The creation of points where law, politics and education policies take intersection is a very complex and dynamic environment determined by philosophical shifts, economic problems, and social dynamics. This study dissects various complicated challenges facing the process of the framing of educational policies and their implementation which have become rampant due to the rapid political transformations. The researched evaluation is applied via both qualitative and quantitative methods, including juridical research, case and best practices studies and surveys, with the descriptive nature of the research as the main tool. The heart of the essay is three main themes - the contention between the rigidity of the academic standards and the holistic growth of students, its possible effects when students are too identified with a test-centric approach as their knowledge is sacrificed for their test scores, and the inclusion of rights and protections for underrepresented populations even when faced with a government’s resistance. Similarly, the research examines the perils of creating legislation too quickly, especially, because of unexpected side effects and interpretation conflicts. Findings show profound demographic differentials over districts which implies the designing and implementation of policies need to be modified accordingly. Unless a certain policy brings the best outcomes in the learning process, then nobody should choose it even if it means disrupting student well-being and decreasing their involvement. It is also emblematic of how cross-party cooperation and stakeholders’ understanding are important aspects of fairly dealing with complicated policy environments.

Many studies have called for more research and increased knowledge about Family Businesses (FB), notably their sustainability. This work aims to reduce this limitation through a narrative literature review and thus contribute to knowledge about FB’s compliance and sustainability design. The results suggest that interest in sustainability practices is growing but still low, and implementation is challenging. This work presents scientific contributions, notably to the Theories of Vision Based on Resources, Dynamic Capabilities, and Stewardship. At the same time, it contributes to the operationalization of FB, as they can design their sustainability practices and compliance strategies similar to those of others. The value of this work culminates in the original proposal of a framework identifying the leading information representative of the main challenges for the sustainability of FB.

This study evaluates the health and sustainability of higher education systems in nine countries: the USA, UK, Australia, Germany, Canada, China, Brazil, India, and South Africa. Using a multi-level analysis model and principal component analysis (PCA), nine key factors—such as international student numbers, academic levels, and graduate employment rates—were identified, capturing over 90% of the cumulative impact on higher education systems. India, scoring 6.2036 initially, shows significant room for improvement. The study proposes policies to increase graduate employment, promote international faculty collaboration, and enhance India’s educational expenditure, which surpasses 9.8% of GDP. Post-policy simulations suggest India’s score could rise to 8.7432. The paper also addresses the impact of COVID-19 on global education, recommending a hybrid model and increased graduate enrollment in China to reduce unemployment by 5.4%. The research aims to guide sustainable development in higher education globally.

This study aims to take Chinese higher vocational colleges professional group leaders as the research subjects to analyze the components of their key competencies, develop the competency model of professional group leaders (PGL), and analyze the main factors influencing the model. It provides a powerful help for improving the scientific level of the construction and management of the teaching staff in higher vocational colleges and filling the gap in the research on the quality and ability of Chinese professional group leaders. A mixed research method is deployed in this study. Data are collected with the help of a self-administrated questionnaire and a semi-structured interview based on grounded theory. Data analysis involves structural equation modeling using AMOS, complemented by qualitative coding in NVivo. It concludes that the competency development model of professional group leaders comprises two main dimensions: explicit competencies and implicit competencies. Explicit competencies include cross-border adaptability (CBA), resource integration ability (RIA), innovation and development practice ability (IDPA), management leadership ability (MLA), and interdisciplinary scientific research ability (ISRA). Implicit competencies include personality attitude (PA), and intrinsic motivation (IM). The study fills a significant gap in the literature by providing a detailed model of competency for professional group leaders in the context of higher vocational education, offering a practical framework for improving the training and management of teaching staff and promoting the development of professional groups effective in vocational colleges.

The target date for achieving the 2030 UN Agenda [Sustainable Development Goals (SDGs)] is fast approaching. The construction sector is critical to achieving many SDGs, including Goal 5. Studies regarding achieving Goal 5 (Gender Equality) in the construction industry, especially women’s consultancy participation in developing countries, are scarce and complexly interrelated. Societal problems and divergence may have contributed to this. Therefore, this study explores issues hindering gender equality and suggests measures to promote more women construction consultants through policy to improve achieving Goal 5 in Nigeria. The research employed face-to-face data collection via a qualitative mechanism to achieve this. The study covered Abuja and Lagos. It accomplished saturation at the 20th participant. The research utilised a thematic method to analyse the collected data from knowledgeable participants. The perceived hindrances facing Nigerian construction consultants’ gender equality were clustered into culture/religion-related, profession-related, and government-related encumbrances. Achieving Goal 5 will be a mirage if these issues are not addressed. Thus, the study recommended measures to motivate women to study construction-related programmes and employment opportunities, including consultancy services slots through programmes and policy mechanisms to achieve Goal 5. As part of the implications, the study suggests that Nigerian construction consultants and other stakeholders need to make feasible improvements to achieve gender equality (Goal 5).