Background: Sustainability plays a crucial role in the development of the education sector. It is analyzed that higher education institutions (HEIs) continuously working on the adoption of sustainable practices for carrying out business operations in the long run. Agenda 2030 is a comprehensive, multifaceted strategy that serve as an important framework for the comparison to uphold different principles. Additionally, the UN 2030 Agenda concerning sustainable development is introduced as global idea of balanced development. The 2030 Agenda and SDGs representing the program related to global development programs. Higher education institutions also working on the adoption of sustainable development perspective and the issues linked with them. Aim: The main aim of the study is to determine the level of knowledge, awareness, and attitude of the university community for achieving sustainability in HEIs. Policy Implementation: Adopting sustainable behavior is encouraged when policies are implemented well. Universities have the authority to develop and implement sustainability policies that set guidelines and requirements. Topics like waste reduction, environmentally friendly transportation, and environmentally friendly buying may be covered by the sustainability policies. Acting sustainably is encouraged among university community members through the implementation of sustainability policies. Conclusion: Findings stated efforts across sectors for the promotion of awareness and alignment with the 2030 Agenda consider a comprehensive strategy for addressing humanity, nature, and human rights. In higher education institutions, the role of education emerges as pivotal, developing green practices, development of campuses, and attracting students globally. In HEIs green practices are carried out for the development of the campus and activities in the future terms. Universities also supported in the adoption of sustainability in working education institutes international students are also attracted to them. It is identified that educators are playing an important role in achieving sustainability aspects in the education sector.

Graphene, an innovative nanocarbon, has been discovered as a significant technological material. Increasing utilization of graphene has moved research towards the development of sustainable green techniques to synthesize graphene and related nanomaterials. This review article is basically designed to highlight the significant sustainability aspects of graphene. Consequently, the sustainability vision is presented for graphene and graphene nanocomposites. Environmentally sustainable production of graphene and ensuing nanomaterials has been studied. The formation of graphene, graphene oxide, reduced graphene oxide, and other derivatives has been synthesized using ecological carbon and green sources, green solvents, non-toxic reagents, and green routes. Furthermore, the utilization of graphene for the conversion of industrial polymers to sustainable recycled polymers has been studied. In addition, the recycled polymers have also been used to form graphene as a sustainable method. The implication of graphene in the sustainable energy systems has been investigated. Specifically, high specific capacitance and capacitance retention were observed for graphene-based supercapacitor systems. Subsequently, graphene may act as a multi-functional, high performance, green nanomaterial with low weight, low price, and environmental friendliness for sustainable engineering and green energy storage applications. However, existing challenges regarding advanced material design, processing, recyclability, and commercial scale production need to be overcome to unveil the true sustainability aspects of graphene in the environmental and energy sectors.

The world has never been more developed, yet humanity is on the brink of irreversible environmental loss. Despite the urgency of the situation, there is a limited body of studies addressing environmental concerns in higher education institution, particularly in developing countries, i.e., Saudi Arabia. Sustainable development is the only viable solution, albeit it requires the courage to initiate and sustain efforts dedicated to preserving the environment for the well-being of future generation. The article delves into this issue and examines the impact of environmental education program (EEP) on environmental performance (EP) via waste minimization behaviour (WMB). The research involved meticulous data collection from a sample of 597 students, representing diverse genders and academic specialties at the esteemed public university—King Faisal University (KFU) in Saudi Arabia. The study used statistical software (including SPSS and AMOS, v 25) for rigorous analysis and revealed significant findings. Firstly, the study showed a significant and positive relationship between EEP and EP. Secondly, it revealed a significant and positive association between EEP and WMB. Thirdly, the study ascertained a significant and positive association between WMB and EP. Finally, the study found that the relationship between EEP and EP remains significant even after presenting WMB as a mediator, proposing that WMB has a partial mediation role between EEP and EP. The results highlighted the significance role of EEP in stimulating WMB and achieving EP in the Saudi universities, which contributes to national initiative of green Saudia.

This study evaluates the aquafeed self-sufficiency sector in Indonesia, aiming to provide policy recommendations for optimizing freshwater aquaculture production. The study engaged 1005 participants, including 204 self-sufficient aquafeed producers and 801 fish farmers, covering 88% of the regions where the Ministry of Marine Affairs and Fisheries promotes aquafeed self-sufficiency, conducted in 30 Indonesian provinces. The majority of on-farm and small-scale feed manufacturers continue to operate successfully (91%), with a minor portion discontinuing (9%). Aquafeed products incorporating local ingredients prove cost-effective and receive high acceptance among fish farmers. The sustainability of the aquafeed self-sufficiency sector is closely linked to local ingredient availability, operational aquafeed manufacturing plants, product quality, human resource capabilities, and government policies. The study presents policy recommendations to address these issues, encompassing measures such as ensuring ingredient supply sustainability, providing a mobile laboratory for ingredient and feed analysis, enhancing human resource quality through training, facilitating easier access to financial support, and strengthening central-local government coordination to optimize the aquafeed self-sufficiency program. The rise of the national fish production target from freshwater aquaculture has attracted great attention in the improvement of the aquafeed sector since the sustainability of aquafeed supply is the main driver for the success of aquaculture production.

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.