Atasi Mohanty

1. The exponential proliferation of micro-credentials has catalysed discursive and empirical reconfigurations within the contemporary higher education and workforce development landscapes. Conceptu...

Implementing renewable energy is an essential first step in achieving sustainability goals, energy security, and economic development. Renewable energy policy supports the goals of sustainability, energy security, energy access, and green economic growth. Development of renewable energy sources is required in order to achieve sustainable national energy systems. Capital investment in renewable energy sources has been promoted by the use of such policies as feed-in tariffs, renewable portfolio standards, and green financing. Numerous data from different countries indicate that effective policies give rise to positive feedback loops supporting both environmental sustainability and economic development which modifies the trade-off mentality. Environmentally friendly public policy promotes circular economy principles and result in a considerable reduction of greenhouse gas emissions. Energy security is strengthened by the diversification of energy sources and the decrease of dependence on fossil fuels. This gives consumers of energy substantial control over their costs and makes them less susceptible to the instability of market conditions affecting the supply of energy. Energy access will be improved the most. This is particularly true of the rural poor countries. Renewable energy systems that are decentralized and supported by appropriate policies have provided electric energy for users that formerly did not have it. The high level of investment, the lack of financial resources, the lack of institutional abilities, and the ambiguity of public policies prevent the effective implementation of renewable energy policies especially in the developing countries. Renewable energy policies and sustainable development combine synergistically to provide greater sustainability through economic growth in countries which have effective regimes. This combination shows that renewable energy policies can provide for a conversion to sustainable development practices. These policies are integrally related to improved integration of financial institutions, regulatory frameworks and international cooperation. Effective hybrid metrics and incentives that do not favor particular technologies may provide further improved sustainability, energy security, and economic development.

Nudges can be defined as any factor that influences an individual’s behaviour in a predictable way, without removing the choices available to them. Over the past decade, nudging has emerged as a prominent behavioural policy tool. Different types of nudges and how they are used to increase sustainable behaviours in individuals are widely explored in contemporary studies. However, a consolidated understanding of the effectiveness of these nudges and the role of individual differences remains limited. The current study conducted a systematic review of relevant publications on nudges using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A comprehensive search across multiple databases was conducted and 27 empirical studies that met the predefined eligibility criteria were included in the final review. The results indicated the presence of various nudges including default, digital, emotional, informational, norm-based and promotional nudges, which were effective in nudging human behaviour towards sustainable practices. Nudges can also influence decision-making regarding various choices presented by the choice architecture. The influence of personality traits on the effectiveness of nudges was also observed. The study highlights the potential of nudges in promoting sustainable behaviours while also emphasizing the need to consider individual differences in the design of nudging strategies.

The intersection of psychology and sustainability within the domain of education represents a critical nexus for understanding and addressing pressing environmental challenges facing humanity. The paper embarks on a comprehensive journey through the interplay between psychology and sustainability in education, illuminating key theoretical frameworks, empirical insights, and practical implications for fostering sustainable mindsets and behaviors among individuals and communities. Central to the inquiry is the recognition of the urgent need for transformative approaches in education to mitigate climate change, biodiversity loss, and resource depletion. Through an interdisciplinary lens, the paper navigates the complex terrain of human cognition, emotion, and decision-making processes underlying attitudes and behaviors towards the environment. Psychological theories such as cognitive dissonance, environmental identity, and behavioral economics serve as foundational pillars for understanding the complexities of sustainable behavior and the barriers hindering its adoption. Moreover, the paper elucidates the pivotal role of education in cultivating sustainable mindsets and behaviors, emphasizing the significance of Education for Sustainable Development (ESD) as a catalyst for transformative learning and societal change. From curriculum design to campus operations, Higher Education Institutes (HEIs) emerge as key actors in advancing sustainability goals and nurturing a culture of environmental stewardship. As agents of change, teachers wield considerable influence in shaping the attitudes and behaviors of future generations towards sustainability, highlighting the importance of innovative pedagogies, experiential learning, and transformative teaching practices. Through the integration of psychology, education, and environmental stewardship, we can pave the way towards a brighter tomorrow grounded in principles of sustainability, resilience, and social justice.

This research paper explores the pivotal role of education in advancing sustainable development goals (SDGs) through an in-depth analysis of various indices, initiatives, and frameworks utilized to monitor progress and catalyze action. Beginning with an overview of the SDGs as a global blueprint for achieving a more equitable, prosperous, and sustainable world by 2030, the paper digs deep into the involved interaction between education and sustainable development. Central to this research is the examination of tools such as the Social Progress Index (SPI) and the SDG India Index, which provide comprehensive assessments of societal progress vis-à-vis the SDGs, offering decision-makers and stakeholders valuable insights into areas of strength and areas requiring intervention. The paper spotlights India’s pioneering initiative, the SDG India Index, which tracks progress at the state level across 13 out of the 17 SDGs, demonstrating how countries adapt global frameworks to address national priorities and challenges. Emphasizing education’s transformative potential, this investigation explains how early childhood, primary, and secondary education serve as catalysts for social, economic, and environmental progress, fostering critical thinking skills and instilling values essential for addressing complex global challenges. Furthermore, the paper emphasizes the SDG India Index’s role as a catalyst for change, facilitating evidence-based policymaking, fostering accountability, and mobilizing stakeholders towards shared goals, highlighting the existing data gaps, particularly concerning Goals 12, 13, and 14, emphasizing the need for strengthened statistical systems to ensure accurate assessment and effective interventions.