Public-private partnerships (PPPs) were established in Brazil at the beginning of this century, following a global trend of using these partnerships to stimulate investment in infrastructures, particularly in a framework of restrictive budgetary and fiscal conditions. Despite their growing importance and the expectation of an expanding role in the future, not much is known about the actual facts on the ground. The objective of this paper is to be a first step in the direction of filling this information gap by providing important stylized facts about the universe of PPPs in Brazil: the quantitative evolution of PPP adoptions; the characterization of the geographical distribution of PPPs by government level (federal, state, district, and municipal); the characterization of the PPP intervention areas, including the total value of contracts and the modalities of PPP concession (sponsored and administrative). This objective is rendered possible by the development of a new database that covers the entire process of PPP contracting from 2005 to 2022, including the opening of public consultation procedures, the publication of the official notice, and the signing of contracts, as well as multiple thematic, financial, jurisdictional, and regional indicators. In turn, we see the establishment of these stylized facts as a necessary first step in the direction of understanding the factors that may determine or condition their adoption. In general, having a clear picture of the universe of the PPPs in Brazil is fundamental as their use and their role are expected to significantly increase in the future as the country pursues a path of improved economic activity and well-being of the population.

Amid the relentless grip of the COVID-19 pandemic, sustainability has emerged as a paramount concern across global economies. As businesses grapple with unprecedented challenges, the imperative for sustainable practices in corporate finance becomes increasingly evident. Throughout this crisis, companies have faced staggering financial strains, with diminished turnovers and escalating operational costs pushing many to the brink of collapse. In response, governments worldwide have provided vital support, albeit often insufficient, underscoring the necessity for sustainable mechanisms of intervention. Central to this discourse is an examination of how companies have adapted their financing policies amidst the pandemic’s tumult. Government-backed credit facilities have served as a critical lifeline for numerous businesses, emphasizing the need for sustainable financial instruments readily deployable in times of crisis. Concurrently, moratoriums on existing credit obligations have offered temporary relief, albeit with looming concerns regarding heightened corporate indebtedness. Moreover, the pandemic’s aftermath has witnessed a pronounced uptick in corporate borrowing, compounded by surging interest rates. This confluence underscores the exigency for companies to adopt sustainable financial strategies, mindful not only of short-term exigencies but also the enduring ramifications on financial stability. In navigating these challenges, a holistic approach to sustainability is imperative. Governments must ensure robust support mechanisms, while companies must proactively seek sustainable financing solutions. Concurrently, stakeholders must meticulously weigh the long-term repercussions of financial policy adjustments, thereby fortifying corporate resilience against future crises while safeguarding the stability of the global economy. In essence, the COVID-19 pandemic has underscored the critical imperative for sustainability in corporate finance. By heeding this call and embracing sustainable practices, businesses can navigate crises with greater resilience, ensuring not only their survival but also the enduring stability of the economic landscape.

This research article explores the relationship between psychological well-being and satisfaction with life among young, athletically talented students educated through individualised programs. The primary objective is to assess whether a safe educational environment, emphasising psychological safety and individual support, positively impacts the general satisfaction and academic performance of these students. Using Ryff and Keyes’ Psychological Well-Being Scale and Diener’s Satisfaction with Life Scale, data were collected from 188 participants—Secondary and university students engaged in rigorous athletic training while completing their studies in the Czech Republic. Key findings reveal a strong correlation between self-acceptance, autonomy, coping with the environment, and enhanced satisfaction with life, indicating that well-being in young athletes is significantly influenced by psychological resilience, emotional support, and control over one’s educational journey. Research highlights that individually tailored learning environments, which provide flexibility for training and access to mental health support, contribute to a balanced development between academic and athletic goals. Additionally, the results suggest that a positive correlation within the educational environment, both with peers and instructors, further strengthens the satisfaction with life and reduces the risk of burnout. Implications underscore the need for educational institutions to adopt holistic approaches that support psychological well-being and accommodate the unique needs of athletically talented students. Recommendations include structured mentorship, flexibility in academic scheduling, and access to professional counselling. Future research should investigate the long-term impacts of such environments on academic and athletic success, considering factors such as social inclusion and the effects of digital education.

This research aims to examine the role of learning leadership on teacher performance in elementary schools, analyze the influence of digital literacy on teacher performance, analyze the role of emotional intelligence on teacher performance and analyze the role of intellectual intelligence on teacher performance. In this digital era, digital literacy plays an important role in education. The application of digital literacy in education is still not optimal and there is no previous research that discusses the variables of instructional leadership, teacher performance, digital literacy, emotional intelligence and intellectual intelligence. The research method used is quantitative, the population of this research is all teachers who have used e-learning methods, and the analysis of this research uses structural equation modelling (SEM), the respondents for this research are 675 Indonesian teachers. The sampling method is simple random sampling. Research data was obtained from distributing online questionnaires designed using a 5-point Likert scale, namely scale 1 is strongly disagree, scale 2 is disagree, scale 3 is neutral, scale 4 is agree and scale 5 is strongly agree. Data processing uses SmartPLS 3.0 software tools. The SEM test stages in this research are the outer model test, namely convergent validity, discriminant validity and composite reliability, and then the inner model test, namely hypothesis testing. The results of the analysis using SEM are that the Instructional leadership variable has a positive and significant relationship to teacher performance, the Digital literacy variable has a positive and significant relationship to teacher performance, the Emotional intelligence variable has a positive and significant relationship to teacher performance and Intellectual intelligence has a positive and significant relationship to teacher performance. The novelty of this research is the discovery of a model of the relationship between instructional leadership variables, digital literacy variables, emotional intelligence variables, and intellectual intelligence variables on teacher performance which did not exist in previous research studies. This research has a novelty, namely a model analyzed using SEM-PLS in the digital era. The principal must be able to determine and set learning objectives in his school, in his implementation the principal always involves teachers in developing and implementing learning goals and objectives and the principal also refers to the curriculum set by the government in developing learning. The dimensions of instructional leadership are defining school goals, managing learning programs, and creating a positive learning climate. In other words, the principal has implemented Instructional Leadership with indicators of setting learning goals, indicators of being a resource for staff, indicators of creating a school culture and climate that is conducive to learning, indicators of communicating the school’s vision and mission to staff, indicators of conditioning staff to achieve their goals.

In developing metropolitan cities, the expansion of urban areas due to the urbanization phenomenon has resulted in massive transport infrastructure development in suburban areas. This development has prompted many governments to begin introducing Transit-Oriented Development (TOD) to organize emerging transit hubs in suburban areas into their city plans. The approach adopted to introduce TOD may differ, depending on the existing context. Countries with similar socio-cultural background typically adopt a uniform approach, but not Jakarta and Kuala Lumpur as the most developing metropolitan cities in Southeast Asia with similar urbanization and socio-cultural Based on the situation, through the examining documents and spatial analysis, this study seeks to examine the impact of different policy approach between Jakarta and Kuala Lumpur on the progressions of transport infrastructure and TOD areas in suburban. The results showed that Kuala Lumpur had a more rapid progression in transport infrastructures development, accompanied by the establishment of several transit zones in urban and suburban areas. Meanwhile, Jakarta’s approach comprised the gradual development of infrastructures, initially focusing on TOD in central urban areas and only a limited number of suburban areas with significant commuter traffic. These results indicate that differences in policy approaches in the two regions with similar urbanization and socio-cultural contexts influence the evolution of transport infrastructure and TOD areas development. Several factors contribute to these discrepancies, including efficiency, synchrony, bias, clarity of organizational structure, and conceptual comprehension. At macro basis, policy makers must underline that the characteristics suitability between the approach and region critically determines the success of urban development.