This study proposes a fuzzy analytic hierarchy process (FAHP) method to support strategic decision-makers in choosing a project management research agenda. The analytical hierarchy process (AHP) model is the basic tool used in this study. It is a mathematical tool for evaluating decisions with multiple alternatives by decomposing them into successive levels according to their degree of importance. The Sustainable Development Goals (SDG) oriented theme of project management was chosen from among four themes that emerged from a strategic monitoring study. The FAHP method is an effective decision-making tool for multiple aspects of project management. It eliminates subjectivity and produces decisions based on consistent judgment.

This research delves into sustainable educational management practices within Indonesian Islamic universities, aiming to shed light on the current trends, influential authors, co-authorship patterns, prevalent keywords, primary dissemination venues, gaps, and future research directions in this domain. Employing a bibliometric analysis methodology, data was collected using Lens.org software, encompassing publications from various academic databases to ensure a comprehensive exploration. The study reveals a growing interest in sustainability within Indonesian Islamic universities, emphasizing the need for concerted efforts to promote sustainable development. Key findings include identifying influential authors, prevalent keywords, and primary dissemination venues, offering valuable insights for researchers and practitioners in the field. Moreover, gaps and future research directions are highlighted, paving the way for further exploration and enhancement of sustainable educational management practices in Indonesian Islamic universities.

Enhancing the emphasis on incorporating sustainable practices reinforces a linear transition towards a circular economy by organizations. Nevertheless, although studies on circular economy demonstrate an increasing trend, the drivers that support circular economy practices towards sustainable business performance in the Small and Medium-Sized Enterprise (SME) sector, especially in developing nations, demand exploration. Accordingly, the study examines circular economy drivers, i.e., green human resource management, in establishing sustainability performance and environmental dynamism as moderating variables. The study engaged 207 SMEs and 621 respondents who were analyzed utilizing structural equation modeling. The analysis indicated that sustainable business performance was affected by green human resource management and a circular economy. Subsequently, the circular economy mediated the linkage between green human resources management and sustainable business performance. The environmental dynamism moderated the linkage between green human resources management and the circular economy.

This paper focuses on examining the relationship among organizational factor, work-related factor, psychological factor, personal factor and the commitment of oil palm smallholders toward Malaysian Sustainable Palm Oil (MSPO) certification. The study employed a descriptive research methodology and a structured survey instrument to gather data from oil palm smallholders (n = 441) through simple random sampling technique. Data analysis was conducted using SPSS and partial least square structural equation modeling (PLS-SEM) to test the proposed relationship. The findings reveal that organizational factors significantly impact the affective (β = 0.345, p < 0.05), normative (β = 0.424, p < 0.05), and continuance commitment (β = 0.339, p < 0.05) of oil palm smallholders. Additionally, work-related factors show a substantial effect on these same dimensions of commitment; affective (β = 0.277, p < 0.05), normative (β = 0.263, p < 0.05), and continuance (β = 0.413, p < 0.05). Psychological factors significantly impact the affective (β = 0.216, p < 0.05) and normative commitment (β = 0.146, p < 0.05), with no statistically significant influence on continuance commitment. Conversely, personal factors exhibit limited influence, affecting only continuance commitment (β = 0.104, p < 0.05) to a minor degree, with no statistically significant impact on affective and normative commitment. The present research is among the few empirical findings that have examined the oil palm smallholders' commitment towards MSPO certification. By emphasizing the role of organizational and work-related factors, the study offers valuable insights for stakeholders within the oil palm sector, highlighting areas to enhance smallholder commitment toward sustainability standards. Consequently, this study contributes a unique perspective to the existing body of literature on sustainable practices in the oil palm industry.

This article analyses the effectiveness of humanitarian assistance in relation to the Sustainable Development Goals (SDGs) in the Minawao refugee camp in Cameroon, focusing on the social pillar of sustainable humanitarian. Established in 2013 to accommodate Nigerians fleeing the violence of Boko Haram, the camp now faces growing challenges related to the sustainability of assistance. Based on a mixed methodological approach, the analysis draws on data collected from humanitarian operators, refugees and the host community. The data was collected using tools such as participant observation, individual and group interviews, questionnaire surveys, mapping, documentary review, etc. Although essential infrastructure has been put in place, the study reveals that minimum humanitarian standards are not being met in several key sectors: food security, education, sanitation, shelter provision and Non Foods Items (NFIs). The lack of financial resources, combined with insufficient involvement by the Cameroonian government, has led to a gradual erosion of social protection for refugees. Maintaining assistance on a temporary basis compromises the integration of the SDGs into humanitarian operations. The article highlights the need for a forward-looking approach by humanitarian agencies, coordination between stakeholders and the involvement of new partners, including refugees, to guarantee their well-being and the achievement of the SDGs.

This study aimed to examine the impact of digital leadership among school principals and evaluate the mediating effect of Professional Learning Communities (PLCs) on enhancing teachers’ innovation skills for sustainable technology integration, both in traditional classroom settings and e-learning environments. Employing a quantitative approach with a regression design model, Structural Equation Modelling (SEM) and Partial Least Squares (PLS-SEM) were utilized in this research. A total of 257 teachers from 7 excellent senior high schools in Makassar city participated in the study, responding to the questionnaires administered. The study findings indicate that while principal digital leadership does not directly influence teachers’ innovation skills in technology integration, it directly impacts Professional Learning Communities (PLCs). Moreover, PLCs themselves have a significant influence on teachers’ innovation skills in technology integration. The structural model presented in this study illustrates a noteworthy impact of principal digital leadership on teachers’ innovation skills for technology integration through Professional Learning Communities (PLCs), with a coefficient value of 47.4%. Principal digital leadership is crucial in enhancing teachers’ innovation skills for sustainable technology integration, primarily by leveraging Professional Learning Communities (PLCs). As a result, principals must prioritize the creation of supportive learning environments and implement programs to foster teachers’ proficiency for sustainable technology integration. Additionally, teachers are encouraged to concentrate on communication, collaboration, and relationship-building with colleagues to exchange insights, address challenges, and devise solutions for integrating technology, thereby contributing to sustained school improvement efforts. Finally, this research provides insights for school leaders, policymakers, and educators, emphasizing the need to leverage PLCs to enhance teaching practices and student outcomes, particularly in sustainable technology integration.