capital through depressed investment and diminished herd numbers. Consequently, the income earning capacity of farms in recovery remains below that of a no drought base. The net present value of the national welfare loss is $63 billion, split between $53 billion in losses from drought and $10 billion from bushfires. The latter excludes any valuation of human lives lost, flora, fauna or forestry destruction. In the longer term, adaptation and policy responses will need to reflect the expectation of increased frequency of adverse climatic events.

Cloud computing and sustainability have become part of a core strategy in organizations globally and locally, since their characteristics assist both businesses and individuals to become unique and exclusive in their work and study. Businesses and individuals should integrate sustainability in their strategy and to include cloud computing technology as a tool for sustainable work, especially in the Information Technology (IT) departments to cut costs and increase efficiencies and productivity. This paper examines European organizations' awareness of cloud computing and sustainability opportunities and risks, via an online survey targeting 56 Information Technology managers in Europe. A Cloud Computing Conceptual model was developed using structural equation modeling (SEM) to evaluate the survey results. The study results confirmed that cloud computing technology opportunities, including sustainability in the organization's strategy, will enhance their job performance and job satisfaction, use and awareness; however, security, privacy and risks are still a major concern.

One of the repeating themes around the provision of the knowledge and skills needed for delivering sustainable communities is the idea of a “common language” for all built environment professionals. This suggestion has been repeated regularly with each new political and professional review within and between different sectors responsible for the delivery of sustainable communities. There have been multiple efforts to address academic limitations, industry fragmentation and promote more interdisciplinary working and sector collaboration. This research explored the role of skills for sustainable communities, particularly within the higher education (HE) sector, and the responses to support the development of a “common language of sustainability” that can be shared between different sectors, professional disciplines and stakeholders. As an interdisciplinary group of academics and practitioners working with the HE sector in the North East of England, we evaluate the progression of sector collaboration to develop a quintuple helix model for HE. We use this as a suitable framework for systematically “mapping” out the mixed sector (academic, public, business, community and environmental organisations) inputs and influences into a representative sample of HE degree modules that are delivered from foundation and undergraduate to postgraduate levels, including examples of part-time and distance-learning modules. We developed a cascade of models which demonstrate increasing levels of collaboration and their potential positive impact on the effectiveness of education on sustainable communities. The methodological assessments of modules were followed by semi-structured group reflective analysis undertaken through a series of online workshops (recorded during the Covid19 lockdown) to set out a collective understanding of the generic skills needed for the delivery of sustainable communities. These generic skills for sustainable communities are presented as a pedagogical progression model of teaching activities and learning outcomes applied to the levels within HE. We propose sustainability education principles and progressions with the hope that they can have an impact on the design or review of current degree modules and programmes. The paper informs future sustainability research to be grounded in holism and systems thinking; better understanding of values, ethics, influencing and political impact; and procedural authenticity.