This study examines the relationship between macroeconomic determinants and education levels in eight selected African oil-exporting countries (AOECs) over the period 2000–2022. Drawing on human capital theory, the paper scrutinizes the impact of factors such as income inequality, health outcome, economic growth, human development, unemployment, education expenditure, institutional quality, and energy consumption on education levels. Employing robust estimation techniques such as fixed effects (FE), random effects (RE), pooled mean group (PMG) and cross-section autoregressive distributed lag model (CS-ARDL), the study unveils vital static and dynamic interactions among these determinants and education levels. Findings reveal notable positive and significant connections between education levels and some of the variables—human capital development, institutional quality, government expenditure on education, and energy consumption, while income inequality demonstrates a consistent negative relationship. Unexpectedly, health outcomes exhibit a negative impact on education levels, warranting further investigation. Furthermore, the analysis deepens understanding of long-run and short-run relationships, highlighting, for example, the contradictory impact of gross domestic product (GDP) and unemployment on education levels in AOECs. Finally, the study recommends targeted human development programs, enhanced public investment in education, institutional reforms for good governance, and sustainable energy infrastructure development.

Electrical energy is known as an essential part of our day-to-day lives. Renewable energy resources can be regenerated through the natural method within a reasonably short time and can be used to bridge the gap in extended power outages. Achieving more renewable energy (RE) than the low levels typically found in today’s energy supply network will entail continuous additional integration efforts into the future. This study examined the impacts of integrating renewable energy on the power quality of transmission networks. This work considered majorly two prominent renewable technologies (solar photovoltaic and wind energy). To examine the effects, IEEE 9-bus (a transmission network) was used. The transmission network and renewable sources (solar photovoltaic and wind energy technologies) were modelled with MATLAB/SIMULINK^®. The Newton-Raphson iteration method of solution was employed for the solution of the load flow owing to its fast convergence and simplicity. The effects of its integration on the quality of the power supply, especially the voltage profile and harmonic content, were determined. It was discovered that the optimal location, where the voltage profile is improved and harmonic distortion is minimal, was at Bus 8 for the wind energy and then Bus 5 for the solar photovoltaic source.

Despite the apparent agreement today on the concept of sustainability, the means to achieve it holistically are still controversial. “Just sustainability” concept has recently gained traction, casting doubt on whether sustainability can be attained under capitalism. On the social level, many recent urban studies have been concerned with the concept of social justice and the distribution of resources and wealth as a means to achieving socially equitable sustainability. In this regard, a few questions are brought up: can social sustainability be achieved under capitalism? Are Islamic built environments a viable alternative? Many contemporary studies have described Islamic built environments as sustainable and strived for defining their sustainability criteria. However, they mostly focused on the built environment’s physical environmental aspects without relating them to the socio-economic spheres. Using the concepts of power and rights as key analytical tools, the paper examines a few capitalist utopian reform approaches and compares them in terms of their ability to achieve just sustainability with Islamic built environments. Several examples from primary Islamic history books will be used to examine Islamic built environments. It is concluded that Islamic built environments have attained the just sustainability that contemporary reform approaches sought to accomplish.

This study analyzes the role of innovation in the development of smart cities in Latin America. It focuses on how emerging technologies and sustainable strategies are being integrated into urban planning and urban development. In this sense, this study seeks to contribute to the smart city literature by answering the following research questions: (i) To what extent smart city innovative initiatives have been addressed in Latin America? and (ii) To what extent scholars have addressed sustainable innovation strategies in the smart city literature? To this end, this is the first comprehensive bibliometric analysis of smart city research in Latin America, with a structured and systematized review of the available literature. This methodological approach allows cluster visualization and detailed analysis of inter-node relationships using the VOSViewer software. The research comprises 4 stages: (a) search criteria; (b) selection of documents; (c) software and data extraction; and (d) analysis of results and trends. Results indicate that studies on the Latin America region began to develop in 2012, with Brazil as a leader in this field and the tourism sector as the most relevant. Nevertheless, strong international collaboration was identified in co-authoring studies, underscoring a cooperative approach to solving common urban problems. The most active research area is technological innovation and sustainability, with focus on solutions for urban mobility, quality of life and smart governance. Finally, this work underlines the need to continue exploring the integration of technology in urban development, suggesting an agenda to guide future research to evaluate the sustainability and long-term impacts of smart city initiatives in Latin America. From the policy perspective, smart city initiatives need to be human-centered to boost smart solutions adoption and to guarantee long term local impacts.

This paper is the third in a series focused on bridging the gap between secondary and higher education. Our primary objective is to develop a robust theoretical framework for an innovative e-business model called the Undergraduate Study Programme Search System (USPSS). This system considers multiple criteria to reduce the likelihood of exam failure or the need for multiple retakes, while maximizing the chances of successful program completion. Testing of the proposed algorithm demonstrated that the Stochastic Gradient Boosted Regression Trees method outperforms the current method used in Lithuania for admitting applicants to 47 educational programs. Specifically, it is more accurate than the Probabilistic Neural Network for 25 programs, the Ensemble of Regression Trees for 24 programs, the Single Regression Tree for 18 programs, the Random Forest Regression for 16 programs, the Bayesian Additive Regression Trees for 13 programs, and the Regression by Discretization for 10 programs.

This study analyzes the perception of university students regarding the use of virtual reality (VR) in higher education, focusing on their level of knowledge, usage, perceived advantages and disadvantages, as well as their willingness to use this technology in the future. Using a mixed-methods approach that combines questionnaires and semi-structured interviews, both quantitative and qualitative data were collected to provide a comprehensive view of the subject. The results indicate that while students have a basic understanding of VR, its use in the educational context is limited. A considerable number of students recognize VR’s potential to enhance the learning experience, particularly in terms of immersion and engagement. However, significant barriers to adoption were identified, such as technical issues, the high cost of equipment, and inadequate access to technological infrastructure. Additionally, there is a need for broader training for both students and faculty to ensure the effective use of this technology in academic environments. The semi-structured interviews confirmed that perceptions of VR vary depending on prior exposure to the technology and access to resources. Despite the challenges, most students appreciate VR’s potential to enrich learning, although its effective adoption will depend on overcoming the identified barriers. The study concludes that strategies must be implemented to facilitate the integration of VR into higher education, thus optimizing its impact on the teaching-learning process.