Studies show that the COVID-19 crisis may threaten to attain sustainable development goals connected with shelter in developing countries, including Malaysia. Low-cost housing provision has been identified as one tool for achieving sustainability goals via synergistic operations. However, studies about post-COVID-19 housing and sustainable development goals integration are scarce in Malaysia. The study investigated the state of post-COVID-19 housing and developed a framework to integrate Goals in housing provision in Malaysia. The study covered four major cities in Malaysia via qualitative research to achieve the study’s objectives. The researchers engaged forty participants via semi-structured virtual interviews, and saturation was achieved. The study utilized a thematic analysis for the collated data and honed them with secondary sources. Findings show that COVID-19 reduced the possibility of low-income earners becoming homeowners. This is because the low-income groups were real losers of COVID-19 economic changes. Also, findings reveal that achieving four Goals from the 17 Goals will improve housing provision in Malaysia’s post-COVID-19 era. The study encourages key housing stakeholders to improve housing delivery, especially for the low-income earners across Malaysia in the post-COVID-19 era. This will imply contributing to achieving four Goals because of the correlation, as part of the study’s implications.

The issue of academic achievement among Chinese university students is emerging due to difficulties in finding employment. This study investigates the structural relationships between social support, goal orientation, and academic achievement with the aim of enhancing students’ academic performance and facilitating sustained employability. Data were collected from 202 college students in South China, revealing that students’ levels of social support, goal orientation, and academic achievement were all moderate. Lower-grade students, in comparison to higher-grade students, exhibited lower levels of social support, goal orientation, and academic achievement. Additionally, students from lower economic backgrounds tended to lack social support. Among the factors of social support, goal orientation, and academic achievement, there were positive correlations among these three variables. Social support significantly and positively influenced goal orientation and academic achievement. Specifically, the sub-factors of social support, school support, and teacher support had differential effects, with school support enhancing academic achievement and teacher support boosting goal orientation. Goal orientation also significantly and positively impacted students’ academic achievement, with the sub-factor of mastery goals having a stronger influence. Goal orientation partially mediated the relationship between social support and academic achievement. This study discusses limitations and provides insights for future research.

The principle of legality constitutes one of the basic principles of the government’s rule of law, and as a result, it has been recognized as one of the most essential guarantees of human rights. The goals of sustainable development have a strong link with the principle of legality, and achievements in accomplishing a goal can frequently contribute to the accomplishment of other goals in addition. The United Arab Emirates’ constitutional framework, regulations, and rules, along with the goals for sustainable development (SDGs), were profoundly affected by the principle of legality. The method in which international standards and laws have been integrated into the UAE’s national legal framework provides definitive proof of this effect. The research concluded that all published and unofficial legal regulations have to be respected in order for public authorities to use within the limits of the principle of legality. These involve adhering to the standards of positive legitimacy and the fundamental regulations the community agrees on.

In the present and future of education, fostering complex thinking, especially in the context of the Sustainable Development Goals (SDGs), is critical to lifelong learning. This study aimed to analyze learning scenarios within the framework of a model that promotes complex thinking and integrated design analysis, to identify the contributions of linking design models to the SDGs. The research question was: How does the open educational model of complex thinking link to the SDGs and scenario design? The analysis examined a pedagogical approach that introduced 33 participants to the instructional design of real-life or simulated situations to develop complex thinking skills. The categories of analysis were the model components, the SDGs, and scenario designs. The findings considered (a) innovative design capacity linked to SDG challenges, (b) linking theory and practice to foster complex thinking, and (c) the critical supporting tools for scenario design. The study intends to be of value to academic, social, and business communities interested in mobilizing complex thinking to support lifelong learning.