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8 articles
Article 23 Jan 2026
Susana Sobral, João Ricardo Catarino and Alexandre Morais Nunes
Sustainable development requires legitimate coordination of cross-sector trade-offs across environmental limits, social needs, and long-term economic viability. Because the implementation of Sustainable Development Goals (SDGs) relies on multi-actor arrangements, collaborative governance (CG) design features may condition
Sustainable development requires legitimate coordination of cross-sector trade-offs across environmental limits, social needs, and long-term economic viability. Because the implementation of Sustainable Development Goals (SDGs) relies on multi-actor arrangements, collaborative governance (CG) design features may condition whether participation translates into joint decision-making. CG emerges from these dynamic strategies to produce public products and services with multiple stakeholders, aligning and integrating the various parties’ ambitions. Given the ongoing discussion on SDGs, marked by the complexity and interdependence of actors, innovative, collaborative solutions are needed to achieve the desired goals. This necessity is further underscored by introducing a goal related to partnerships and collaboration: “Partnerships for Development” (Goal 17), demonstrating that collaboration is a crucial element for sustainable development and the implementation of the SDGs and the 2030 Agenda. Thus, this study aims to explore how CG supports strategies to implement the SDGs. To this end, through content analysis, we examine four initiatives involving public and private actors related to the implementation of the SDGs in Portugal. We aim to analyze whether these meet the criteria of CG and the various dimensions anticipated for its process. Only one initiative meets the criteria for CG, and Portugal still needs an established collaborative governance arrangement for implementing the SDGs. Therefore, it is necessary to invest in collaborative arrangements initiated by public organizations that allow for participation in decision-making and greater consensus-building, preserving a real contribution to public policy and a better understanding of the impacts and benefits of collaboration. It is also necessary to discuss the need for metagovernance structures for sustainable development.
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159 Views44 Downloads
Article 23 Dec 2025
Waleed Mugahed Al-Rahmi
Highlights of Sustainability
Volume 4 (2025), Issue 4, pp. 329–352
Volume 4 (2025), Issue 4, pp. 329–352
491 Views83 Downloads
Article 31 May 2025
Vassilios Makrakis, Nelly Kostoulas-Makrakis, Omar Ramzy and Mohammed Anwar
Increasing numbers of refugee children enter host countries’ public schools. Yet, most refugee children’s education is carried out through refugee community schools, mainly by unqualified teachers. This study examines critical elements impacting teacher training satisfaction, emphasizing
Increasing numbers of refugee children enter host countries’ public schools. Yet, most refugee children’s education is carried out through refugee community schools, mainly by unqualified teachers. This study examines critical elements impacting teacher training satisfaction, emphasizing instructors’ preparedness and skill, and the effectiveness of training outcomes within a post-graduate program to improve education for refugee children. It supports the Sustainable Development Goals (SDGs), especially SDG10, which calls for lowering inequality, and SDG4, which strongly emphasizes high-quality education. A sizable sample of 306 out of 386 individuals who had finished the RefTeCp capacity-building program participated in the study. These people worked in various educational environments, such as community schools for refugees and private establishments. The study guaranteed its legitimacy through a thorough reliability analysis and content evaluation. Multiple regression techniques were used in data analysis to identify the crucial factors influencing teacher training satisfaction. According to key findings, the efficiency of teaching materials and instructors’ abilities to manage blended learning environments substantially correlate and explain teacher training satisfaction. The study’s results highlight several essential facets of teacher professional development, such as focusing on suitable high-quality blended learning materials and resources to improve refugee students’ learning needs and experiences. Continuing teacher capacity-building interventions, and allowing refugee teachers to participate, can significantly contribute to reducing inequities and, ultimately, to a more equitable and just society.
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Highlights of Sustainability
Volume 4 (2025), Issue 2, pp. 146–157
Volume 4 (2025), Issue 2, pp. 146–157
2156 Views393 Downloads
Article 23 Aug 2024
Gulnara N. Nabiyeva and Stephen M. Wheeler
Highlights of Sustainability
Volume 3 (2024), Issue 3, pp. 294–307
Volume 3 (2024), Issue 3, pp. 294–307
5843 Views3030 Downloads4 Citations
Article 30 May 2024
Aristotelis Martinis, Maria Kaloutsa and Katerina Kabassi
Highlights of Sustainability
Volume 3 (2024), Issue 2, pp. 255–274
Volume 3 (2024), Issue 2, pp. 255–274
3422 Views2206 Downloads5 Citations
Review 18 Apr 2024
Md Tasbirul Islam, Usha Iyer-Raniga and Amjad Ali
Highlights of Sustainability
Volume 3 (2024), Issue 2, pp. 129–162
Volume 3 (2024), Issue 2, pp. 129–162
8450 Views1110 Downloads5 Citations
Article 27 Feb 2024
Afonso Delgado, Paulo Caldas and Miguel Varela
Highlights of Sustainability
Volume 3 (2024), Issue 1, pp. 84–103
Volume 3 (2024), Issue 1, pp. 84–103
3176 Views1341 Downloads2 Citations
Review 8 Aug 2022
Ambe J. Njoh, Ijang B. Ngyah-Etchutambe, Fri C. Soh-Agwetang, Pascar T. Tah, Mah O. Tarke and Fotoh J. Asah
Highlights of Sustainability
Volume 1 (2022), Issue 3, pp. 159–170
Volume 1 (2022), Issue 3, pp. 159–170
3674 Views1847 Downloads2 Citations
Volume 5 (2026), Issue 1, pp. 70–83