The UN agenda of Sustainable Development Goals (SDGs) 2015–2030 is a holistic approach. Universities play an important role in dissemination of quality knowledge, developing the skills and attitudes of a large number of youth across the world. Though the emphasis on Education for Sustainable Development (ESD) started as early as 1992, yet Universities adopted the concept of Green Campus integrating the environmental, social and economic aspects of sustainability quite recently. In developing countries including Pakistan, the Green Campus Initiatives (GCI) have not been implemented in the majority of the Universities. Northern Pakistan comprising Azad Jammu & Kashmir (AJ&K) and Gilgit Baltistan (GB) faces multiple challenges including Climate Impacts at the top. The fragile ecosystem of the region requires more sustainable initiatives at the University and community levels. In this research, the readiness of the seven universities located in Northern Pakistan have been assessed for GCI on the basis scanning of the websites and questionnaire survey of the relevant stakeholders. The results have shown that there is little commitment of resources for sustainability from senior management, lack of awareness in faculty & staff and less research focus on the related themes of green campus. The co-curricular activities in universities are not linked with sustainability and there are no incentives for faculty, staff and students to this end. It has been recommended that Green Campus Framework may be developed for Pakistani Mountain Universities, with commitment from leaders of the universities and allocation of sufficient resources for development of sustainable campuses. The Higher Education Commission of Pakistan (HEC) needs to allocate special funds for promoting GCI across universities in Pakistan.

With the continuous development and rapid progress of Internet technology, the technology of “Internet +” has been widely used in almost all walks of life, including education. The new learning mode of “Internet + education” is changing learners’ learning habits, and this learning mode has become a hot issue that scholars pay attention to. Although there is much research on blended learning, the research on the influencing factors of blended learning in Chinese private colleges and universities is limited. In this paper, the questionnaire was designed based on the theory of planning behavior and the technical acceptance model theory, and distribute these questionnaires to undergraduates at Harbin Cambridge University, a private university in China, and 162 valid questionnaires were collected. Analysis was performed by multiple linear regression and structural equation model method. It is found that college students’ blended learning effect is positively correlated with perceived usefulness, interactive behavior, and learning acceptance, while perceived ease of use and learning atmosphere have no significant influence on the learning effect. This study further found that perceived usefulness and interactive behavior can influence the effect of blended learning through the mediating effect of learning acceptance. The results of this study provide a new idea for the study of blended learning; that is, students will know how to improve the effectiveness of blended learning, and also provide a valuable reference for teachers to solve the problem of how to improve the quality and effectiveness of blended classroom teaching.

Industry 4.0 is revolutionizing businesses’ operations and relationships with the communities to which they cater. The widespread use of computing and network programs compels firms to digitize their operations and offer novel goods, solutions, and business for practice. Universities appear to be slow to adapt to the changes in the education sector. This study suggests using consolidated digital transformation sources to evaluate the level of ability that universities have achieved in the implementation of digital procedures and to compare it to that of other business sectors across all cities and provinces in Vietnam. The text outlines specific factors that universities should consider when implementing the model. Although the objective with the expectation of education from digital transformation is high, compare it with other industries. And the scores achieved in structural agility and create of benefit for the transformative goals are 3.4, but the score of benefit of technologies is 3.0 lower than. Additionally, the organizational component’s scores were primarily focused on leadership and culture, digital strategy, market digitalization, dynamic and digital capabilities, and strengthened logistics within each industry during the digital transformation. Our findings indicate that universities lag behind other industries, perhaps as a consequence of inadequate leadership and cultural shifts. This is exacerbated by a lack of innovation and inadequate financial assistance.

This study applies the multiple streams theory. It will further analyze the internal factors of the confluence of multiple sources, in order to explain why the “Joint Recruitment of Four Universities in Macao” policy has become the agenda of the Macao government. The entrance examination requirements from Macau universities are various. They increase local students’ pressure and consume their energy, thus serving as the source of the Problem Stream. The Policy Stream is represented by the Macau government’s intention to reduce students’ educational burden through establishing a unified assessment system. The Political Stream includes the Macau government’s commitment to improving the Macau education system, such as strengthening the multi-assessment system and the “The Fundamental Law of Non-tertiary Education System”. The convergence of these three sources has opened a policy window for the “Joint Recruitment of Four Universities in Macao” system, leading to a new student evaluation system. This policy not only addresses Macau’s social challenges and improves education governance while also highlighting the city’s educational diversity endeavors. Additionally, the strategies for implementing the “Four-University Joint Examination” policy include reducing the number of exams for students, implementing multi-education and multi-enrollment in higher education institutions, analyzing and improving the examination system based on educational big data, and understanding the basic elements and integration paths of big data in higher education. The Macau government can adjust major settings and enrollment quota allocation in the future, draw in more students from the Community of Portuguese-Speaking Countries and the “Belt and Road” regions, and integrate the joint admission method into the Greater Bay Area education cooperation in order to meet the needs of the growing Macao education industry.

This study examines the effectiveness of Kazakhstan’s grant funding system in supporting research institutions and universities, focusing on the relationship between funding levels, expert evaluations, and research outputs. We analyzed 317 projects awarded grants in 2021, using parametric methods to assess publication outcomes in Scopus and Web of Science databases. Descriptive statistics for 1606 grants awarded between 2021 and 2023 provide additional insights into the broader funding landscape. The results highlight key correlations between funding, evaluation scores, and journal publication percentiles, with a notable negative correlation observed between international and national expert evaluations in specific scientific fields. A productivity analysis at the organizational level was conducted using non-parametric methods to evaluate institutional efficiency in converting funding into research output. Data were manually collected from the National Center of Science and Technology Evaluation and supplemented with publication data from Scopus and Web of Science, using unique grant numbers and principal investigators’ profiles. This comprehensive analysis contributes to the development of an analytical framework for improving research funding policies in Kazakhstan.