This study examines how circular economy (CE) practices contribute to energy resilience by mitigating the impacts of energy shocks and supporting sustainable development. Through a systematic literature review (SLR) of recent studies, we analyze the ways in which CE strategies—such as resource recovery, renewable energy integration, and closed-loop supply chains—enhance energy security and reduce vulnerability to energy disruptions. Our research draws on academic databases, focusing on publications from 2018 to 2024, to identify key themes and practices that illustrate the transformative potential of the circular economy. Findings reveal that CE practices at macro, mezzo, and micro levels support resilience by fostering efficient resource use, reducing dependency on non-renewable energy sources, and promoting sustainable economic growth. Additionally, we highlight the roles of foreign direct investment (FDI), research and development (R&D), and supportive policies in accelerating the adoption of circular systems. The study concludes with recommendations for future research to address identified gaps, suggesting a roadmap for advancing circular economy practices as a means to enhance energy resilience and sustainability aims to reveal how wide array of factors affect transition towards more sustainable or circular economy.

The interest in smart grids and new technologies is growing around the world. Countries are investing in the development of new technologies that will help achieve environmental goals, energy supply efficiency, improve energy efficiency and increase consumer involvement in the energy generation. One of such technology is a blockchain. It is believed that the blockchain, combined with a smart grid, provides an opportunity to integrate the activities of all stakeholders, including: generators, distributors and consumers of electricity. The aim of the article is to identify the key research areas discussed by the researchers of both the smart grid and the blockchain issues. An analysis of the Scopus database from 2015 to 2023 was conducted. Using a created bibliometric query, a systematic literature review was conducted. 476 scientific publications relating to the issues addressed were identified. Using the VOSviewer software, a bibliometric analysis was performed using the author’s keywords. The bibliometric maps obtained allowed for the identification of key research areas. The article also presents potential future directions of scientific considerations, which should be focused on the issue of green smart grid and green blockchain. The results presented in the article can inspire researchers looking for research gaps or describing the current state of knowledge in the field of the smart grid and the blockchain issues.

 Purpose: This research paper aims to assess the proficiency of tertiary education providers in engaging with online learning environments, especially in the context of the post-COVID-19 transition. The COVID-19 pandemic accelerated the adoption of online learning platforms, it is essential to understand how educational institutions have adapted and evolved in their approach to virtual education. The central research question explores how Continuous Professional Development (CPD), Technological Infrastructure (TI), and Support Systems (SS) collectively influence educators’ proficiency in online teaching (POT). Study design/methodology/approach: A comparative study was performed, comparing data collected during the COVID-19 pandemic with post-pandemic data from higher education institutions in Uzbekistan. In-depth interviews were conducted with 15 education facilitators representing both public and international educational institutions. This purposive sampling approach allows for a holistic exploration of the experiences, challenges, strategies, and preparedness of these facilitators during the transition to online learning. Manual qualitative data classification and content analysis were employed to understand themes in respondent experiences and identified actions. Findings: The study reveals the significant role of CPD, robust TI, and effective SS in enhancing the Proficiency of tertiary education providers in engaging with Online Teaching. These elements were found to be significant determinants of how well institutions and educators adapted to the shift to virtual education. The research offers valuable insights for educators, policymakers, and students, aiding in decision-making processes within academia and guiding the development and implementation of effective online teaching strategies. Originality/value: This study contributes to the existing literature by providing an in-depth understanding of the adjustments education facilitators make in response to the pandemic. It emphasizes the importance of ongoing preparation for online learning and highlights the role of digital workplace capabilities in ensuring successful interaction in virtual educational environments.

The digital era has transformed education, making digital literacy essential for teachers to integrate technology and enhance student outcomes effectively. This study aims to examine how school culture influences teachers’ performance through their digital literacy, focusing on junior high school teachers in Malang City, East Java, Indonesia. Employing a quantitative approach, data were collected from 214 teachers out of a 457 population using questionnaires. The analysis was conducted through AMOS for Confirmatory Factor Analysis (CFA), SPSS for descriptive statistics, and PLS-SEM for hypothesis testing. The findings reveal that school culture significantly affects teachers’ digital literacy (Ho1) and teacher performance (Ho2) with supportive and innovative environments, while rigid cultures limit creativity. Furthermore, digital literacy was found to enhance teachers’ performance (Ho3) and mediate the impact of school culture on teachers’ performance (Ho4), enhancing teachers’ effectiveness in planning, implementing, and evaluating instruction. This study highlights the critical role of school culture in shaping digital literacy and offers new insights for improving teacher practices in diverse educational settings. Moreover, the role of education policies in fostering a collaborative school culture that enhances teachers’ digital literacy and performance, leading to improved educational outcomes, plays a crucial implication.

This study examines the factors that predict successful transition outcomes for college students with impairments in Saudi Arabia. A stratified random sample method was employed to survey 500 people across various educational levels and disability categories. The efficacy of Individualized Education Plans (IEPs), cultural variables, and perceptions of transition services have been investigated using Structural Equation Modeling (SEM). The study revealed significant positive correlations between the efficacy of Individualized Education Programs (IEPs) and favourable impressions of transition services. Additionally, it highlighted the impact of cultural variables on transition results. The assessment of indirect effects confirmed that cultural variables partially mitigate the connection between IEPs and transition assistance. The document provides practical suggestions for enhancing the efficiency of Individualized Education Programs (IEPs), improving cultural proficiency among educators, facilitating collaboration among stakeholders, and guiding policies. These findings contribute to ongoing efforts to develop inclusive and culturally appropriate transition programs for students with impairments in Saudi Arabia.