Renewable Energy for Sustainable Development: Opportunities and Current Landscape

The United Nations Sustainable Development Goals (SDGs) are a significant marker in global efforts to universalise a conception of ecologically sustainable human development. SDG 4’s expanded vision of quality education for all extends to the Education for Sustainable Development (ESD) Agenda’s call for education that contributes to all of SDGs, and prepares students to ‘transform our world’. From a critical perspective, this paper considers the incompatibility of endless (compound) economic growth and capital accumulation, under capitalism, with the required CO2 reductions that the climate emergency demands. The paper shows how the ESD proposals reflect the orthodoxy of education as human capital formation for economic development, albeit within a reformed ‘green growth’ model. At the same time, it argues that their distinctive ambitions and transformational language provide space for critical educators to simultaneously work with and against their contradictions and limitations, and to advance non-capitalist and degrowth alternatives.

The special issue on Managing Artificial Intelligence for Accelerating the Implementation of the United Nations Sustainable Development Goals, positioning it within the urgent global context of advancing the 2030 Agenda. The special issue is closely aligned with the United Nations (UN) Sustainable Development Goals (SDGs) by examining how Artificial Intelligence (AI) can act as a catalyst for comprehensive, sustainable, and data-driven development across critical areas such as poverty reduction, healthcare, education, climate action, and sustainable cities. In the current scenario, which is marked by rapid digital transformation, increasing global inequalities, and escalating environmental challenges, AI presents both unprecedented opportunities and complex ethical considerations. This issue addresses these dynamics by emphasising responsible AI governance, equitable access, and the integration of technological innovation with human-centred development principles. A distinctive feature of this special issue lies in the diversity of its contributions, bringing together interdisciplinary research, policy analyses, and applied case studies from academics, practitioners, and policymakers across different regions and sectors. The collection reflects a balance between theoretical insights and real-world applications, including contributions from both conference presentations and open-call submissions. The uniqueness of this issue is further demonstrated through its comprehensive thematic coverage-spanning governance, business transformation, and environmental sustainability while maintaining a strong focus on actionable outcomes and global collaboration. By bridging gaps between research, policy, and practice, this special issue offers timely and relevant insights for accelerating SDG implementation in an increasingly complex and interconnected world. Keywords: Artificial Intelligence; Sustainable Development Goals; Digital Transformation; Technological Innovation; Human-Centred Development; Ethical Considerations. Citation: Ahmed, A. and Naim, A. (2026): Managing Artificial Intelligence for Accelerating the Implementation of the United Nations Sustainable Development Goals. World Journal of Science, Technology and Sustainable Development (WJSTSD), Vol. 21, Nos. 1/2/3, pp. 1-10. WASD: London, United Kingdom.

This article calls for the need for integration of physical literacy into Physical Education (PE) curricula in Africa to support the United Nations Sustainable Development Goals (SDGs), particularly good health and well-being (SDG 3), quality education (SDG 4), and climate action (SDG 13). Traditional PE often emphasizes competitive sports and physical benchmarks, overlooking inclusive, ecological, and lifelong development. Physical literacy defined by motivation, confidence, competence, and knowledge for lifelong physical activity offers a transformative approach to align PE with sustainability goals. The proposed framework promotes active lifestyles, inclusive teaching practices, and environmental stewardship through curriculum redesign, teacher training, outdoor learning, community engagement, and multidimensional assessments. Despite challenges such as limited resources, lack of teacher preparedness, and definitional ambiguity, opportunities exist through technology, cultural relevance, and alignment with global Education for Sustainable Development (ESD) goals. By embedding physical literacy, PE can become a vehicle for nurturing health-conscious, environmentally aware, and socially responsible individuals. This article reimagines PE as a critical tool for addressing modern health, education, and environmental challenges, advocating for systemic reforms that position physical literacy at the core of sustainable development strategies. The urgency of this transformation underscores the need for equity, inclusivity, and intersectoral collaboration in educational practice.

Sustainable development necessitates that societies design activities to meet human needs while protecting the planet’s life-support systems in consideration of depleting natural resources and concern for the state of the resources and climate. Sustainable development emphasizes the conservation and enhancement of natural resources by modifying how they are utilized, highlighting the role of nations in meeting their basic needs for employment, food, energy, and water. Higher education institutions (HEI), such as universities, should be able to produce a workforce that satisfies the demand for competent stakeholders and contributes to the successful implementation of the United Nations Sustainable Development Goals (SDGs) by integrating Education for Sustainable Development (ESD) and sustainability principles into their institutional strategy and organizational culture. This research evaluates the sustainability consciousness of higher education students and the effect of ESD on higher education students in Qatar. The study employs the sustainability consciousness questionnaire (SCQ) to assess HEI students’ sustainable development knowledge, attitudes, and behaviors while considering educational system characteristics such as curriculum, community, and the campus. The questionnaire was distributed among students from different fields and universities in Qatar. Results were analyzed using statistical tools to show that over 80% grasp sustainability-related knowledge. This value gradually decreases in attitudes and behaviors based on evaluating the pro-sustainability student responses. Further, over 60% of the surveyed students indicate external factors excluding the educational system characteristics to have the most profound effect on providing and developing the student’s knowledge, attitudes, and behaviors towards sustainable development. Understanding the current state of sustainability education in HEI can lead to an improved preparation of the global youth with the necessary skills to meet the sustainability challenges and to be involved in establishing and sustaining long-term progress that can aid in achieving SDG goals and drive sustainability action.

Purpose Based on the sustainable development goals (SDG) adopted by the United Nations in 2015, this study aims to analyse the content of selected massive open online courses (MOOCs) to reveal the distribution pattern of SDG implementation in online education. In addition, the impact of including SDG content on course popularity was explored. Design/methodology/approach The authors searched the descriptive texts of all courses on the three largest international MOOC platforms and used the OSDG 2.0 algorithm (an open-source tool that maps and connects activities to the UN SDGs by identifying SDG-relevant content in any text) to classify these descriptive texts. Combined with the number of enrolments and course category classifications, this study analysed the current presence of sustainable development in MOOCs, based on text analyses. Findings The findings revealed the distribution of SDGs among the three most influential MOOC platforms and different categories, the most relevant keywords to SDGs, and the most often referred topics. The results indicated that the enrolment number of MOOCs labelled with SDGs is generally lower than those without SDG labels and the situation varies among course categories. Originality/value This study verified the general pattern of distribution of different SDGs in education for sustainable development (ESD) of MOOCs, with the breadth and depth of the MOOC content analysis surpassing existing research. Based on these findings, MOOC platforms should further increase attention to ESD on their websites. This study also verified the feasibility of using machine learning methods to quantitatively evaluate the sustainable development context of text within the framework of the SDGs.

Sustainable development is a prominent issue in academia and policy, highlighted by the United Nations Sustainable Development Goals (SDGs). Higher education institutions play a vital role in preparing students to tackle complex challenges associated with sustainable development. This research conducted a systematic review of literature from 1990 to 2023, focusing on sustainable development in higher education. Using SPAR4SLR methodology and TCCM framework, the review analyzed articles on topics such as Education for Sustainability, CSR, and Higher Education. Key findings suggest strategies like early integration of sustainability education and holistic curriculum approaches. However, the review's scope was limited by database selection. Nevertheless, this study aims to enhance understanding of sustainable development frameworks in higher education, emphasizing their role in fostering societal well-being and advancing public good.

Purpose: Sustainable cities are a key focus of the United Nations Sustainable Development Goals (SDGs), especially SDG 11, which aims for inclusive, safe, resilient, and sustainable cities. In this example, we illustrate Markaz Knowledge City’s development from a concept to a thriving community. Methodology: We conducted a detailed case study by looking into scientific research, regulatory documents, sustainability reports and the ancient wisdom for achieving sustainability. Our approach combines theoretical insights with practical applications, focusing on environmental conservation, socio-economic benefits and cutting-edge solutions. Findings: Key successes include advanced water recycling, waste management, clean transportation, energy-efficient technologies, high air quality, sustainable agriculture and the use of renewable energy. The city also acts as an economic driver, providing direct jobs for about 4,000 people and improving local living standards for 200,000 people through better healthcare, education and economic opportunities. Originality/Value: This study offers fresh perspectives to build a self-sustaining urban environment by blending ancient wisdom and modern technology in rural settings. These insights are valuable for urban planners, environmental scientists, policy-makers and international organisations dedicated to sustainable development. Research Limitations: Future research could explore similar projects in different regions to validate and expand these insights. The study shows how rural areas can achieve SDG 11, contributing to sustainable development on a larger scale. Practical Implications: It emphasises the importance of community engagement and capacity building in fostering sustainable development. These lessons can guide urban planners and policy-makers in enhancing sustainability across various projects worldwide. Keywords: UNSDG; Markaz Knowledge City; Rural Sustainable Development; Water Recycling; Clean Transport; Renewable Energy; Sustainable Urbanisation. Citation: Mohammed, A. S. and Al Kindi, M. A. H. (2025): Integrating Sustainable Development Goals in Smart Cities: Lessons from Markaz Knowledge City, India. World Journal of Science, Technology and Sustainable Development (WJSTSD), Vol. 20, Nos 1/2, pp. WASD: London, United Kingdom.

PurposeSince 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation.Design/methodology/approachAll 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes.FindingsOverall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement.Originality/valueThis is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.

The study in question seeks to assess the awareness and understanding of the United Nations Sustainable Development Goals (SDGs) among students studying in ELJ Memorial College, thereby filling a gap in the research area with reference to this issue in the Philippines. The SDGs were adopted in 2015, calling for worldwide actions that aim to create better lives and sustainable communities, especially with the fact that education is at the center of these calls. This research intends to investigate the depth of students’ knowledge regarding SDGs while looking at how demography including sex and degree course affects their perceptions towards the SDGs. The study has used a quantitative approach and applied a tailored survey questionnaire on undergraduate students to collect pertinent data which was subjected to descriptive statistics and multivariate analysis of variance (MANOVA). It is based on the theoretical tenets of Education for Sustainable Development (ESD) determining adult active citizenry, transformative learning, and whole institution-sustainability approaches. This research would serve as a good ground for targeted further interventions to make sustainability education better in ELJ Memorial College by indicating students’ awareness of the SDGs and assessing current educational strategies’ effectiveness. Ultimately, students would become intelligent citizens who can influence sustainable development in their communities and beyond.

This paper examines “Education for Sustainable Development (ESD),” clarifying the current situation of research, activities, and future perspectives on ESD. It must first be noted that ESD is closely related to the concept of “Sustainable Development”, and that the idea of ESD first clearly appeared in the Thessaloniki Declaration of 1997. In 2002 at the World Summit on Sustainable Development (WSSD) in Johannesburg, the Japanese government and NGO committee members advocated introduction of ESD into every effort for achieving a sustainable society and sustainable education systems by developing a United Nations international project. Therefore in 2005, the United Nations launched the “UN-Decade of Education for Sustainable Development (2005-2014). Since then, the number of research results and practical reports on ESD has increased. In Japan, the national government has been promoting ESD, for example, by arranging several laws and systems concerned with ESD. Furthermore, many educators and practitioners have also endeavored to implement ESD in many fields, such as school education, social education, and in local communities where networks and communities hold consultations for improved environments and amenities. Research outcomes such as ESD theory, ESD in school education, and ESD in community-building education are also taken up in this paper in order to explain current research contents, methodologies and findings. Regarding the volume and quality of research outcomes in the field of ESD, there is still a need for further consideration. In respect to the works mentioned above, there are ten points on problems, prospects, and themes that need to be henceforth addressed and are briefly mentioned.

Promoting Efficient and Renewable Energy for Sustainable Development and Climate Change Mitigation in Nigeria: Policy, Legislative and Regulatory Challenges

The environment is no longer a backdrop, but an agent pressing us to restructure our economic and political systems, down to our livelihoods. This research aims to make a critical overview of the Sustainable Development (SD) model. It looks at how market fundamentalism and anthropocentrism are driving forces in the shaping of its proposed form of education: education for sustainable development (ESD). This “new” educational paradigm aims to support the SD strategies that are globally implemented and “localized” at the nation-state level. The current SD model and the Agenda 2030 operate within a specific framework of the nature/culture divide, one that reiterates human domination. As such, this research aims to analyse the educational values within the idea of sustainable development – one that wishes to “reorient” society but instead ends up emphasizing it in its anthropocentric form. It does so by close reading and analysis of the UNECE Strategy for Education for Sustainable Development and Romania’s National Strategies for Sustainable Development, 2008 and 2018. Concluding, it might very well be the case that restructuring schooling – and governing - to bring it up to the realities of climate change requires rethinking our fundamental educational values and the nature/culture divide, as well as making nation-states less servient of markets and less growth-oriented.

Higher education institutions have been called to step up and contribute towards the United Nations Sustainable Development Goals (SDGs). Much research has been conducted in the areas of sustainable development and responsible management education. However, global progress towards achieving the SDGs has been slow. This paper scrutinizes foreign (subsidiary) and local business schools operating in Singapore by exploring the factors that influence students’ consideration of a program of study and what is important to the student experience, particularly from a sustainability perspective. An online survey questionnaire was distributed, and 139 participants completed it. Results suggest no significant difference in attitudes between genders and local and international students. However, all students are concerned and expect the school to provide support for mental well-being. The analysis also revealed that sustainability perceptions and awareness are low, and that students received very little education on sustainability. Despite extensive research on sustainable development and responsible management education, a significant gap remains between theory and practice, primarily due to the lack of translation of theory into practical applications.

The integration of the United Nations Sustainable Development Goals (SDGs) into education has become a global priority, yet empirical research on their implementation within arts education remains scarce. While both international and Lithuanian policy documents emphasize the role of culture and the arts in promoting sustainable development, less is known about how arts educators perceive and apply SDG-related themes in their daily practice. This study addresses this gap by examining the attitudes, practices, and perceived competences of arts educators, drawing on a quantitative survey of 164 respondents representing music, visual arts, and other artistic disciplines. The theoretical framework highlights the intersection of sustainable development, cultural policy, and art education. Global strategies such as the European Green Deal and UNESCO’s Framework for Culture and Arts Education underscore the transformative potential of artistic practices for sustainability, while Lithuanian national documents emphasize the integration of sustainability competences across educational sectors. Pedagogical paradigms such as ecopedagogy, art-based environmental education, and the STREAM/STEAM concept provide a rationale for linking creative practices with ecological, social, and ethical dimensions of sustainability. Empirical findings reveal that sustainable development themes are integrated across artistic fields, though with varying emphases. The most frequently cited goals were SDG 3 (Good Health and Well-being), SDG 12 (Responsible Consumption and Production), SDG 4 (Quality Education), SDG 16 (Peace, Justice, and Strong Institutions), and SDG 6 (Clean Water and Sanitation). Music educators tend to associate their practice with health, well-being, and social engagement, reflecting the affective and community-building nature of music. Visual arts and ceramics educators emphasize ecological awareness, responsible use of materials, and environmental concerns, while educators in other fields such as theatre, dance, and media arts combine both approaches through interdisciplinary projects. When asked about artistic means used to integrate sustainability themes, educators most frequently mentioned movement, dynamics, symbols, metaphors, and rhythm. These artistic tools illustrate the potential of the arts to communicate abstract ideas and evoke emotional engagement. Visual and compositional means such as space, structure, and color were also widely employed, particularly among visual arts educators. These findings underline that the integration of sustainability through the arts is closely linked to the specific expressive logic of each discipline. Educators’ self-assessment of their knowledge related to sustainable development was mostly moderate to high, with the majority rating themselves between three and four on a five-point scale. Only a small group (6.8%) considered themselves experts, while a notable minority felt insufficiently prepared. This indicates a broad base of awareness but also a clear need to strengthen practical competences. The main professional development priorities identified were enhancing media and artistic skills, expanding project-based and interdisciplinary teaching, and improving pedagogical methods for sustainability-related themes. At the same time, educators face significant challenges. The most frequently reported obstacles include a lack of knowledge and practical competences and limited funding for sustainability-oriented projects. These challenges are directly related to educators’ requests for methodological assistance, institutional collaboration, and financial resources, identified as the most urgent needs. Such findings demonstrate that systemic support—methodological, institutional, and financial—is crucial for sustainable integration in arts education. Qualitative responses further emphasize educators’ awareness of their unique role in fostering values, critical thinking, empathy, and social responsibility. Many participants highlighted the capacity of the arts to make sustainability themes accessible, experiential, and personally meaningful through creative exploration. However, they also stressed that without systematic support, such initiatives risk remaining fragmented and short-term. In conclusion, this study demonstrates that arts educators in Lithuania perceive themselves as active agents of sustainability education, already engaging with sustainable development themes through diverse artistic means. Their practices reflect the logic of their disciplines, yet they share common needs for professional development, resources, and institutional support. Bridging the gap between policy aspirations and classroom realities requires targeted training, stable funding mechanisms, and stronger partnerships with cultural and civil society organizations. The findings mark an initial stage of a broader research agenda, providing a foundation for future longitudinal studies on the intersection of arts education and sustainability.

Global climate change demands a rapid transition to renewable energy for sustainable development and carbon neutrality. However, existing frameworks often overlook the dynamics of renewable energy use across production, consumption, final production, and income perspectives of the economy, thereby limiting understanding of global energy transitions. This study addresses this gap using a multi regional input-output (MRIO) model to analyze renewable energy use globally from 2000 to 2021 through multiple perspectives. Our findings reveal significant disparities in renewable energy use across countries. The United States is the largest renewable energy user by four perspectives in 2021, while per capita renewable energy use reveals pronounced disparities, with heavily populated countries like China and India having notably low use levels. Furthermore, resource-exporting countries, as primary suppliers for global renewable energy, promote renewable energy use, making a substantial contribution to the energy transition. Sectoral analysis highlights the significance of electricity, gas, and water industries in renewable energy use. This study provides a comprehensive framework for analyzing renewable energy use, offering valuable insights to policymakers to accelerate equitable and sustainable energy transitions.