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Journal articles on the topic 'Sustainable Development Goal Four (SDG 4)'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Botchway, Edward Ayebeng, Kofi Agyekum, Jenefailus Nikoi Kotei-Martin, et al. "Achieving Healthy City Development in Ghana: Referencing Sustainable Development Goal 11." Sustainability 15, no. 19 (2023): 14361. http://dx.doi.org/10.3390/su151914361.

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Despite the growing responsiveness in creating eco-friendly cities with reference to SDG 11, little attention has been focused on the role of Ghanaian local authorities (i.e., District Assemblies (DAs)) in achieving this global feat. Therefore, this study seeks to assess the views of personnel working with Ghana’s District Assemblies on the achievement of healthy city development (HCD) through the lens of SDG 11. Data were obtained from 165 key personnel currently working with the District Assemblies in Ghana through structured close-ended questionnaires. The data gathered from the respondents

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Kozhimala, James John, and Baby Mukulel Devasia. "Implementation of SDG Goal 4 Target 7 Quality Education for Sustainable Development and Global Citizenship in Christian Higher Education Management." International Journal of Professional Business Review 8, no. 9 (2023): e02976. http://dx.doi.org/10.26668/businessreview/2023.v8i9.2976.

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Purpose: This research aims to evaluate the mediating role of SDG Goal Four target seven Quality Education for Sustainable Development (QESD) and Quality Education for Global Citizenship (QEGC) in the Performance of Christian Higher Education Institution Management. Theoretical Framework: The research study developed a conceptual framework and questionnaire for evaluating the mediation role of QESD and QEGC in the Performance of Christian Higher Education Institution Management. Design/Methodology/Approach: The study examines the observation of 647 respondents from six universities of various

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Qablan, Ahmad, Nesreen Nowfal, Teba Al-Faiadh, et al. "Mapping the representation of four SDGs in international elementary science curriculum and textbooks." Eurasia Journal of Mathematics, Science and Technology Education 21, no. 3 (2025): em2596. https://doi.org/10.29333/ejmste/16042.

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Education for sustainable development (ESD) equips individuals with perspectives of value, ethics, foresight, and long-term decision-making regarding our future. Education plays a crucial role in acquiring the necessary knowledge and behaviors related to sustainable development (SD). Additionally, the curriculum can facilitate students in gaining competencies related to the sustainable development goals (SDGs). This study aims to explore how SDGs 4, 6, 8, and 15 and their three relevant competencies (knowledge and understanding; skills and applications; and values and attitudes) are incorporat

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Do, Doanh-Ngan-Mac, Linh-Khanh Hoang, Cuong-Minh Le, and Trung Tran. "A Human Rights-Based Approach in Implementing Sustainable Development Goal 4 (Quality Education) for Ethnic Minorities in Vietnam." Sustainability 12, no. 10 (2020): 4179. http://dx.doi.org/10.3390/su12104179.

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Seventeen sustainable development goals (SDG) by the United Nations in its 2030 Agenda have been nationalized and implemented in Vietnam. One of the country’s priorities is making educational provision accessible to all of its residents, especially for marginalized groups, while enforcing their human rights. In this context, this article examines the implementation of SDG4 (quality education) in combination with the practice of human rights for ethnic minorities in Vietnam. With access to jurisprudence, this research provides a detailed assessment of the compatibility between SDG targets and t

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Carvalho, Luísa, Dora Almeida, Ana Loures, Paulo Ferreira, and Fernando Rebola. "Quality Education for All: A Fuzzy Set Analysis of Sustainable Development Goal Compliance." Sustainability 16, no. 12 (2024): 5218. http://dx.doi.org/10.3390/su16125218.

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The relationship between education and societal development is unquestionable. Education contributes to achieving both societies’ and individuals’ social and economic goals. Quality education is recognized as one of the Sustainable Development Goals (SDGs), which, jointly with other behaviors and attitudes, could impact the development of societies in other fields like health and well-being, cultural preservation, environmental sustainability, and even peace and stability—all of them also listed as SDGs. However, the capacity, or not, to reach higher levels of compliance with quality in educat

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N, Harshitha, and Uma Warrier. "Building Inclusive Societies Through Emotional Intelligence-Based Education Systems: Indian Perspective to Achieve Sustainable Development Goals." ECS Transactions 107, no. 1 (2022): 8989–9001. http://dx.doi.org/10.1149/10701.8989ecst.

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Social inequality and quality education are significant challenges faced by tribes in India. The study's key objective is to develop an Emotional Intelligence (EI) based conceptual framework for tribal education to achieve quality education and build inclusive societies. The developed framework integrates the Mixed Model of EI and the path-goal leadership theory. The purpose of the study was to do a literature review towards identifying the link between teachers' Emotional Intelligence Competencies (EIC) and growth mindset for effective teaching and superior performance. The article proposes f

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Nketsia, William, Maxwell Peprah Opoku, Timo Saloviita, and Danielle Tracey. "Teacher Educators’ and Teacher Trainees’ Perspective on Teacher Training for Sustainable Development." Journal of Teacher Education for Sustainability 22, no. 1 (2020): 49–65. http://dx.doi.org/10.2478/jtes-2020-0005.

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AbstractIn accordance with Sustainable Development Goal 4 (SDG 4), countries across the globe are striving to ensure equitable access to inclusive, quality and lifelong educational opportunities for all children, youth and adults by 2030. Teacher education has been identified as one of the key factors in the achievement of the SDG 4 targets. As part of the effort to ensure sustainable teacher education for the achievement of SDG 4 in Ghana, this study applied the four key concepts in the SDG 4: quality, equity, inclusion and lifelong learning, to determine the progress with regards to SDG 4 in

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Gunawan, William Ben. "Revisiting the Sustainable Development Goal 4 “Quality Education”: Insights, Prospects, and Recommendations." SAKAGURU: Journal of Pedagogy and Creative Teacher 2, no. 1 (2025): 12–36. https://doi.org/10.70211/sakaguru.v2i1.202.

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This paper explores the global challenges and prospects associated with the implementation of the United Nations Sustainable Development Goals (SDGs), with a focused analysis on Goal 4: Quality Education. Drawing on current data, scholarly research, and policy reports, the study identifies disparities in educational access and quality across regions, emphasizing how socio-economic, geographical, political, and digital divides impede equitable learning opportunities. A comparative analysis of four countries—Nigeria, India, Finland, and Japan—illustrates how varying governance structures, econom

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Naikoo, Manzoor Nabi, Manik Arora, and Sanjeev Kumar. "Role of Circular Economy, Green Marketing and Sustainable Development in Hotel Industry." Ecology, Environment and Conservation 28, no. 04 (2022): 1821–29. http://dx.doi.org/10.53550/eec.2022.v28i04.025.

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Today’s hotel industry is more organically conscious than ever before, and the demand for green products and services has grown up ruthlessly. This has led to imposing the principles of Green Marketing (GM), Sustainable Development Goals (SDG), and Circular Economy (CE) in many hospitality companies, particularly among government and academia. Though, the existing literature shows that CE concepts are pragmatic and debated in manufacturing and production units only. The application of CE concepts in the food service sector, mainly in the hotel industry, appears to have received slight consider

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Muth, Jonathan, Andre Klunker, and Christina Vollmecke. "Putting 3D Printing to Good Use – Additive Manufacturing and the Sustainable Development Goals." Journal of Sustainable Development 15, no. 5 (2022): 135. http://dx.doi.org/10.5539/jsd.v15n5p135.

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Additive Manufacturing (AM), often referred to as 3D printing, is a production technology that creates objects layer by layer and applies to a variety of materials.   AM is expected to have a high impact on the industry as well as on society. The inherent characteristics of AM make it possible to solve not only particular problems but fundamental global challenges as well, which can be examined by reference to the 17 Sustainable Development Goals (SDGs) of the United Nations. This is the first paper that examines the connection of AM and the 17 SDGs through a literature review.&#x0

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Muth, Jonathan, Andre Klunker, and Christina Vollmecke. "Putting 3D Printing to Good Use – Additive Manufacturing and the Sustainable Development Goals." Journal of Sustainable Development 15, no. 5 (2022): 161. http://dx.doi.org/10.5539/jsd.v15n5p161.

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Additive Manufacturing (AM), often referred to as 3D printing, is a production technology that creates objects layer by layer and applies to a variety of materials.   AM is expected to have a high impact on the industry as well as on society. The inherent characteristics of AM make it possible to solve not only particular problems but fundamental global challenges as well, which can be examined by reference to the 17 Sustainable Development Goals (SDGs) of the United Nations. This is the first paper that examines the connection of AM and the 17 SDGs through a literature review.&#x0

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Sunthonkanokpong, Wisuit, and Elizabeth Murphy. "Quality, Equity, Inclusion and Lifelong Learning in Pre-service Teacher Education." Journal of Teacher Education for Sustainability 21, no. 2 (2019): 91–104. http://dx.doi.org/10.2478/jtes-2019-0019.

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Abstract Sustainable Development Goal 4 (SDG 4) focuses on ensuring inclusive and equitable, quality education and lifelong learning opportunities for all. One of the three means of implementation of SDG 4 targets is SDG 4c which calls on countries and donors to significantly increase the supply of qualified teachers in developing and underdeveloped countries. This emphasis on the supply of teachers is in recognition of the fact that the quality of education ultimately depends on teachers. In general, there is widespread agreement that teacher education has an important role to play in the ach

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Oguntayo, Clement Taiwo, and Ifeoluwa A. Olubiyi. "Examining The Nexus Between Book Publishing and The Sustainable Development Goals in Nigeria." Journal of Sustainable Development Law and Policy (The) 16, no. 3 (2025): 319–41. https://doi.org/10.4314/jsdlp.v16i3.15.

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Book publishing contributes to national development, Nigeria’s economy and the sustainabledevelopment of the society through provision of decent jobs and improving the standard ofeducation. In finding the nexus between book publishing and the UN’s SustainableDevelopment Goals (SDG), this paper critically evaluates role of the Nigerian book industryin attaining four of the goals to wit: Goal 1 (End Poverty in All its Forms Everywhere in theWorld), Goal 4 (Quality Education), Goal 8 (Decent Work and Economic Growth), and Goal15 (Protect, restore and promote sustainable use of terrestrial ecosyst

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Ooi, Kok Loang, Zamri Ahmad, Geetha Subramaniam, Kim Mee Chong, and Leong Mow Gooi. "Benchmarking Malaysian Government-Linked Companies’ Corporate Governance and Sustainable Development Goals Performance with Public Companies of Developed Countries." IPN Journal of Research and Practice in Public Sector Accounting and Management 12, no. 01 (2022): 171–202. http://dx.doi.org/10.58458/ipnj.v12.01.08.0081.

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Purpose: This study examines the impact of Corporate Governance (CG) and Sustainable Development Goal (SDG) practices on the financial market and company performances of public sector companies in Malaysia, benchmarking against the public listed countries in United States, United Kingdom, Canada and Singapore. The benchmarking is done between a developing country against four developed countries. Design/Methodology/Approach: Panel data regression is adopted for methodology, and the research timeframe is 2017 to 2021. Eight-panel data models, which are stock return, volatility, investor sentime

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Yuan, Tingting. "Higher education beyond SDG 4: China’s scholarship provision in the Global South." International Journal of Chinese Education 11, no. 3 (2022): 2212585X2211367. http://dx.doi.org/10.1177/2212585x221136735.

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In international development of education, the United Nation’s Sustainable Development Goal four monitors the scholarships offered by Western donors to developing countries. This paper, based on a qualitative study with 43 students from 26 developing countries, examined the foreign students’ perceptions of Chinese scholarships. By looking at students’ scholarship application, university experience and post-study plans, the findings revealed a centralised multi-level scholarship system, in particular attracting post-graduate students. The language of instruction in both Chinese and English, kno

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Lane, Andrea. "Innovating Higher Education - A Case Study of Challenger Universities in Africa." Journal of Comparative & International Higher Education 17, no. 3 (2025): 7–13. https://doi.org/10.32674/gd2nh466.

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Sustainable Development Goal (SDG) 4 seeks to provide accessible and affordable higher education by 2030. While traditional universities in Africa evolve slowly to meet this goal, challenger universities are emerging to disrupt higher education. Examining the innovation practices of two of these institutions, this case study identifies four key practices: financial innovation, the Hub and Spoke model, competency-based online education, and the application of emerging technologies. Drawing on innovation management and higher education theories, the study draws new insights into how challenger u

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Saurabh Kumar Keshari, Akhilesh Kumar Jaiswal, Dr Dhananjay Vishwakarma, Shubham Sonkar,. "Achieving Sustainable Development Goals Through Microfinance: An Incremental Steps Towards Growth." European Economic Letters (EEL) 14, no. 1 (2024): 2022–31. http://dx.doi.org/10.52783/eel.v14i1.1134.

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In order to access a brighter and more sustainable future for all by the year 2030 the UN Members have adopted the Sustainable Development Goals (SDGs). The three most important global challenges they tackle are ensuring that everyone lives in peace and prosperity, protecting the environment, and ending poverty. The 17 Goals are critical worldwide development initiatives that balance social, economic, and environmental sustainability. They are all interconnected and interdependent. At present Microfinance Institutions (MFINs) are playing very crucial role to make banking and financial services

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Rangubhet, K. Ravivuth. "Jump Float Serves and Tactical Sustainability in Women’s Volleyball: A Statistical Approach with SDG Implications." Journal of Lifestyle and SDGs Review 5, no. 5 (2025): e6676. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n05.pe06676.

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Objectives: This research investigates the tactical and sustainable value of different volleyball serve techniques, with a focus on the Jump Float serve in elite women’s competition. The primary goal is to promote competitive equity, long-term athlete development, and sustainable sports practices, directly contributing to Sustainable Development Goals (SDG) 3: Good Health and Well-being and SDG 4: Quality Education. Theoretical Framework: Grounded in performance analysis and tactical theory, this study applies three integrated indicators—Serve Pressure Index (SPI), Reception Disruption Score (

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Cheshmehzangi, Ali, and Tong Zou. "Literary Analysis of the Connection between Urban Innovations and Sustainable Development Goals (SDGs)." Sustainability 16, no. 15 (2024): 6405. http://dx.doi.org/10.3390/su16156405.

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The connections between urban areas and innovations have been widely discussed and well recognized in both academia and practice. Notably, urban innovation (UI), as a type of innovation and/or innovation system, can significantly contribute to achieving sustainable development goals (SDGs). However, current research on UI and SDGs is still limited. To fill this research gap, this systematic literature review is conducted using published work in the first half of the SDG era, i.e., 2015 to 2022. It proposes the hierarchy of the urban innovation level and the SDG pizza model with a definition of

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Sain, Zohaib Hassan, Nurulannisa Binti Abdullah, and Muhammad Taufik Hidayat. "Sustainable Pathways to Quality: Exploring SDG 4’s Influence on Higher Education Transformation in Pakistan." Al-Tanzim: Jurnal Manajemen Pendidikan Islam 8, no. 4 (2024): 1137–49. https://doi.org/10.33650/al-tanzim.v8i4.8923.

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This study aims to explore the practice of continuing education in higher education institutions in Pakistan, focusing on implementing the Sustainable Development Goal (SDG) 4. Using a qualitative approach and case study methods, data were collected through in-depth interviews with department heads, lecturers, and students and analysis of curriculum documents from four public universities in Lahore. The results show a significant gap between the existing curriculum content and the actual needs in the job market, where many curricula still need to be focused on theoretical knowledge with adequa

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Kosor, Maja Mihaljević. "Sustainable Development Goals and Higher Education: An Efficiency Analysis." Naše gospodarstvo/Our economy 69, no. 3 (2023): 12–23. http://dx.doi.org/10.2478/ngoe-2023-0014.

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Abstract Higher education (HE) is a significant factor in a country’s economic prosperity and plays a vital role in addressing sustainability issues and actively promoting sustainable development. While many EU member countries have well-developed education systems in terms of rankings and SDGs’ attainment, little is known about the progress of other European countries. The goal of this research is to estimate the efficiency of higher education in the attainment of Sustainable Development Goals (SDGs) in 40 European countries. The method used to estimate efficiency is Data Envelopment Analysis

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Ling, Loh Su, Vincent Pang, and Denis Lajium. "THE PLANNING OF INTEGRATED STEM EDUCATION BASED ON STANDARDS AND CONTEXTUAL ISSUES OF SUSTAINABLE DEVELOPMENT GOALS (SDG)." Journal of Nusantara Studies (JONUS) 4, no. 1 (2019): 300. http://dx.doi.org/10.24200/jonus.vol4iss1pp300-315.

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Two important features in Science Technology Engineering Mathematics (STEM) education are integration and solving real world problems. Despite the efforts to promote STEM education awareness and interest among students and teachers, documented studies on how to explicitly integrate the existing STEM subjects curriculum standards in solving real world problems are limited. This paper describes the planning of after-school STEM education program focusing on relevant global issues related to Sustainable Development Goals (SDG) that integrates the existing curriculum standards of three STEM subjec

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Sánchez-Carracedo, Fermín, Jordi Segalas, Gorka Bueno, et al. "Tools for Embedding and Assessing Sustainable Development Goals in Engineering Education." Sustainability 13, no. 21 (2021): 12154. http://dx.doi.org/10.3390/su132112154.

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This paper presents three tools developed within the framework of the project EDINSOST2-SDG, aimed at embedding and assessing the Education for Sustainable Development (ESD) in Engineering curricula. ESD is promoted through the introduction into engineering curricula of learning outcomes related to sustainability and, specifically, to the Sustainable Development Goals (SDG). The first tool, the “Engineering Sustainability Map”, contains ESD-related learning outcomes that any engineering student should have acquired upon completion of their studies. These learning outcomes are described accordi

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Maheshkumar, S., and M. Soundarapandian. "Harmonizing indigenous knowledge systems to the Indian educational philosophies for quality education: A review study." World Journal of Advanced Research and Reviews 21, no. 3 (2024): 2177–85. https://doi.org/10.5281/zenodo.14175406.

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Integration of Indigenous Knowledge Systems (IKS) and Indian educational philosophies into the National Education Policy of 2020 (NEP 2020) holds immense potential for advancing Sustainable Development Goal Four (SDG 4) - Quality Education. This review study explores the impact and challenges of harmonizing Indian educational philosophies with NEP 2020 and investigates its alignment with achieving quality education for all. By recognizing the value of IKS and incorporating it into educational practices, India has the opportunity to foster cultural identity, promote sustainable development, and

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Rokhman, Fathur, Arif Purnomo, Agus Yuwono, Iwan Hardi Saputro, Boonrat Plangsorn, and Ahmad Fajar Habibi. "Sustainable ecosystem for professional teachers in Indonesia: The role of teacher professional education programs in achieving the SDGs." E3S Web of Conferences 568 (2024): 04033. http://dx.doi.org/10.1051/e3sconf/202456804033.

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This research explores the role of Teacher Professional Education (PPG) in supporting the achievement of the Sustainable Development Goals (SDGs) in Indonesia, especially SDG 4 which emphasizes quality and inclusive education. Adapting Bronfenbrenner’s ecological systems theory, this research analyzes four indicators of professional teacher development: adaptive development indicator ecosystem analysis, field development ecosystem, network development ecosystem, and leadership development ecosystem. This research uses a mixed method research design, data is taken from respondents with PPG alum

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del Cerro Velázquez, Francisco, and Ginés Morales Méndez. "Augmented Reality and Mobile Devices: A Binominal Methodological Resource for Inclusive Education (SDG 4). An Example in Secondary Education." Sustainability 10, no. 10 (2018): 3446. http://dx.doi.org/10.3390/su10103446.

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The rise of so-called emerging technologies is broadening the way in which students access information and in turn changing the way in which they can interact and the experiences to which they are exposed. Mobile devices are regarded as flexible tools that facilitate access to information in different formats and in any environment. For its part, Augmented Reality is a technique that, through mobile tools, can enhance the globalization of content and access to contextual information in various ways. Together, the globalization of mobile devices and Augmented Reality contribute to an inclusive,

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Gao, Fengzhan, Lan Yang, Lawrence P. W. Wong, Qishuai Zhang, Kuen Fung Sin, and Alessandra Romano. "Promoting Sustainable Career Development in Inclusive Education: A Psychometric Study of Career Maturity Among Students with Special Educational Needs." Sustainability 17, no. 14 (2025): 6641. https://doi.org/10.3390/su17146641.

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Despite progress in inclusive education, students with Special Educational Needs (SEN) often lack valid, tailored tools for career assessment, limiting equitable transitions to adulthood and employment. Closing this gap is crucial for Sustainable Development Goal 4 (SDG 4), which calls for quality and inclusive educational opportunities. This study addresses this need by adapting and validating a 16-item Career Maturity Inventory-Form C (CMI-C) for Chinese post-secondary SEN students (n = 34) in vocational training in higher education. Rasch modeling, supported by exploratory factor analysis,

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Liao, Chin-Wen, Chien-Pin Chang, Hong-Chi Lee, Hong-Ying Lee, and Yu-Cheng Liao. "Research on Core Competency Indicators for Battery Electric Vehicle Sales Personnel: Aligning with SDG Goals for Sustainable Mobility and Workforce Development." World Electric Vehicle Journal 16, no. 4 (2025): 213. https://doi.org/10.3390/wevj16040213.

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This research investigates the core competency indicators required for battery electric vehicle (BEV) sales personnel to effectively contribute to the growth of the BEV industry and the transition toward sustainable mobility. As global efforts to reduce carbon emissions intensify, this study identifies the necessary competencies to equip BEV sales teams in navigating the complexities of BEV adoption. This study employs a structured Delphi methodology, gathering insights from a panel of 15 industry professionals, to define and validate key competency dimensions. These competencies are categoriz

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Yang, Chuang, Tianjian Wang, and Qi Xiu. "Towards a Sustainable Future in Education: A Systematic Review and Framework for Inclusive Education." Sustainability 17, no. 9 (2025): 3837. https://doi.org/10.3390/su17093837.

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Inclusive education has become a central issue in global educational reform, advancing the agenda for educational equity and social justice. However, despite significant theoretical and policy developments, research in this field remains fragmented, and no coherent framework currently exists. This study analyzes 3663 SSCI papers published between 2000 and 2024, using Latent Dirichlet Allocation (LDA) topic modeling to identify 15 distinct research themes in inclusive education. By combining LDA with manual coding, four key research areas emerged: concept and connotation, macro needs and suppor

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Coetzee, S., V. Rautenbach, A. Çöltekin, et al. "TOWARDS SDG 4: TRADE-OFFS FOR GEOSPATIAL OPEN EDUCATIONAL RESOURCES." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLIII-B5-2020 (August 24, 2020): 199–205. http://dx.doi.org/10.5194/isprs-archives-xliii-b5-2020-199-2020.

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Abstract. Through the ISPRS scientific initiative presented in this paper, we aim to make geospatial educational resources available and discoverable to those who teach and those who want to learn. In earlier work, we designed and implemented a prototype catalogue for geospatial educational resources, aimed at a target audience in higher education. The success of search and discovery in any catalogue relies heavily on the metadata that describes catalogue entries. Initial feedback showed that users find it difficult to use some of the metadata elements in the prototype to describe their teachi

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Redes, Adela, Dana Rad, Alina Felicia Roman, Anca Manuela Egerau, and Evelina Balas. "THEORIZING AN INTEGRATIVE-QUALITATIVE INTENTIONAL BEHAVIOR MODEL IN ROMANIAN PRESCHOOL TEACHERS FOR SDG4 (EQUAL ACCESS TO QUALITY PRE-PRIMARY EDUCATION)." Journal Plus Education 30, no. 1/2022 (2022): 79–89. http://dx.doi.org/10.24250/jpe/1/2022/ar/dr/afr/ae/eb.

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Quality education is one of the 17 Sustainable Development Goals (SDGs) set by the United Nations in 2015. SDG 4 refers to guaranteeing inclusive and equitable quality education for all, as well as fostering opportunities for lifelong learning for everyone. Equal access to high-quality pre-primary education is one of DSG4's 11 indicators, and it will be discussed further in this study. The goal of this study is to lay a theoretical foundation for the development and validation of an integrative-qualitative intentional behavior scale in Romanian early childhood education and care system. Our th

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Mustakim, Mustakim, Ita Sarmita Samad, Umiyati Jabri, Ismail Ismail, and Elihamid Elihamid. "Enhancing Quality Education Through Cooperative Learning in Remote Area." Ta'dib 28, no. 1 (2025): 275. https://doi.org/10.31958/jt.v28i1.14950.

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Access to quality education in remote areas remains a global challenge, particularly in achieving Sustainable Development Goal 4 (SDG 4). This study explores the effectiveness of cooperative learning strategies in addressing educational disparities faced by students in rural communities in South Sulawesi, Indonesia. A qualitative approach was employed, involving semi-structured interviews with 12 teachers and 24 students from four public junior and senior high schools in isolated mountainous villages. Classroom observations were also conducted to triangulate the data. Thematic analysis reveale

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Hazira, Syafiqa, Norshaffika Izzaty Zaiedy Nor, Mohd Nasir Selamat, and Hazel Melanie Ramos. "Prevalence of Training Reactions and Self-Perceived Learning Acquisition Among Military Cadets: an Informed Perspective on SDG 4." Journal of Lifestyle and SDGs Review 5, no. 3 (2025): e05285. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n03.pe05285.

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Objective: This study evaluated the prevalence of reactions to training and learning acquisition among military cadets at the Universiti Pertahanan Nasional Malaysia (UPNM). It examined how age and gender associate these outcomes and explored their relationship, aligning the findings with Sustainable Development Goal 4 (SDG 4). Theoretical Framework: This study is grounded in Kirkpatrick’s Four-Level Training Evaluation Model (Kirkpatrick & Kirkpatrick, 2008), which provides a comprehensive framework for assessing the effectiveness of training programmes Method: A cross-sectional survey of

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Sreenivasan, Aswathy, Suresh Ma, Prema Nedungadi, V. Raja Sreedharan, and R. Raghu Raman. "Interpretive Structural Modeling: Research Trends, Linkages to Sustainable Development Goals, and Impact of COVID-19." Sustainability 15, no. 5 (2023): 4195. http://dx.doi.org/10.3390/su15054195.

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Interpretive structural modeling (ISM) is widely used to understand the complex connections between different components. This study presents a bibliometric overview of ISM research, with a focus on its linkages to the Sustainable Development Goals (SDGs) and the impact of COVID-19. The study analyzed 1988 publications on ISM published between 2012 and 2021, of which 1202 were directly mapped to the SDGs and 59 were related to COVID-19. The study identified key authors, institutions, countries, and journals involved in the research and their linkages to the SDGs. The results showed that ISM re

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Durrani, Naureen, Gulmira Qanay, Ghazala Mir, et al. "Achieving SDG 4, Equitable Quality Education after COVID-19: Global Evidence and a Case Study of Kazakhstan." Sustainability 15, no. 20 (2023): 14725. http://dx.doi.org/10.3390/su152014725.

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This study investigates the impact of two years of emergency distance schooling on achieving Sustainable Development Goal (SDG) 4—equitable quality education, both globally and in Kazakhstan. The study used a qualitative research design. Individual semi-structured interviews were conducted with 30 teachers and 30 parents, while focus group discussions (FGDs) were utilised to gather the perspective of 28 students. The conceptual framework developed puts effective pedagogy at the heart of quality distance education, nested within four supportive factors—digital infrastructure; policy guidelines

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Saini, Rosnani, Zaimuariffudin Shukri Nordin, Mohd Hafizan Hashim, and Mohamad Taha Abol. "TPACK-universal design for learning for Malaysian intellectual disability education: low-high tech integration." International Journal of Evaluation and Research in Education (IJERE) 14, no. 3 (2025): 2099. https://doi.org/10.11591/ijere.v14i3.31801.

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<p><span>The integration of technological pedagogical content knowledge (TPACK) and universal design for learning (UDL) in special education remains challenging, particularly for intellectual disabilities (ID) learners in East Malaysia. This study investigated how special education teachers utilize technology tools and integrate UDL principles with TPACK frameworks to support ID learners, addressing the need for inclusive education aligned with sustainable development goal 4 (SDG 4). Using a qualitative approach, data were collected through semi-structured interviews, classroom obs

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Pisarenko, T. V., T. K. Kvasha, O. F. Paladchenko, and I. V. Molchanova. "The predictive study to identify priority scientific and technological areas for the implementation of the Sdg No. 6 “Clean water and proper sanitary conditions”." Science, technologies, innovation, no. 4(16) (2020): 26–33. http://dx.doi.org/10.35668/2520-6524-2020-4-03.

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The article is devoted to the research of the Forsyth method for priority areas in the field of supply, water treatment, water use and integrated water resources management to achieve Sustainable Development Goal 6 “Clean water and proper sanitation” in order to include them in the future list of priorities of scientific and technological development. Foresight-forecast research on the definition of priority areas was carried out in the context of national tasks of SDG 6 in three stages using a comprehensive method, which includes expert panels, scientometric and patent methods according to th

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Lawrence, Hart, Eze, Promise Ikenda, and Bekee Suka Kpunee. "Spatial Inventory of Potable Water Sources in Khana Local Government Area of Rivers State, Nigeria." Asian Journal of Environment & Ecology 24, no. 5 (2025): 76–90. https://doi.org/10.9734/ajee/2025/v24i5696.

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Water, as a basic necessity of life, its availability, affordability, and accessibility remain very important to mankind. In pursuit of the actualization of Goal 6 of the Sustainable Development Goal (SDG), none of the SDG 6 targets are on track to be met. As of 2022, 2.2 billion people were without access to safely managed drinking water, and 3.5 billion lacked access to safely managed sanitation. Khana LGA in Rivers State, Nigeria, is the domain of a major ethnic group, as the study area. The main thrust of this study is to map the portable water sources in Khana LGA. The specific objective

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Maheshkumar S and Soundarapandian M. "Harmonizing indigenous knowledge systems to the Indian educational philosophies for quality education: A review study." World Journal of Advanced Research and Reviews 21, no. 3 (2023): 2177–85. http://dx.doi.org/10.30574/wjarr.2024.21.3.0940.

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Integration of Indigenous Knowledge Systems (IKS) and Indian educational philosophies into the National Education Policy of 2020 (NEP 2020) holds immense potential for advancing Sustainable Development Goal Four (SDG 4) - Quality Education. This review study explores the impact and challenges of harmonizing Indian educational philosophies with NEP 2020 and investigates its alignment with achieving quality education for all. By recognizing the value of IKS and incorporating it into educational practices, India has the opportunity to foster cultural identity, promote sustainable development, and

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Marongwe, Newlin, and Godfrey Mutesasira. "Harnessing parental involvement and educational equity for sustainable development in South African schools." Interdisciplinary Journal of Sociality Studies 4 (December 19, 2024): 1–15. https://doi.org/10.38140/ijss-2024.vol4.24.

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The importance of parental involvement in schools cannot be overemphasised. Government and donor agencies have recognised the significant role of parents in the educational development of their children. This conceptual paper, therefore, explores how parental involvement can be harnessed to uplift and promote educational equity in South African schools amidst the urgent need for collaborative efforts between parents, schools, and policymakers to mitigate challenges and advance the Sustainable Development Goals (SDGs). Bronfenbrenner's Ecological Systems Theory was used to anchor the study. A t

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Dong, Ruiyu, Chaofeng Shao, Shuqi Xin, and Zhirui Lu. "A Sustainable Development Evaluation Framework for Chinese Electricity Enterprises Based on SDG and ESG Coupling." Sustainability 15, no. 11 (2023): 8960. http://dx.doi.org/10.3390/su15118960.

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In 2021, China’s power generation industry took the lead in launching carbon emissions trading, ushering in a major challenge and opportunity for the sustainable development of power enterprises. Assessing the sustainable development performance of power enterprises has become the key to the sustainable financing and development of power enterprises in this new developmental stage. Based on the integration of the long-term UN Sustainable Development Goals (SDGs) and the ESG (Environmental, Social, and Governance) evaluation indicators of listed companies, this paper constructed an index system

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Pinuela, Freddie S. "Relationship of Identity and Commitment Towards Faculty's Performance of Laguna State Polytechnic University Faculty, Philippines." International Journal of Social Learning (IJSL) 3, no. 3 (2023): 308–28. http://dx.doi.org/10.47134/ijsl.v3i3.204.

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The relevance of curriculum in supporting high levels of learning and the articulation and promotion of comprehensive development-relevant education was stressed in Sustainable Development Goal Four (SDG 4). The study used a quantitative research design employing a descriptive-correlational approach. Forty (40) faculty members of Laguna State Polytechnic University (LSPU) from the College of Industrial Technology (CIT) participated in the study, where purposive sampling was used in choosing the respondents. JASP software was used in analyzing the data in the study. Based on the findings, The r

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Supit, Deisye, Tinneke Evie Meggy Sumual, Sjamsi Pasandaran, and Viktory Nicodemus Joufree Rotty. "Implementation of Independent Curriculum Management for Adventist Junior High School in Indonesia in Support of SDG 4: Quality Education." Journal of Lifestyle and SDGs Review 5, no. 4 (2025): 05281. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n04.pe05281.

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Objective: This study analyzes the management of the Independent Learning Curriculum (Merdeka Belajar) at Unklab Adventist Junior High School, North Minahasa Regency, Indonesia, focusing on planning, organization, implementation, and supervision. The research aims to identify key challenges and propose strategies to enhance curriculum effectiveness. Theoretical Framework: Grounded in curriculum management theories, constructivist learning, and instructional leadership, this study aligns with Sustainable Development Goal 4 (SDG 4): Quality Education, which promotes inclusive and equitable learn

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Sotto, Romeo B., April Z. Luzon, Seth B. Barandon, et al. "ALPAS (ALleviating PAndemic Severity) Through Foresight: Capping the Digital Divide." Journal of Education, Management and Development Studies 3, no. 1 (2023): 13–18. http://dx.doi.org/10.52631/jemds.v3i1.174.

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Everyone has lost their footing due to the pandemic. The academic community was unprepared, leaving both professors and students bewildered and without a sense of direction. The goal at the time was to overcome the calamity of educational discontinuity. Sustainable Development Goal (SDG) 4 – Education goal aims “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” relative to this SDG and the surge of the pandemic, digital divide become prominent, altering the course of educational landscape in all levels across public and private institution

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Pálsdóttir, Auður, and Lára Jóhannsdóttir. "Signs of the United Nations SDGs in University Curriculum: The Case of the University of Iceland." Sustainability 13, no. 16 (2021): 8958. http://dx.doi.org/10.3390/su13168958.

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Sustainability is a pressing topic in all universities. Institutions are determining what the implications of such a development are, e.g., on how courses that students are provided with should develop, what to change, what to add, and how these changes could be brought about. The purpose of this research was to provide an overview of the United Nations Sustainable Development Goals (SDGs) in the curriculum of five schools at the University of Iceland and an overview of individual SDGs for the university, to identify the main challenges and opportunities for improvement. Data collection includ

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Gregori-Giralt, Eva, Carmen Benítez-Robles, and José-Luis Menéndez-Varela. "Implementing the Sustainable Development Goals in the Curricula of University Degrees: Initial Steps." Sustainability 17, no. 14 (2025): 6355. https://doi.org/10.3390/su17146355.

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We introduce a model to gauge the implementation of the Sustainable Development Goals (SDGs) in the course syllabuses of university degree programmes. The model, comprising four category systems, is designed to analyse curricula that are still at an early stage of this process. The model is tested in Spanish public universities that offer master’s degrees in Advanced Studies in Art History. A conventional content analysis is performed on 762 competencies across 82 subjects in five institutions. The results show that (a) 0.92% of competency codes were aligned with the SDGs, while 13.25% were me

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Joseph, Noel K., Peter M. Macharia, and Emelda A. Okiro. "Progress towards achieving child survival goals in Kenya after devolution: Geospatial analysis with scenario-based projections, 2015–2025." PLOS Global Public Health 2, no. 10 (2022): e0000686. http://dx.doi.org/10.1371/journal.pgph.0000686.

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Subnational projections of under-5 mortality (U5M) have increasingly become an essential planning tool to support Sustainable Development Goals (SDGs) agenda and strategies for improving child survival. To support child health policy, planning, and tracking child development goals in Kenya, we projected U5M at units of health decision making. County-specific annual U5M were estimated using a multivariable Bayesian space-time hierarchical model based on intervention coverage from four alternate intervention scale-up scenarios assuming 1) the highest subnational intervention coverage in 2014, 2)

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Chen, Yu, Jiamin Zhang, and Chunyu Wang. "Promoting Person-Centered Care for Older Adults: Development of the Long-Term Care Unit Environment Assessment Tool (LTCU-EAT)." Buildings 14, no. 9 (2024): 2726. http://dx.doi.org/10.3390/buildings14092726.

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Providing older people with quality long-term care (LTC) contributes to the Sustainable Development Goal (SDG) 3—Good Health and Well-being. Person-Centered Care (PCC) is the optimal approach that enhances the quality of life for older adults residing in LTC facilities. This study develops the Long-Term Care Unit Environment Assessment Tool (LTCU-EAT) to assess how LTC environments support PCC goals. The study was conducted in five steps. (1) Reviewing and revising assessment items based on existing literature; (2) Preliminary assessment and protocolling with expert opinions; (3) On-site asses

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Ukala, Chinyere Catherine, and Franca Ginikachi Adieme. "Implementation of Inclusive Education Policy for the Attainment of Sustainable Development Goal 4 in Junior Secondary Schools in Rivers State, Nigeria." British Journal of Education 12, no. 5 (2024): 39–57. http://dx.doi.org/10.37745/bje.2013/vol12n53957.

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This study investigated “Implementation of Inclusive Education Policy for the Attainment of Sustainable Development Goal 4 in Junior Secondary Schools in Rivers State, Nigeria.” Three research questions and two null hypotheses guided the study. The study adopted descriptive research design. The population comprised all the 258 principals in the 258 junior secondary schools in Rivers State, Nigeria. Out of these schools, 220 are located in the rural areas while 38 are located in the urban areas. A sample of 161 principals (89 males and 72 females), which represents 62% of the population was dra

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Xu, Ze, Lu Niu, Zhengfeng Zhang, et al. "Sustainable Development of Life Service Resources: A New Framework Based on GIScience and Spatial Justice." Remote Sensing 14, no. 9 (2022): 2031. http://dx.doi.org/10.3390/rs14092031.

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The sustainable development goals (SDGs) reflect the pursuit of achieving spatial justice. Both SDG 1.4 and SDG 11.1 reflect a concern for urban services. Life service resources, which are the new concept proposed by the Chinese government, also call for sustainable development path. However, few studies have focused on the realization of spatial justice in life service resources. This paper proposes a two-level, four-step analysis framework composed of quantity, structure, pattern, and coupling coordination to perceive the spatial justice of life service resources. Based on remote sensing tec

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