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The purpose of this paper is to examine how incorporating Sustainable Development Goal (SDG) 4 Quality Education into South African university curricula promotes global citizenship and aids in organisational reform. This paper aims to address the disparity between educational methods and the global citizenship skills that are essential for a globalised world. It further aims to evaluate how teaching frameworks that are in line with SDG 4 can improve educational quality and foster a global civic culture in higher education. A bibliometric analysis was carried out to examine the body of research on the connection between SDG 4, curriculum integration, global citizenship, and organisational development using major academic databases. The findings show that incorporating SDG 4 concepts enhances instructional content and gives students a sense of accountability for global issues. Integration of this kind also promotes flexible corporate cultures that place a high value on social responsibility, creativity, and diversity. This paper recommends that educators receive specialised training on integrating the SDGs, that students participate in co-curated learning activities, and that evaluation techniques be updated to include global citizenship outcomes. Finally, by bringing curricula in line with SDG 4, South African institutions can greatly improve their educational offerings, which will promote student development, social progress, and major organisational change.

This study aimed to emphasise the growing significance of Occupational Health and Safety (OHS) in company sustainability conversations, particularly in light of the Covid-19 pandemic, which highlighted the essential nature of OHS beyond simple awareness. Despite organisations' prior awareness of OHS principles, the pandemic's catastrophic effects underscored the imperative to comprehensively align OHS with overarching sustainability initiatives, particularly the United Nations' Sustainable Development Goals (SDGs). The advancement of global digitalisation requires safety experts to utilise management and data analytics tools, with Business Process Management (BPM) and Process Safety Management (PSM) being essential in this context. This study employs an extensive literature review to provide a conceptual framework integrating BPM and PSM aspects to advance the development of OHS students as future leaders in sustainable practices. The results support the incorporation of Sustainable Development Goals into Occupational Health and Safety courses, highlighting the necessity of providing students with Business Process Management, including data analytics, and Project Management skills to foster leadership in sustainability. This study introduces an innovative framework designed to augment students' abilities to spearhead sustainability-focused learning activities in the domain of Occupational Health and Safety (OHS). Integrating SDGs, BPM, and PSM into OHS education can substantially enhance the development of a more sustainable and resilient global future. This indicates that such integration can equip students to effectively tackle difficult challenges, such as pandemics and other global disasters. This study offers novel insights by presenting a paradigm that amalgamates BPM and PSM with SDGs in OHS education, hence cultivating future leaders capable of promoting sustainable practices. Nonetheless, as a theoretical investigation, additional empirical research is required to examine particular curricular requirements in other countries and to substantiate the framework's effectiveness.

This paper aims to examine the role of green responsible leadership and green human resource management on environmental performance. In this paper, it is also aimed to examine green orchestration innovation as a mediator. We employed a SmartPLS 4.0 using the SEM-PLS method. A dataset of 150 respondents from students who are active in the top 3 green campuses in East Java, Indonesia was collected using a questionnaire. Main findings of the study demonstrate that (i) green responsible leadership have a significant effect on environmental performance, (ii) green human resource management have a significant effect on environmental performance, and finally (iii) green orchestration innovation acts as a mediator between green responsible leadership and green human resource management on environmental performance. Universities must optimize their resources by orchestrating them through innovation. Furthermore, universities must establish clear regulations to support environmental protection, starting with the learning process, policies, curriculum, and daily activities that can become a model for students' lives after graduation.

This study used a closed questionnaire to gather information on the implementation of the SDGs in private universities in Indonesia. Quantitative data were processed using SmartPLS SEM from the results of 138 questionnaires filled out by management leaders of 138 private tertiary institutions in Indonesia. SDGs implementation is tested from the social and environmental aspects of SDGs as the first and second hypotheses. Research provides support for the hypothesis of the significant effect of implementing social SDGs on university performance (?=0.391) and the opposite result on implementing environmental SDGs (?=0.028). The research results mutually support the finding that the implementation of the SDGs in private universities in Indonesia still needs to be improved. This finding reinforces the suggestion that a sustainability report is needed as part of the accreditation assessment of private tertiary institutions.

The current operational setup in Kenya’s Universities is a turbulent one and highly competitive market condition. To ensure survival and sustainability, public universities require to adopt and implement competitive strategies. Many scholars have investigated sustainability efforts by Universities in pursuit of performance, however, it is still not clear how sustainable strategies have the greatest influence on the performance of Public Universities.  Thus, the study set to establish the influence of sustainability strategies on the performance of Public Universities in Kenya. The study was anchored on resource-based theory. To achieve the objectives, the study was anchored on a pragmatic philosophy and mixed research design with a target population of 234 University top managers. Primary data was collected using a 5 point Likert-type questionnaire and an interview guide. Data were analyzed using descriptive and inferential statistics. Findings revealed that sustainability strategies had a significantly statistical influence on the performance of public universities in Kenya. The regression analysis for composite results revealed that sustainability strategies (SS) alone account for 53% of the variation of performance of Public Universities (R2=0.53, (t=7.68, p<0.05). Regression analysis for individual results, cost reduction (CR) (R2 0.518, t=18.07 p, <0.05), collaboration (C) (R2=0.418, t=2.7 p, <0.05) and diversification (D) (R2=0.218, t=8.07 p, <0.05). This study concluded that implementation of sustainability strategies (cost reduction, diversification, and collaboration) are essential strategies Public Universities can use in their endeavor to improve their performance.