• Energy Research
• 1. No poverty close
• Sustainability close

This paper evaluated the environmental effects of socially responsible investments (SRIs) in European countries and analyzed the differentiation between them in terms of SRIs and selected features in the environmental dimension. The first section of the paper discusses contemporary trends in Europe and in certain European countries, whilst the second compares SR environmental investments and environmental factors in selected European countries from a multidimensional perspective. The aim of the study was to identify and evaluate these trends as well as to find similarities and differences between European countries, and subsequently to indicate groups of countries with similar approaches to pro-ecological investments. In order to solve the problem, descriptive and multidimensional statistical methods were used, namely correspondence analysis (CA). Although the research results clearly revealed upward tendencies in the volume of SR environmental investments in the analyzed period, they nonetheless represent a relatively low share in the total number of socially responsible investments. The overall growth in SRIs in Europe may have resulted from the more intense activities of policymakers in some countries as a consequence of concluding agreements reached during the 21st Conference of the Parties (COP21) in 2015. The results of the study also revealed no significant correlations between SR environmental investments and environmental variables among the European countries analyzed; hence, there is no substantial evidence that investors’ assets contribute to the improvement of the environment.

(1) As on-the-ground projects come into existence and continue to expand to adapt to climate change and empower women, it is important to understand their location within Transnational Advocacy Networks (TANs). Using Bhungroo technology, we conduct case-study research to assess the potential of TANs to increase the scope and scale of local projects as well as the ability of similar and emerging projects to create sustainable social and environmental change at local levels; (2) Using the theoretical and cross-disciplinary contributions of Keck and Sikkink and Appiah, our methodology focuses on analyzing interviews and earned media hits data from the UNFCCC Momentum for Change; (3) We find that while TANs may help increase the scale and scope of climate change projects, increasing their ability to effectively reach more people and areas is not completely certain, based on this case study; (4) We conclude by proposing ways women’s political participation may be enhanced by similar projects.

Understanding the system of connections between societal contexts and policy outcomes in municipal governments provides important insights into how community sustainability happens, and why it happens differently in various communities. A growing body of research in recent years has focused on understanding the socio-economic characteristics of communities and cities that are recognized as policy leaders in sustainability. In this paper, we expand the focus beyond the leaders in sustainability as we apply a selection of socio-demographic influences of community sustainability to a large sample of U.S. communities using community classification analytics to identity a range of community types and levels of engagement with sustainability. Our typology presents an integrated and comprehensive perspective on the structure of community sustainability in the United States, highlighting key points of comparison between human capital factors such as population size and density, affluence, home ownership, and adoption of sustainability policy. The analysis provides new insights not only about community leaders in sustainability, but also communities with the civic and social capacity to do more, and the challenges that may inhibit sustainability efforts in others.

Higher education is incorporating Information and Communication Technology (ICT) at a fast rate for different purposes. Scientific papers include within the concept of Technology Enhanced Learning (TEL) the myriad applications of information and communication technology, e-resources, and pedagogical approaches to the development of education. TEL’s specific application to higher education is especially relevant for countries under rapid development for providing quick and sustainable access to quality education (UN sustainable development goal 4). This paper presents the research results of an online pedagogical experience in collaborative academic research for analyzing good practice in TEL-supported higher education development. The results are obtained through a pilot implementation providing curated data on TEL competency’s development of faculty skills and analysis of developing sustainable higher education degrees through TEL cooperation, for capacity building. Given the increased volume and complexity of the knowledge to be delivered, and the exponential growth of the need for skilled workers in emerging economies, online training is the most effective way of delivering a sustainable higher education. The results of the PETRA Erasmus+ capacity-building project provides evidence of a successful implementation of a TEL-supported methodology for collaborative faculty development focused on future online degrees built collaboratively and applied locally.

To effectively address the sustainability crises our planet faces, decision-makers at different levels of government worldwide will have to get a handle on three key challenges: learning from Global North and South initiatives in tandem, taking stock of social innovations alongside technological fixes, and nurturing grassroots sustainable development initiatives next to, or in place of, top-down corporate and government interventions. Current scientific literature and grant-making institutions have often reinforced the compartmentalized fashion in which we learn and draw policy lessons from North/South, social/technical, and bottom-up/top-down sustainability initiatives, including local food system innovations. The strategic levers for global sustainable development lying in-between are thus left out. This paper uses exploratory, multiple case study analysis to address this omission. By concurrently drawing lessons from grassroots innovations in Brazil, New York, and Senegal—three profoundly different socioeconomic and geographic contexts—we identify common pressure points that have enabled local communities to drive system-wide transformations toward climate adaptation, resilience, and sustainability in the agri-food system. The findings of this paper would be of value to scholars, government officials, and community groups engaged in agri-food systems sustainability and interested in the processes of change that have allowed budding innovations to stabilize and scale up.

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.

Botswana’s new national climate-adaptation plan framework acknowledges the fundamental challenges climate change is posing to household resilience. While the plan aims to be gender-responsive, there is limited empirical data on the current gender dynamics around household-level climate-adaptive priorities and practices. This study aims to understand the gendered variations of how people understand resilience to climate change in both rural and a periurban areas. The authors then consider how these views are reflected in current climate-adaptation policies and responses. A household-level baseline survey with 141 participants was conducted in Ramotswa and Xhumaga, using participant-coded narratives to understand how people understand resilience to climate change. This study found that planning for the shocks and stressors of climate change is gendered, and these variations have important implications for how equity should be reflected in a policy response.

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.