The achievement of sustainable development in Kenya has been hindered by the prevalence of HIV. The effects of HIV on sustainable development have been given less academic attention. HIV prevalence prevents people from achieving good health and well-being, which then makes them unable to conduct activities that lead to sustainable economic growth. The paper found that the prevalence of HIV causes economic hardship, destroys human capital development and human resources by reducing life expectancy and increasing mortality rates. It was equally found that the prevalence of HIV undermines social stability and mobility, reduces economic investments, influences food insecurity and makes people vulnerable. The paper found that the prevalence of HIV reduces labor supply and productivity, increases the cost of health services, promote inequality and poverty. The paper found that the prevalence of HIV was caused by the failure to integrate religion, culture and science infrastructure to achieve a holistic treatment acceptance and adherence that would overcome all misconceptions people have towards the disease. The paper found that while science provides effective HIV treatments, religious and cultural perspectives often shape community attitudes toward the disease. It was found that engaging religious and cultural as well as health workers or health advocates can help reduce stigma and promote ART adherence by aligning treatment messages with faith-based principles. The paper found that the integration that incorporates religion, culture, and science into HIV interventions would promote a more inclusive healthcare system that respects diverse beliefs while ensuring evidence-based treatment is accessible and widely accepted. The study was conducted through a qualitative methodology. Data was collected from secondary sources that included published articles, books and occasional papers as well as reports. Collected data was interpreted and analyzed through document analysis techniques.

Integrating Education 4.0 in higher education necessitates a transformational leadership approach that champions innovation and technology adoption. This paper reviews the impact of transformational leadership in fostering a conducive environment for Education 4.0, emphasising personalised and technology-enhanced learning experiences. With their vision and motivational prowess, transformational leaders are crucial in steering educational institutions through digital transformation, encouraging the adoption of advanced technologies like artificial intelligence, virtual reality, and data analytics. These leaders are pivotal in nurturing a culture of continuous improvement and empowerment, actively involving team members in pursuing collective achievements and personal growth. The study highlights the importance of transformational leadership in addressing the dynamic challenges and opportunities presented by Education 4.0. By inspiring educators and students to embrace change, transformational leaders facilitate the integration of innovative teaching methods and technologies, enhancing learning outcomes and preparing students for the demands of the digital age. The findings suggest that transformational leadership is instrumental in creating a flexible, relevant, and forward-thinking educational environment that aligns with the objectives of Education 4.0. This paper advocates strategically emphasising the development of transformational leaders within academic institutions. Such leadership is essential for navigating the complexities of digital-area education, ensuring institutions remain adaptive and responsive to technological advancements, and equipping students with the necessary skills to thrive in a rapidly evolving landscape.

The COVID-19 pandemic provided a unique opportunity for educators and policymakers to reconsider education systems and rethink what is essential, necessary, and desirable for future generations. A sequential generic qualitative approach was used in this study. Based on the systematic literature review, a content analysis was conducted to identify dimensions that contribute toward higher education institutions sustainability. Subsequently, the Expert Opinion method that involved five professors holding key positions in respective universities from Malaysia, the Netherlands, India, and Bangladesh was applied to propose a post-COVID-19 sustainable framework. Four themes: 1) educational reform; 2) digital transformation; 3) resilience and change management; and 4) sustainability coupled with agility and flexibility formed the framework for HEIs’ sustainability during the post-COVID-19 pandemic. We propose that the themes be examined from an integrated perspective to ensure HEIs can be sustainable in the long run. Finally, other scholars are recommended to conduct a tracer study as well as develop qualitative instruments based on the themes and dimensions identified from the systematic literature review and the Expert Opinion Method to better understand the phenomenon of HEI sustainability.

Interdependence between the United States (U.S.), European Union (EU) and Asia in the semiconductor industry, driven by specialization, can serve as a preventive measure against disruptions in the global semiconductor supply chain. Moreover, with rising geopolitical tensions, the cost-intensive nature of the semiconductor industry and a slowdown in demand, interdependence and partnership provide countries with opportunities and benefits. Specifically, by analyzing global trade patterns, developing the Interdependence Index within the semiconductor market, and applying the Grubel-Lloyd Index to the U.S., the EU, and Asian countries from 2011 to 2022, our findings reveal that interdependence enhances regional semiconductor supply chains, such as the establishment of semiconductor foundries in the U.S., Japan, and the EU; reduces dependence on a single supplier, such as the U.S. distancing from China; and increases market share in different semiconductor segments, as demonstrated by Taiwan in automobile chips. The evidence indicates that China heavily depends on foreign sources to meet its semiconductor demand, while Taiwan and South Korea specialize as foundry service providers with lower Interdependence Index values. The U.S., with a robust presence in semiconductor manufacturing and design, has a moderate dependence on semiconductor imports, whereas the EU demonstrates a higher level of interdependence because it lacks semiconductor foundries. The stage-specific analyses indicate that the U.S. and the EU rely on Asia for semiconductor devices, while China and Taiwan have a higher dependence on American intermediate inputs and European lithography machines.

Edible cutlery is a safe alternative that, if adopted, can act as a panacea to plastic pollution. Consumers who believe in a lifestyle of health and sustainability (LOHAS) can motivate others by taking the lead in this direction. This study has explored the psychological variables associated with LOHAS consumers in conjunction with the product attributes of edible cutlery to check whether these variables can influence lifestyle of health and sustainability (LOHAS) consumers to adopt edible cutlery. An empirical study on 210 LOHAS consumers using Partial Least Squares Structure Equation Modelling (PLS-SEM) and Importance Performance Matrix Analyses (IPMA) showed that social consciousness and subjective norms motivate them to adopt edible cutlery in restaurants. This finding has an implication for hospitality businesses using edible cutlery that can target LOHAS consumers with strategies that affect their social consciousness and subjective norm belief for better adoption intentions.

Universities play a key role in university-industry-government interactions and are important in innovation ecosystem studies. Universities are also expected to engage with industries and governments and contribute to economic development. In the age of artificial intelligence (AI), governments have introduced relevant policies regarding the AI-enabled innovation ecosystem in universities. Previous studies have not focused on the provision of a dynamic capabilities perspective on such an ecosystem based on policy analysis. This research work takes China as a case and provides a framework of AI-enabled dynamic capabilities to guide how universities should manage this based on China’s AI policy analysis. Drawing on two main concepts, which are the innovation ecosystem and dynamic capabilities, we analyzed the importance of the AI-enabled innovation ecosystem in universities with governance regulations, shedding light on the theoretical framework that is simultaneously analytical and normative, practical, and policy-relevant. We conducted a text analysis of policy instruments to illustrate the specificities of the AI innovation ecosystem in China’s universities. This allowed us to address the complexity of emerging environments of innovation and draw meaningful conclusions. The results show the broad adoption of AI in a favorable context, where talents and governance are boosting the advance of such an ecosystem in China’s universities.