Urban mobility in Grand Lomé is affected by several negative externalities, including road congestion, insecurity and environmental pollution. Traffic jams cause considerable economic losses, estimated at more than 13,000 CFA francs per month for some public officials, and represent a financial drain of several million CFA francs per day on the Togolese economy. These challenges are accentuated by rapid urbanization and a dizzying increase in the number of vehicles, especially motorcycle taxis. These factors not only cause economic losses, but also to the deterioration of the quality of life of the inhabitants. On average, motorists lose up to 49.5 min per day in traffic jams, with fuel and time costs estimated at hundreds of thousands of CFA francs per year for each user of the main boulevards. Through an in-depth analysis of the impacts of these negative externalities on mobility and sustainable development, this study reveals that traffic congestion, combined with the lack of road infrastructure, generates considerable economic and environmental costs. These traffic jams also worsen air pollution, making the transport sector responsible for 80% of greenhouse gas emissions. These proposed solutions include: 1) The modernization of road infrastructure, culminating in the construction of new lanes entirely dedicated to public and non-motorized transport. 2) The regulation of motorcycle taxis, inspired by regional examples, to improve safety and efficiency. 3) The introduction of rapid transit systems, such as Bus Rapid Transit (BRT), to make travel more fluid. 4) The implementation of strict environmental standards and regular technical controls to reduce greenhouse gas emissions. These proposals aim to reduce social and economic costs, while promoting sustainable mobility and a better quality of life for residents.

In the fast-paced modern society, enhancing employees’ professional qualities through training has become crucial for enterprise development. However, training satisfaction remains under-studied, particularly in specialized sectors such as the coal industry. Purpose: This study aims to investigate the impact of personal characteristics, organizational characteristics, and training design on training satisfaction, utilizing Baldwin and Ford’s transfer of training model as the theoretical framework. The study identifies how these factors influence training satisfaction and provides actionable insights for improving training effectiveness in China’s coal industry. Design/Methodology/Approach: A cross-sectional design that allowed the study to capture data at one point in time from a large sample of employees was employed to conduct an online survey involving 251 employees from the Huaibei Mining Group in Anhui Province, China. The survey was administered over three months, capturing a diverse sample with nearly equal gender distribution (51% male, 49% female) and a majority aged between 21 and 40. The participants represented various educational backgrounds, with 52.19% holding an undergraduate degree and most occupying entry-level positions (74.9%), providing a broad workforce representation. Findings: The research indicated that personal traits were the chief predictor of training satisfaction, showing a beta coefficient of 0.585 (95% CI: [0.423, 0.747]). Linear regression modeling indicates that training satisfaction is strongly related to organizational attributes (β = 0.276 with a confidence interval of 95% [0.109, 0.443]). In contrast, training design did not appear to be a strong predictor (β = 0.094, 95% CI: [−0.012, 0.200]). Employee training satisfaction was the principal outcome measure, measured with a 5-point Likert scale. The independent variables covered personal characteristics, organizational characteristics, and training design, all measured through validated items taken from former research. The consistency of the questionnaire from the inside was strong, as Cronbach’s alpha values stood between 0.891 and 0.936. We completed statistical testing using SPSS 27.0, complemented by multiple linear regression, to study the interactions between the variables. Practical implications: This research contributes to the literature by emphasizing the necessity for context-specific training approaches within the coal industry. It highlights the importance of considering personal and organizational characteristics when designing training programs to enhance employee satisfaction. The study suggests further exploration of the multifaceted factors influencing training satisfaction, reinforcing the relevance of Baldwin and Ford’s theoretical model in understanding training effectiveness. Ultimately, the findings provide valuable insights for organizations seeking to improve training outcomes and foster a more engaged workforce. Conclusion: The study concluded that personal and organizational characteristics significantly impact employee training satisfaction in the coal industry, with personal characteristics being the strongest predictor. The beta coefficient for personal characteristics was 0.585, indicating a strong positive relationship. Organizational characteristics also had a positive effect, with a beta coefficient of 0.276. However, training design did not show a significant impact on training satisfaction. These findings highlight the need for coal companies to focus on personal and organizational factors when designing training programs to enhance satisfaction and improve training outcomes.

This research aims to identify the development of research theme trends that were carried out from 1999 to 2024. Thus, the study’s results can provide recommendations regarding research themes that can be developed to meet theoretical and practical needs. Researchers use bibliometric analysis to obtain the appropriate analysis. This analysis method can be developed to support the dynamic development of public health science with settings and researchers from developing countries, both through quantitative and qualitative interpretation. The analysis results show that over 25 years, public health science, from the perspective of researchers and developing countries, has experienced dynamic development. This change was driven by the emergence of various issues in society itself. For example, the 1999–2009 shows that lifestyle changes have resulted in multiple diseases. In the following period, the concept of sustainability emerged, which encouraged awareness of sustainable development and resource scarcity that would affect public health quality. As for the 2020–2024 period, the emergence of Covid 19 changed the previous research paradigm.

Universities play a crucial role in supporting sustainable development. In recent decades, indicator-based assessment tools have emerged to quantify universities’ efforts towards sustainability. The most widely known is the UI GreenMetric World University Rankings (UI-GWUR): In our paper, we examine the sustainability performance of the three greenest Hungarian universities. The University of Pécs, the University of Szeged and the University of Sopron were among the top 200 higher education institutions (HEIs) in the UI-GWUR in 2023, which proves that they have successfully integrated sustainable development into the components of their system. The aim of the paper is to identify the sustainability measures implemented by the three-top Hungarian HEIs. Their experiences shed light on how it is possible to move forward in the UI GWUR for a Hungarian higher education institution. In order to evaluate the sustainability efforts of the universities, the UI GWUR database was first examined. The websites and sustainability reports of the three universities were also analyzed to gain insight into their activities. Identifying the sustainability actions of the three institutions will help other universities to successfully plan and implement their sustainability initiatives. In the last part of our paper, we evaluate how the three Hungarian universities communicate sustainability through their websites. The results show that advancement in the UI Green Metric World University Rankings primarily requires conscious planning, which means a deeper understanding of the ranking methodology on the one hand, and a clear strategy creation and implementation on the other hand.

It is possible to provide green, ecological, and innovative products and services through green and sustainable public procurement. This study analyzes the opportunity offered to public contracting authorities in the Republic of Croatia (RH) in transformation from existing economy to a sustainable one through the inclusion of small and medium sized (SME) companies and inclusion of selection criteria that promote all three sustainable goals. The study employed a qualitative method and empirical analysis of public procurement procedures for eggs in the period from 2013 to 2021 in RH. The product was procured in many social institutions, hospitals, schools, student canteens and by procuring a sustainable product, added value could be created for the entire community. Data from the Electronic Public Procurement Classifieds of the Republic of Croatia (EOJN RH) and Data from the State and European Union (EU) Statistical Office were used. The research showed that sustainable procurement criteria were used for the first time in 2021, and that public contracting authorities put a stronger focus on the environmental pillar of sustainability and less or almost none on the economic and social pillar. The volume of demand and production was also calculated. The study found that the first contractor for sustainable product was SME company, producer of food, who adapted to the green conditions of public procurement in a short period of time. The paper empirically demonstrated that public procurement can be a powerful tool, but it was not used enough in the observed period for the observed products in RH.

The aim of the research is to prove that nowadays the role of higher education, its impact on “territorial capital” and the factors of their competitiveness measurement have changed. Competitiveness should no longer be measured only in terms of rankings between higher education institutions, but also in terms of their role in territorial capital. Examining the extension of a competitiveness measurement model developed for small and medium-sized enterprises to the field of higher education can be exciting because the competitive situation between higher education institutions is strengthening, and its aspects are not limited to winning tender funds and the competition for students. The subject of this study is the Central European higher education in general and the Hungarian higher education specifically. Higher education as it appears in regional strategic documents, and the regional, third mission role of higher education institutions appearing in their strategic documents. In terms of methodology: the first part of the paper is based on document and content analysis. In the second part of the paper, institutional characteristics that may influence competitiveness are identified in the case of a Hungarian higher education institution with SME characteristics. The research concludes that the impact on territorial capital, together with the traditional characteristics of higher education and its third missionary role, may constitute the competitiveness of a given institution. If the impact of higher education institutions on location could be measured uniformly, competition between institutions would be more transparent and the role of the region would be strengthened.

This study highlights the importance of social capital within third sector organizations, as in other sectors of the economy, and confirms the influence of social capital on human capital. In this case, it contributes to the analysis of the structure and quality of relationships among members of a social organization, which enables motivation and commitment to collective action. Based on exploratory and confirmatory factor analysis, from a 45-item survey applied to 190 workers in social organizations; the constructs were reconfigured for the construction of the model of organizational social capital, was carried out using the structural equation methodology. It is argued that the cognitive and structural dimensions of social capital affect its relational dimension in terms of identification, trust and cooperation, which in turn influences worker motivation and other key aspects of human capital. The relational dimension, measured by workers’ identification, trust, and cooperation, has significant effects on their motivation and work engagement, which leads to important practical considerations for human resource policies in these organizations. The article contributes to the existing literature on human capital management by exploring the perception of workers in nonprofit organizations that are part of Ecuador’s third sector.

In the current context of multicultural collision, online information is impacting traditional gender values. To analyze the changes in gender role attitudes and gender awareness among Chinese Generation Z college students under the influence of various social factors, the study focuses on Generation Z college students and explores the impact of cultural, media, educational, and family factors on gender role attitudes and gender awareness among Chinese Generation Z college students through questionnaire surveys and quantitative analysis methods. The research results show that Generation Z college students exhibit extremely favorable gender perspectives, with the proportion of bisexual gender roles approaching 38%, surpassing the number of students with traditional understanding of single sex gender roles. At the same time, in school gender awareness education, research has found that the proportion of bisexual gender roles is the highest among students who accept open mindedness, at 46.6%. In family gender awareness education, students who receive parental gender awareness sharing education have the highest proportion of bisexual gender roles, accounting for 48.5%. Therefore, the current gender education for the new Generation of students in China needs to abandon traditional avoidance-based teaching methods and adopt an open and supportive attitude to guide students’ gender values.