Background: Sustainability plays a crucial role in the development of the education sector. It is analyzed that higher education institutions (HEIs) continuously working on the adoption of sustainable practices for carrying out business operations in the long run. Agenda 2030 is a comprehensive, multifaceted strategy that serve as an important framework for the comparison to uphold different principles. Additionally, the UN 2030 Agenda concerning sustainable development is introduced as global idea of balanced development. The 2030 Agenda and SDGs representing the program related to global development programs. Higher education institutions also working on the adoption of sustainable development perspective and the issues linked with them. Aim: The main aim of the study is to determine the level of knowledge, awareness, and attitude of the university community for achieving sustainability in HEIs. Policy Implementation: Adopting sustainable behavior is encouraged when policies are implemented well. Universities have the authority to develop and implement sustainability policies that set guidelines and requirements. Topics like waste reduction, environmentally friendly transportation, and environmentally friendly buying may be covered by the sustainability policies. Acting sustainably is encouraged among university community members through the implementation of sustainability policies. Conclusion: Findings stated efforts across sectors for the promotion of awareness and alignment with the 2030 Agenda consider a comprehensive strategy for addressing humanity, nature, and human rights. In higher education institutions, the role of education emerges as pivotal, developing green practices, development of campuses, and attracting students globally. In HEIs green practices are carried out for the development of the campus and activities in the future terms. Universities also supported in the adoption of sustainability in working education institutes international students are also attracted to them. It is identified that educators are playing an important role in achieving sustainability aspects in the education sector.

The COVID-19 epidemic caused unexpected complications, complexities and challenges in higher educational institutions (HEIs). In order to promote and strengthen the role of women leadership, this study aimed to clarify the unique challenges faced by female leaders at Saudi HEIs during the epidemic, find possible solutions to these challenges, and provide policy as well as management implications. A systematic literature review (SLR) was conducted, examining 27 records (i.e., research papers, articles and conference studies). The data were qualitatively analysed and categorized based on themes like challenges faced, opportunities recognized, and solutions proposed. Findings highlighted women leaders in Saudi HEIs grappled with multiple challenges, including technological barriers, cultural constraints, and increased workloads. Merging challenges with solvable strategies offers a forward-looking perspective, advocating for systemic changes that can shape a resilient and inclusive future for HEIs in Saudi Arabia.

Orientation: Rewards are integral to keeping employees happy, efficient and engaged in their work. Thus, the engagement of academic staff within higher education institutions has become a top priority for organisational productivity and competitiveness. Research purpose: This study investigated the impact of total rewards on work engagement among the academic staff at a South African higher education institution. Motivation for the study: Engagement of academic staff is vital as higher education institutions are influential in the country’s development. Literature, however, has shown that most studies on total rewards and work engagement focus on sectors such as financial institutions, the mining industry and others. However, few reports have been on total rewards and work engagement in higher education. Research design, approach and method: This study employed a cross-sectional survey design, following a quantitative approach. From a population of 100 academic staff, 74 respondents responded to a self-administered questionnaire. Main findings: The results show a positive relationship between two dimensions of total rewards (work-home integration and quality work environment) and work engagement. However, no relationship was found between base pay, benefits, performance and career management, and work engagement. From the five dimensions of total rewards, a quality work environment was the only significant predictor of work engagement. Contribution: The study provides theoretical contributions through new literature and possible recommendations. The study may guide management in developing a rewards strategy that can promote staff work engagement.

Institutions of higher learning are crucial to sustainability. They play a crucial role in preparing the next generation of leaders who will successfully execute the Sustainable Development Goals of the United Nation. This research therefore intends to present a preliminary conceptual approach in examining how industrial revolution 4.0 (I.R. 4.0) technologies, and lean practices affect sustainability in South Africa’s Higher Education Institutions (HEIs). The study shall employ survey questionnaire to collect data from the employees of the institutions. This preliminary study reveals that hybrid IR 4.0 technologies and lean practices as enablers of sustainability has not gained enough attention in the HEIs. Existing literature show the important role plays by performance variance of lean practices to improve sustainable performance when deployed from industry to education sector. The report validates the HEI’s future course, which has been incorporating new technology into its services processes recently. Using the created items, researchers may utilize empirical analysis to look into the combined effects of lean practices and IR 4.0 technologies on sustainability in HEIs. The following conclusions may be drawn: HEIs are essential for the application of sustainability principles; curriculum focused on sustainability and culture change are critical for attitude development; and the political climate and stakeholder interests impact the implementation of sustainability.