Illegal, unreported, and unregulated fishing (IUU fishing) crimes by rogue fisheries companies are rife in the sea waters of Riau Province. However, this issue is rarely reported by those provincial journalists in the online media where they work. In fact, in Riau, there are 163 online media companies and 600 competent journalists; 200 of them live in capture fisheries center areas. Apart from the journalist competency factor, the decision to make IUU fishing news can also be influenced by the fisheries company intervention that committed the crime. Besides, the policy role of media leaders—editors, editors-in-chief, and media owners—also determines journalists’ decisions to make those news stories. This research aims to analyze the influence of journalist competence and fishing company intervention on the decision to make IUU fishing news, as well as the role of media leader policy as mediators in these influences. This survey involved 100 competent journalists as respondents. Data collection was carried out through a questionnaire containing a number of closed statements measured on a 5-point Likert scale, which was distributed to respondents. The data were analyzed using the Structural Equation Modeling (SEM) method. The research results show that the fishing company intervention has a negative and significant influence on the decision to make IUU fishing news in Riau, while journalist competence does not. Additionally, media leader policy was found to play a significant role in mediating the influence of fisheries company intervention and journalist competence on the decision to make IUU fishing news. The leader policy could prevent journalists from making IUU fishing news if fisheries companies, who are responsible for those crimes, intervene and request it. Those actions of media leaders need to be questioned because they can hamper the media’s function as a means of disseminating information, educating the public, and implementing social control, especially those related to combating IUU fishing crimes.

The increasing domains of digital technology in educational settings urgently require digital leadership (DL) to ensure the sustainability of school improvement initiatives in the digital era and to facilitate the digital transformation of educational institutions. DL emerges as an urgent and evolving topic of significant public interest. However, there is a notable lack of consensus persists regarding its definition and constructs within educational settings, hindering the advancement of DL theory. To address this gap, a systematic literature review was conceived, employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology. The primary aim was to enhance comprehension of the geographical and temporal distribution of relevant publications, as well as to elucidate prevalent definitions and constructs of digital leadership in educational contexts. This article endeavors to synthesize the extant scientific literature on DL, focusing on studies published between 2019 and 2024. Inclusion criteria encompassed scientific research publications sourced from Scopus and the Web of Science (WoS) databases, available in English, and centered on educational settings. Initial database queries yielded 578 papers, subsequently refined to 35 studies through meticulous screening for duplicity and adherence to inclusion criteria. Notably, the reviewed publications predominantly characterize DL as a multifaceted process, amalgamation, or integration, with a predominant emphasis on functional aspects of leadership. Noteworthy constructs frequently encountered include digital age learning culture, visionary leadership, excellence in professional practice, systemic improvement, and digital citizenship. This review contributes to the enrichment of theoretical conceptualizations surrounding DL. It underscores the imperative for future research to explore into the measurement of DL, thereby presenting promising avenues for evaluating principal DL within educational institutions.

The urgency of ecological problems has become increasingly complex, so responses from diverse parties are needed, including in the context of ecological citizenship. The general hypothesis proposed in this research is that the problem of climate change has an influence on the high level of attention of the global community, including academics, to environmental issues related to the active role of citizens demanding environmental justice and sustainable development. This study aims to explore globally published documents to provide an in-depth discussion concerning ecological citizenship. Bibliometric analysis was employed from the Scopus database. The main findings confirm the significant contribution of ecological citizenship in shaping global understanding of the role of individuals in maintaining environmental sustainability. The research theme mapping shows the diversity of issues that have been explored, with particular emphasis on environmental education and social justice, providing a basis for recommendations for future research. In particular, environmental education has been recognized as a critical element in shaping society’s understanding of environmental issues, while social justice underscores the importance of fair distribution and critical analysis of inequality in social and ecological contexts. Future research recommendations include the exploration of effective strategies in promoting the concept of ecological citizenship, developing a holistic environmental education curriculum, and more active research in the context of social justice in various regions, including Asia. This bibliometric analysis is expected to contribute substantially to formulating policies and practical actions that support the vision of inclusive ecological citizenship, which positively impacts overcoming global environmental challenges.

By reviewing US state-level panel data on infrastructure spending and on per capita income inequality from 1950 to 2010, this paper sets out to test whether an empirical link exists between infrastructure and inequality. Panel regressions with fixed effects show that an increase in the growth rate of spending on highways and higher education in a given decade correlates negatively with Gini indices at the end of the decade, thus suggesting a causal effect from growth in infrastructure spending to a reduction in inequality through better access to education and opportunities for employment. More significantly, this relationship is more pronounced with inequality at the bottom 40 percent of the income distribution. In addition, infrastructure expenditures on highways are shown to be more effective at reducing inequality. By carrying out a counterfactual experiment, the results show that those US states with a significantly higher bottom Gini coefficient in 2010 had underinvested in infrastructure during the previous decade. From a policy-making perspective, new innovations in finance for infrastructure investments are developed, for the US, other industrially advanced countries and also for developing economies.