case study social sustainability

Top 10 Sustainability Case Studies & Success Stories

Image shows the composition of sustainability case studies. For example some case studies improve gender equality some target to reduce greenhouse gasses emission.

During my academic research on corporate sustainability efforts, I realize that environmental and social practices have a significant impact on the long-term success of businesses. Some businesses outperform others in this area, giving them a competitive advantage.

See 10 sustainability case studies to incorporate sustainability strategies into corporate actions:

1. UPS ORION: Improve transportation efficiency

Transportation activities accounted for almost 30% of US greenhouse gas emissions (GHG). 1 For a company like UPS, which distributes goods across regions, transportation activities make up the bulk of GHG emissions. As a result, enhancing transportation efficiency is crucial for organizations like UPS to remain sustainable.

As a solution, UPS adopted an AI system called ORION which is a route optimizer that aims to minimize the number of turns during the delivery. 2 Initiation began in 2012, and ORION saves UPS 10 million gallons of fuel per year, which means that in addition to the financial benefits, it decreases UPS’s carbon footprint by 100,000 metric tons per year, or the equivalent of removing more than 20,000 cars from the roads.(An average car emits 4.6 metric tons of GHG per year. 3 )

In addition to private solutions like ORION, there are public cloud route optimizer systems that businesses can deploy without building hardware. These tools help firms to use their software as a service by paying a subscription cost.

To learn more about ensuring supply chain sustainability with technology you can read Technologies Improving Supply Chain Sustainability .

Figure 2: US GHG emission distribution

This image summarizes the US GHG emission distribution in sustainability case studies. 29% of US GHG emission belongs to transportation. It is followed by 25% electricity generation, 23% industrial emissions, 13% commercial and residential emissions and finally, 10% emissions are related to agriculture activities.

Source: U.S Environmental Protection Agency 4

2. IKEA IWAY: Make business with ESG-oriented corporations

Supplier codes of conduct are established guidelines that require other businesses to demonstrate their operations’ social and environmental impacts. The objective is to reward companies that meet strong ESG standards. It is also one of the positive governance indications for organizations, as we highlighted in the ESG metrics article .

IWAY is the supplier code of conduct of IKEA forcing suppliers to meet certain environmental and humanitarian qualities to work with. 5 The initiative has been in place for over 20 years, and over that time, IKEA has refined it based on their prior experiences. IWAY six is the most recent version of IKEA’s supplier code of conduct, which evaluates:

Core worker rights.
Safety of the working place.
Life-work balance of employees.
Water and waste management of potential suppliers.
Prevention of child labor.

3. General Electric digital wind farm: Produce green energy efficiently

Wind turbine productivity varies greatly depending on the design, weather conditions, and geography of the location it is deployed. Using IoT and digital twins to collect data on each wind turbine and simulate possible modifications, such as adjusting the direction of the wind turbine, can assist corporations in locating their wind turbines in a wind farm more effectively.

Furthermore, the performance of wind turbines declines with time and may require maintenance; employing sensors and digital twins can assist in determining the appropriate time for repair.

Figure 3: How digital twins can optimize wind turbine productivity

Image shows how digital twins can monitor and improve the performance of wind turbines as one of the sustainability case studies

Source: DNV 6

General Electric’s (GE) digital wind farms are based on these two elements. GE optimized turbines using sensors and digital twin real-time monitoring technologies. Each wind farm can create up to 10% more green energy as a result of the digital wind farm initiative, which helps to enhance our worldwide green energy mix. 7

4. Swire Properties green building: Minimize GHG emissions

Swire Properties is a construction company that operates in China and especially in the Hong Kong area. In 2018, the company built One Taikoo Place which is a green building that aims to reduce GHG emissions of Swire Properties in order to align with sustainability goals of the company’s stakeholders.

Swire properties use 3D modeling techniques to optimize the building’s energy efficiency. Reduce electricity consumption by using smart lighting systems with sunshine and motion sensors. 8 A biodiesel generation system has been installed in the building, which converts waste food oil into biodiesel. Swire Properties additionally uses low-carbon embedded materials and a lot of recycled materials in their construction. 9

Swire Properties was able to cut GHG emissions intensity throughout their portfolio by nearly 20% because of the usage of digital technologies and low carbon integrated materials. 10

5. H&M let’s close the gap: Deposit scheme for gathering raw material

In 2023, we consumed 1.8 times more resources than Earth generates annually because our economic outlook is based on production, use and disposal. 11 Such an economy is not sustainable and that is the reason why the concept of circular economy (CE) is trending nowadays.

The most basic principle of CE is to use trash as a raw material for production through innovation, recycling, or repairing and reusing existing products.

H&M’s “Let’s Close the Gap” project began in 2013 as a CE best practice that collects and categorizes discarded clothing from customers. 12 If the garment is in decent condition, they will restore it and find a new owner for it. If a garment reaches the end of its useful life, H&M will recycle it and reuse the material in new goods.

Customers who bring in their old clothes are rewarded with tokens that can be used to get a discount at H&M shops. Incentivizing customers creates a complete CE loop. In 2019, 57% of H&M’s raw materials were sustainable. By 2030, the company plans to improve it by 100 percent. 13

6. Gusto: Hiring female engineers to close gender inequality gap

Gender inequality remains a major social issue despite all the improvements. 14 There are two common types of gender disparity in the workplace. The first is gender pay disparity, which occurs when companies pay male employees more and provide better working conditions than female employees in the same position.

The second is occupational segregation, in which women are hired for non-technical jobs while men hold the majority of leadership roles. This was the situation at the software firm Gusto, where female engineers made up slightly more than 5% of the engineering team at the beginning of 2015. 15

Julia Lee, one of Gusto’s first female engineers, claimed that other engineers did not accept her ideas because she was a “female engineer.” Gusto initiated an HR drive to reduce gender inequality by prioritizing the recruitment of female engineers, prohibiting female workers from scrolling, and deleting masculine job ads like “ninja rock star coder.”

Gusto was able to improve its female engineer ratio to roughly 20% by the end of 2015 thanks to the campaign. 16 The average ratio among software businesses’ engineering teams was 12% in 2013. Therefore, this was a significant improvement in a short period of time.

7. HSBC: ESG concerned green finance

Finance companies can help speed up the transition to sustainable business practices by supporting initiatives run by responsible businesses. HSBC has committed to investing $100 billion in sustainability projects by the end of 2025. 17 In 2021, HSBC’s ESG practices were rewarded with an AA rating by MSCI. 18

HSBC is also working toward a goal of using 100% renewable energy as their source of electricity by 2030. The company reduces its consumption of paper and single-use plastic packaging for coffee and beverages. 19

For more information about best ESG practices, you can read ESG Reporting Best Practices .

8. Signify light-as-a-service: Enhance production stewardship

The product-service system (PSS) is a business model in which producers acquire a product over its lifetime and rent or lease it to the users. PSS ensures product stewardship since the product always becomes the asset of the company. It encourages producers to provide high-quality, repairable items in order to extend the product’s useful life. As a result, it helps to close the circularity gap by ensuring better use of natural resources.

Signify, a luminaire producer, adopts such a business strategy where it demands a subscription fee according to the usage period of their lighting systems. Signify claims that PSS allows them to produce 0 luminaire waste and drops maintenance costs. 20

9. Airbus additive manufacturing: Manufacture lighter planes with 3D printing

Additive manufacturing is a process where a computer-aided design (CAD) file is converted into a stereolithography (STL) file, which is then sliced into layers to guide the 3D printing of an object. 21 AIMultiple expects that additive manufacturing will disrupt airplane manufacturing since:

It speeds up the manufacturing of parts compared to traditional molding techniques.
It is cheaper due to effective use of raw materials and time reduction of production.
It enables the manufacturing of lighter parts by up to 45%, resulting in lighter planes that burn less fuel. 22 According to Airbus, additive manufacturing technology can reduce an A320 plane’s annual GHG emissions by around 465,000 metric tons, which is roughly the same as eliminating 100,000 automobiles from the road for a year.

To effectively use 3D printers, Airbus partnered with Materialise, a Belgium-based technology company that specialize in additive manufacturing. 23

For more information regarding improving corporate sustainability by digital transformation you can read Digital Technologies that Improve Corporate Sustainability .

10. Tata Power: Solar plants on the roofs

Rooftops offer a lot of empty space that can be used to install solar panels. Such initiatives have been taken in various parts of the world. Tata Power does it in India and generates green electricity by using idle places of buildings.

In 2021, Tata Power was able to spread their program throughout 90 Indian cities, producing 421 million watts of electricity, which is equivalent to nearly 40 thousand homes’ yearly electricity use in the US. 24 The average annual power usage for a residential utility customer in the US was 10,791 kWh in 2022. 25

We expect that in the near future, the cooperation between energy and construction companies will enhance the use of idle places in buildings in a more effective way. Such an industrial symbiosis reduces both sectors’ ESG risk.

For more information on the top carbon footprint calculators, check Carbon Footprint Calculator Software/Tools for Businesses .

To learn more about corporate sustainability you can contact with us:

External Links

1. Sources of Greenhouse Gas Emissions . United States Environmental Protection Agency. Accessed: 4/September/2024.
2. UPS To Enhance ORION With Continuous Delivery Route Optimization . UPS. Accessed: 4/September/2024.
3. Greenhouse Gas Emissions from a Typical Passenger Vehicle . United States Environmental Protection Agency. Accessed: 4/September/2024.
4. Sources of Greenhouse Gas Emissions . U.S Environmental Protection Agency. Accessed: 4/September/2024.
5. Creating a sustainable IKEA value chain with IWAY . IKEA. Accessed: 4/September/2024.
6. WindGEMINI Digital twin for wind turbine operations . DNV. Accessed: 4/September/2024.
7. Digital Wind Operations Optimization from GE Renewable Energy . General Electrics. Accessed: 4/September/2024.
8. Unlocking a sustainable future: Why digital solutions are the key to sustainable business transformation . Schneider Electric. Accessed: 4/September/2024.
9. One Taikoo Place . HKGBC. Accessed: 4/September/2024.
10. Unlocking a sustainable future: Why digital solutions are the key to sustainable business transformation . Schneider Electric. Accessed: 4/September/2024.
11. Earth Overshoot Day . Geneva Environment Network. Accessed: 3/September/2024.
12. The only trends worth following? Recycling and repairing . H&M. Accessed: 3/September/2024.
13. Faithful, M. H&M And IKEA Want Your Old Stuff Back, Here’s Why . Accessed: 4/September/2024.
14. Kelan, E. Why Aren’t We Making More Progress Towards Gender Equity? Accessed: 4/September/2024.
15. Adams, S. The Tech Unicorn That Went For Women Engineers: Here’s How It Worked Out . Forbes. Accessed: 4/September/2024.
16. Adams, S. The Tech Unicorn That Went For Women Engineers: Here’s How It Worked Out . Forbes. Accessed: 4/September/2024.
17. HSBC sets out net zero ambition . HSBC. Accessed: 2/September/2024.
18. Investing for a sustainable future . HSBC. Accessed: 4/September/2024.
19. HSBC sets out net zero ambition . HSBC. Accessed: 2/September/2024.
20. Green Switch Program . Signify. Accessed: 2/September/2024.
21. Wong, K. V., & Hernandez, A. (2012). A review of additive manufacturing. International scholarly research notices , 2012 (1), 208760.
22. Pioneering bionic 3D printing . Airbus. Accessed: 4/September/2024.
23. Bridging the gap with 3D printing . Airbus. Accessed: 4/September/2024.
24. Unlocking a sustainable future: Why digital solutions are the key to sustainable business transformation . Schneider Electric. Accessed: 4/September/2024.
25. How much electricity does an American home use? U.S. Energy Information Administration. Accessed: 4/September/2024.

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A wonderful collection of case studies on corporate sustainability. I enjoyed the read. I am convicted to delve into promoting sustainability in Africa.

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Open access
Published: 09 August 2022

Social values and sustainable development: community experiences

Walter Leal Filho ORCID: orcid.org/0000-0002-1241-5225 1 , 13 ,
Vanessa Levesque ORCID: orcid.org/0000-0002-2965-3545 2 ,
Subarna Sivapalan ORCID: orcid.org/0000-0001-6318-5637 3 ,
Amanda Lange Salvia ORCID: orcid.org/0000-0002-0346-1270 4 ,
Barbara Fritzen ORCID: orcid.org/0000-0002-4549-7685 4 ,
Ronald Deckert ORCID: orcid.org/0000-0002-7329-8755 5 ,
Valerija Kozlova ORCID: orcid.org/0000-0002-5639-6396 6 ,
Todd Jared LeVasseur ORCID: orcid.org/0000-0001-7049-3021 7 ,
Kay Emblen-Perry ORCID: orcid.org/0000-0001-8841-650X 8 ,
Ulisses M. Azeiteiro ORCID: orcid.org/0000-0002-5252-1700 9 ,
Arminda Paço ORCID: orcid.org/0000-0002-2806-4247 10 ,
Bruno Borsari ORCID: orcid.org/0000-0002-9463-333X 11 &
Chris Shiel 12

Environmental Sciences Europe volume 34 , Article number: 67 ( 2022 ) Cite this article

8548 Accesses

10 Citations

Metrics details

This paper presents a review of the literature and trends related to social values and sustainable development and describes a set of case studies from a variety of community-based projects which illustrate the advantages that social values bring about as part of efforts to promote sustainability. Three approaches were used to develop this study: a bibliometric analysis of the topic “social values and sustainable development”, an analysis of case studies that concretely present community projects addressing social values and sustainability, and the development of a framework linking up bibliometric clusters and the cases studies.

While the bibliometric analysis revealed clusters where social values are strongly connected with sustainable development, the case studies indicated the lack of a common terminology and understanding of the relation between social values, sustainable development, and community-based projects.

Conclusions

The study concludes by suggesting a set of measures that could be deployed to better take social values into account when planning policies or making decisions related to community projects.

Introduction

September 2015 marked a significant milestone for the people, planet, and prosperity. It was during this historic occasion that United Nations Member States collectively agreed upon the adoption of the Sustainable Development Goals (SDGs). The adoption of the SDGs would see the global population come together to realize the urgent call for action to end poverty, safeguard the planet, and ensure peace and prosperity. The SDGs consist of 17 interlinked global goals that are designed to serve as a blueprint to achieve a more sustainable future for the global community, addressing among others, critical issues such as poverty, quality education, climate change, clean water and sanitation, partnerships, and sustainable communities. The emphasis of the SDGs and Agenda 2030 on addressing the dimensions of people, planet, prosperity, peace and partnership is the further assertion that these aspects are crucial to the future of humanity and the planet [ 56 ].

Agenda 2030 and the SDGs are essentially a socially driven agenda, projecting—social values and trajectories. To be able to better understand the place of values within the sustainability debate, there is first a need to define social values in this context. From a sociological perspective, values are considered the foundation for the spurring of human actions. Values are also deemed to be instrumental in the development of an individual’s personal and collective identities, besides being a vital conduit for social integration [ 54 ], while being appreciated by those focused on sustainable business. According to the organization Impact [ 29 ], a social value is seen as a strategic and achievable process that involves impacting societies positively, regardless of an entity’s financial status, business direction, or size.

In a sustainable development context, values are often considered in the assessment of communities classified as vulnerable [ 51 ]. Under-development, environmental ethics, and preservation of social and cultural traditions are but some of the prevalent issues explored in the literature on this subject matter [ 57 ]. Development has had an impact on the economy and the environment. This situation generates a critical purpose to investigate, while defining and evaluating the value of development, particularly from a social stance [ 25 ].

Social values never occur in a vacuum. We are socialized into pre-existing yet malleable conceptions of community and social relations [ 28 , 40 ]. At the same time, there is a tension between autonomy and egotism, the need to create a healthy sense of individual self can conflict with the need to maintain a healthy and coherent community, with established social mores. Historically, human communities have created and policed social values that have privileged the latter—for example the hierarchical “5 great relationships” of Chinese dynasties informed by Confucianism, or the varna (caste) system of India. With the onset of violent European clearances, global colonialism and industrialization, coupled with individual is facilitated by the Protestant Reformation, the strong bonds of community values (that were also patriarchal, heteronormative, and confining for many), were sundered. This inversion of the social order flourished in the post-World War II US economy. It was based on limited affluence where individual consumers became the social model of modernism, establishing a culture that diminished all other relations. This social value of extreme individualism has in large part become globalized and has led the 2000s to anomie, dysnomia, economic crime [ 39 , 44 ], and planetary crises. It has also led to high rates of mental health, suicide, and life dissatisfaction for many, where these factors are compounded by living through environmental devastation brought by the same system of over-consumption and over-population [ 46 ]. It is in this context that the focus on social values related to healing, flourishing, and justice as well as mutual support and a sense of community become central to sustainable development and a social leg of sustainability; which is related to personal growth and being connected [ 28 ]. Therefore, all people could aim at „personal evolvement in the community “ the as English translation of the German expression “Persönliche Entfaltung in Gemeinschaft” [ 14 ], 32).

We point out, though, that social values in support of sustainable development rightfully focus on equity, inclusion, and justice, but more and more data suggest that such values must also focus on and include the natural world and the connection of humans to it, as well [ 53 ]. Additional data indicate that as long as rampant individualism and a strong anthropocentrism tethered to values of over-consumption continue to shape social values and patterns of behaviours [ 33 ], sustainable development will be very hard, if not impossible, to achieve. Thus, the question arises about what social values are being advanced that can promote sustainable development? For example, values that (1) strengthen resilience; (2) support change and transformation; and (3) advance a social basis for these two conditions that may support sustainable development. Values that activate thinking, feelings and actions and that relate to determining benign change [ 49 ] may act to overcome dysfunctional norms and values humans learned to follow in societies and communities.

Interestingly, there has not been much literature focusing on the notions of social values and sustainable development within the context of community experiences [ 22 , 48 ]. Thus, with this paper we aim at creating an avenue to explore these concepts in greater depth. More specifically, we aim to understand the extent to which the notion of social values and sustainable development have been approached and described within literature, to draw out international best practice case study examples showcasing social values and sustainable development within community-based projects, and to develop a framework integrating the best practice case studies and literature analysis.

The theoretical underpinning of our work is a three-pronged framework that considered stakeholder theory to understand how economic value is created and traded, including its links to ethics and capitalism. According to Parmar and his collaborators [ 45 ] this knowledge is necessary to assist entrepreneurs to reflect about management with emphasis on the value of goods and trading practices. Institutional theory instead is a paradigm about the more profound aspects of social structure, that focuses on the processes by which schemes, rules, and norms, become established to guide social behaviour [ 2 ]. The third prong of our framework is the point of convergence of the previous two, consisting of the theory for sustainable development as proposed by Shi and team [ 50 ]. This process is an evolutionary path that began with the single goal of using sustainably Earth’s resources, to Millennium Development Goals (MDGs), and most recently, the Sustainable Development Goals (SDGs). We first present a review of literature and trends related to social values and sustainable development. Following there is a discussion on a set of case studies from a variety of community-based projects which illustrates the advantages a focus on social values can bring about in promoting sustainable development. Finally, conclusions are made and some measures are listed, which may assist in deploying a better understanding of social values into account, when planning policies, or making decisions on spending, for which the sustainability of specific groups and communities may be jeopardized.

Methodology

We are interested in exploring the context in which community-based projects focused on sustainable development have explicitly assessed and incorporated social values. One method of doing so is to analyse the publications about these topics, to assess the linkages and themes within this research area. Our methodological approach occurred in three main steps:

Step 1: Bibliometric analysis of the topic “social values and sustainable development”.

Step 2: Cases studies that concretely present community projects addressing social values and sustainability.

Step 3: Framework connecting bibliometric clusters and the case studies.

Firstly, we conducted a bibliometric analysis using the software tool VOSviewer. This analysis allowed us to assess scientific investigation by using quantitative studies; it is based on the assumption that the number of citations of an article tends to reflect its impact on the scientific community [ 59 ]. Bibliometric analyses generated information about the quantity and performance of the publications, giving insights into the relations between fields of knowledge by means of the statistical analysis of co-publications and citations [ 47 ].

This bibliometric analysis included peer-reviewed publications indexed in the Web of Science (WoS). This is one of the most trusted and well-known worldwide citation databases covering multidisciplinary research. The following search string was used: TOPIC: (“social values”) AND TOPIC: (“sustainable development”). All years of the timespan available at WoS were considered (1945–2021). Only studies in English were considered, with no restrictions applied regarding document types. The search was carried out on March 2021 and returned 89 papers. In a second step, the titles and abstracts of the identified papers were checked, in order to validate their relevance and ensure their compatibility with the aims of the study. The exclusion criteria used in the study were: thematic relevance, interdisciplinarity, due emphasis to social science components under the lenses of sustainability. Based on these criteria, 74 articles were chosen for analysis. The co-occurrence analysis was performed in VOSviewer and returned a set of nodes and links. Each node is a frequently used term in the articles (analysed in titles and abstracts) and the size of the node refers to the frequency of the keyword. The distance between two nodes indicates the strength of the relation between the terms; therefore, shorter distances tend to suggest stronger relations [ 37 ]. Linked topics mean they have appeared together, and the link width is proportional to the number of co-occurrences the keywords have [ 37 , 47 ]. The minimum number of occurrences of a keyword was set to 2, resulting in 24 selected keywords. For the process of clustering, where the software grouped closely related nodes in clusters, 2 terms were defined as the minimum number of keywords per cluster and clustering resolution was set to 0.5 (as per the software guidelines, this parameter determines the level of detail of the clustering and must have a non-negative value; the higher the value, the larger the number of clusters produced).

The bibliometric analysis was complemented by a qualitative assessment of the literature that focused on a set of community projects that incorporated social values for sustainable development. In this second phase, from the results of the bibliometric analysis, we presented selected case studies of community-based projects and initiatives. Keywords addressing social values such as: equity, inclusion, justice, human rights, health, values and life quality, were considered to identify the cases, as suggested by Estes [ 17 ]. More constructs were taken into account, such as: strengthening, resilience [ 10 ], and support for change and transformation [ 32 ]. Worldwide initiatives were analysed considering the following questions: what were the project’s goals? To which results has it led, in a sustainable development context? What difference is the project making? The collected case studies were presented in a summary table containing information about the title of the initiative, the goal of the project/programme, the main results, its geographical location and a reference article.

Each reported case study was examined and assessed for its consideration of sustainability topics such as communities’ resilience, social inclusion, gender equality, eco-innovation, and for how those topics intersected with each of the four clusters that emerged from the bibliometric analysis.

For Step 3, the analysis of the results from the previous 2 steps, or phases, served as the foundation for the development of a framework, which associates the case studies (Step 2) with the clusters identified in the bibliometric analysis (Step 1).

Bibliometric analysis

The bibliometric analysis of the 74 selected articles showed that the publication on the topic of social values and sustainable development is still incipient (first publication dated 1992) and with over 60% of the publications occurring in the last 5 years.

Results of the term co-occurrence analysis are presented in Fig. 1

Output of the co-occurrence analysis

and illustrate the main topics associated with social values and sustainable development derived from the literature. Even with a modest set of references resulting from the applied search string, four primary clusters were generated from this initial classification.

The red cluster centres on ecosystem management, such as forest management, incorporating explicitly, social values and sustainable development. Ecosystem management is a concept feature that aims to protect environmental conditions by taking into account the larger ecosystem context, as well as sustainable development and thus, is inclusive of social values and needs [ 35 ]. Similarly, sustainable forest management is a practice in which protecting and maintaining forests’ values is balanced with forests’ sustainable development in a way in which various, sometimes competing, social values come into play [ 6 , 26 ].

The green cluster is focused on rural development, such as privately owned forestry, which suggests that some sustainability development researchers could be interested in the social values of rural development settings. For example, studies from Sweden and China revealed that while rural development efforts can promote sustainable development, there is often an underlying tension between urban and rural social values, suggesting a need to identify more explicitly, the role of and impacts on social value systems in rural areas [ 6 , 27 ].

The blue cluster centres on business sustainability, integrating concepts such as corporate social responsibility, stakeholder engagement (in a corporate setting), and ecosystem services. Businesses have a role to play in achieving sustainable development, and research has explored the ways in which corporate social responsibility is driven by company and stakeholder social values, as well as the challenges of creating an economically viable business while maintaining core values [ 16 , 20 , 60 ]. The small purple cluster is an offshoot of the business-centric blue cluster, with a more specific focus on social responsibility and globalization. For example, a study from Croatia explored the intersection of and tension between the dynamic changes in local economies due to globalization, especially regarding the social values and identity of rural communities that create indigenous products [ 15 ].

Finally, the yellow cluster centres around ethics and moral values. There is much interest in the degree to which ethical and moral values influence environmental attitudes, human capital, adoption of sustainable practices, and transitions to more sustainable futures [ 11 , 12 , 24 , 41 ]. These social values might arise out of religious [ 12 ], educational [ 3 ], or neighbourhood settings [ 41 ].

Case studies

Multiple case studies on social values for sustainable development in community-based projects could be found around the world. Table 1

shows the case studies in Latin America and the Caribbean, East Africa, North America, Europe, and Asia which were considered in this analysis.

The analysis of the case studies provided in Table 2 demonstrates how any given sustainable development project can address multiple social values while addressing relevant sustainability issues.

Classification of case studies according to the proposed clusters of social values research topics (red: ecosystem management; green: rural development; blue: business sustainability; yellow: ethics and moral values)

further demonstrates the ways in which the community-based sustainable development projects often intersect multiple social value categories. The presented case studies were distributed across the main clusters identified from the bibliometric analysis. The red one represents the ecosystem management, which aims to protect environmental conditions, the green cluster centres on social values in rural development, the blue group gathers social values regarding business sustainability and Corporate Social Responsibility along with the offshoot of globalization, and the yellow cluster is focused on ethics and moral values (educational, religious and neighbourhood settings).

Most of the case studies addressed social values related to more than one cluster. For instance, the corporate case called Natura and Co Commitment to Life covers strategies focused on business sustainability, rural development, ecosystem management and ethics and moral values. Withal Natura and Co, cases such as SAKSHAM, Red Rocks Initiative, FAA, INCLUDE, Equator Initiative and What’s for Dinner? point out a strong link between social values across rural development and ecosystem protection. Another meaningful string was found among business sustainability, CSR, and ethical values in view of the case studies Re-Code and the EcoInnovation District in Uptown Pittsburgh.

The implications of the results for the implementation of the SDGs are twofold. Firstly, it illustrates that much can be gained by providing an emphasis on social sustainability when it comes to realizing the SDGs. Secondly, whereas the targets of each SDG are quite specific, social sustainability permeates all of them. This includes not only socially oriented SDGs such as SDG1, SDG2, SDG4, or SDG5 for instance, but also some “technical ones” such as SDG11, SDG12, or SDG13, all of which have strong social roots.

This study has demonstrated that social values are being addressed in community-based sustainable development projects, however the social values considered herein differ depending on the focus of each project. The social values may be related, for example, to rural traditions and cultures, or to business stakeholders. Because sustainable development is locally based and context-specific, such that action and solutions are grounded in local needs [ 58 ], it follows that the social values considered would be tailored to the presenting issue.

However, it also became clear that currently, there is no a common terminology, nor a description of social values in the context of sustainable development. While the number of papers (74) identified in our bibliometric analysis does provide an insight into the broad arenas in which researchers are exploring sustainable development and social values, we are limited in our ability to draw strong conclusions about the realm of social values research in sustainable development. We note, for example, the lack of frequently used terms related to equity and justice, although we are aware that there are researchers that are exploring these topics in a sustainable development framework. This suggests that some scholars who do this type of research are using alternative terms than those we used in our search string (“sustainable development” and “social values”). For example, they might have used the term “sustainability” instead of “sustainable development” or, instead of using “social values” they used a specific social value concept they focused on, such as equity. Thus, we recommend that future research identifies the way in which specific social values are brought into sustainability and sustainable development narratives, such that future analyses can investigate more thoroughly, the ways in which social values are defined and advanced in sustainable development work.

Furthermore, the case studies that included social values in sustainable development were not taken to a broader analysis level to substantiate whether social values are being engendered to promote sustainability. Are the social values considered in rural development, business sustainability, ecosystem management, and morals and ethics likely to promote a societal basis supportive of change and transformation? Are community-based projects assessing the degree to which there is a change in social values that prioritize consumerism, for example, over social well-being? We posit that while it is essential that social values continue to be assessed and incorporated into community-based sustainable development projects as reported, a more comprehensive effort must be started to analyse the ways in which broader social values are impacting our ability to achieve sustainable development in different places around the world.

This paper explores the notions of social values in sustainable development, within the context of community experiences. The literature was reviewed and trends related to social values and sustainable development were investigated, through a bibliometric study and juxtaposed to a set of case studies from a variety of community-based projects, with the goal of illustrating the advantages of a focus on social values can bring about in promoting sustainable development. A framework has been presented that links up the bibliometric clusters and the case studies. The evidence gathered valuable data from these analyses and allow some conclusions to be made.

Firstly, the bibliometric study reveals four clusters where the featured values feature relate to sustainable development. This relationship appears in the contexts of:

Ecosystem management—where social values are evident;

Rural development—where social values in a rural development setting are apparent;

Business sustainability—where values are driven by corporate social responsibility and stakeholder values;

Ethics and moral values about environmental attitudes, human capital, sustainable practices, and a sustainable future.

Secondly, the case studies illustrate that social values are being considered in a variety of projects; the framework deployed to analyse the case studies under the headings identified above, suggests that while community-based sustainable development projects may differ in the values considered, some projects address more than one cluster.

Thirdly, it is apparent that a lack of common terminology in relation to social values in the context of sustainable development is an obstacle to the analysis of the relationship between the two.

Finally, case studies where social values and sustainable development are linked, rarely consider whether social values are being engendered, influenced, or changed as a result of community-based projects. Thus, with less understanding of value change, we may fall short of achieving sustainable development.

The paper has two main implications. The first is that it sheds light on a topic of central relevance, since social components are key elements of sustainability, both as a theme and as an area of knowledge. The second is that the information here compiled and the findings deriving from them provide a timely overview of some of the variables which characterize the extent to which social aspects influence the sustainability debate.

Our research does have some limitations. For instance, it focused on case studies as data collection instruments, and not on other empirical tools such as surveys or interviews. In addition, the range of the case studies is limited to some of the topics identified by the authors, namely rural development, ethics and moral values, business sustainability and ecosystem management. But despite these constraints, the study represents a welcome addition to the literature, in the sense that it has gathered evidence demonstrating how social values under a sustainable development perspective are perceived, and the added value this brings to community experiences.

Moving forward, some measures which may be deployed to better take social values into account, when planning policies or making decisions on spending, which may affect specific groups or communities should be:

A more systematic approach to taking social values into account when undertaking projects on the principles of sustainable development.

A greater use of indicators such as public participation and community acceptance, since some social values are not truly objective and—as such—not easy to quantify.

A more adaptable design and use of a common framework, which may cater for a more accurate measurement of considerations of social values in sustainability projects.

Employment of innovative models to promote social sustainability issues, both in communities, in schools and workplaces, in particular.

A further measure that could implemented is to design tools, which may cater to an assessment of the impacts of a project, as far as influencing social values are concerned. A due emphasis on social values may allow communities and their stakeholders to understand the advantages of pursuing sustainable development, in a way that they can relate to.

Availability of data and materials

Not applicable.

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Department of Natural Sciences, Manchester Metropolitan University, Chester Street, Manchester, M11 5GD, UK

Walter Leal Filho

Department of Environmental Science and Policy, University of Southern Maine, 106 Bailey Hall, 37 College Ave, Gorham, ME, 04038, USA

Vanessa Levesque

School of Education, University of Nottingham Malaysia, Selangor, Malaysia

Subarna Sivapalan

Graduate Program in Civil and Environmental Engineering, University of Passo Fundo, Campus I - BR 285, Passo Fundo, São José, RS, 99052-900, Brazil

Amanda Lange Salvia & Barbara Fritzen

Dekan Fachbereich Technik, HFH · Hamburger Fern-Hochschule, Alter Teichweg 19, 22081, Hamburg, Germany

Ronald Deckert

Faculty of Business and Economics, RISEBA University of Applied Sciences, Meza Street 3, Riga, 1048, Latvia

Valerija Kozlova

College of Charleston, School of Humanities and Social Sciences, Sustainability Literacy Institute, Charleston, USA

Todd Jared LeVasseur

Department of Management and Finance, Worcester Business School, University of Worcester, Worcester, UK

Kay Emblen-Perry

Department of Biology and CESAM – Centre for Environmental and Marine Studies, University of Aveiro, 3810-193, Aveiro, Portugal

Ulisses M. Azeiteiro

NECE-UBI (Research Centre for Business Sciences), Universidade da Beira Interior, Rua Marquês D’Ávila e Bolama, 6201-001, Covilhã, Portugal

Arminda Paço

Department of Biology, Winona State University, Winona, MN, 55987, USA

Bruno Borsari

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WLF conceived the study. WLF, VL, SS, ALS, BF, RD, VK, TJL, KEP, UMA, AP, BB, CS wrote the main manuscript. All authors read and approved the final manuscript.

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Leal Filho, W., Levesque, V., Sivapalan, S. et al. Social values and sustainable development: community experiences. Environ Sci Eur 34 , 67 (2022). https://doi.org/10.1186/s12302-022-00641-z

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Social values
Sustainability
Initiatives

Understanding and Measuring Social Sustainability

A group of people setting nets in Micronesia

What is social sustainability?

Social sustainability is the extent to which social relationships promote equity, justice, and a high quality of life. Just as sustainable agriculture promotes long-term ecological health and economic vitality, it also contributes to vibrant communities and regions and satisfying livelihoods for farmers, ranchers, and others in the food system. In many ways, success in one area of sustainability reinforces success in others. Healthy soils, for example, are more productive, leading to both a higher income and increased satisfaction for the farmer and rancher. Similarly, farmers and ranchers can draw on mutually supportive relationships to boost environmental and economic resilience on their farms. To get the most of these benefits, it is important that all aspects of sustainability, including social sustainability, get clear focused attention. The purpose of this brief is to define social sustainability for grantees, reviewers, and other SARE stakeholders and show how it can be described more clearly in SARE projects.

The “social” in social sustainability refers to relationships, both the face-to-face ties people have and the more distant connections forged in the food system. The first thing to note in understanding social sustainability is that there are different levels (or scales) of social relationships. In sustainable agriculture, common levels include:

Personal and household : Farmer/rancher self-regard and relationships within the household
Farm or ranch level : Relationships among farmers/ranchers, employees, interns, land-owners, and service providers
Local community : Ties between farmers/ranchers and the communities to which they belong (including non-farm), including shared cultural identities
Agrifood network : Ties among farmers/ranchers, customers, suppliers, lenders, and service providers
Society at large : How farmers/ranchers influence public policy and society’s views of agriculture, food, and sustainability

Some frequent issues arise in SARE related to social sustainability. For example, the resources listed in topic brief “Farm to Table: Building Local and Regional Food Systems” include advice for connecting to local and regional buyers (both household and institutional) and for building the community ties that support urban gardens, farmers markets, and food security projects. Other SARE resources help farmers and ranchers build regional networks, use social media to connect with more customers, promote food justice, and address issues of farm succession and health and wellbeing.

Social sustainability and quality of life

SARE projects put farmers and ranchers at the center. Consequently, social sustainability is often most visible in farmers’ experiences and reflections about quality of life. The examples below can help grant-seekers and reviewers think broadly about the social impacts of research and education projects, beyond the adoption of new methods or an increase in income (though the latter is always welcome). Innovations that prevent injury, afford farmers and ranchers more autonomy in decision-making, or forge stronger and more equitable connections within and beyond the food system would all have a positive impact on social sustainability even without a direct impact on income.

Here are some examples of quality-of-life indicators that might be positively impacted by SARE projects, even those not specifically focused on social sustainability:

Meet their basic needs?
Protect or improve their health and well being?
Sustain cherished cultural values and practices?
Feel a sense of autonomy to act creatively according to their social and environmental ethics?
Feel a sense of personal fulfillment from farming?
The safety and comfort of working conditions for farmers, ranchers, employees, and interns?
Respectful treatment of employees?
Intentional learning and professional development for apprentices and interns?
Communication among farmers and employees, both day-to-day and to identify and resolve issues?
Access to needed resources and information to enhance sustainable farming?
Ties between the farm or ranch and its local community?
Farmers’ and employees’ sense of belonging to the local community?
The economic and environmental vitality of the community?
The capacity of the community to cooperate for mutual benefit?
Fair and transparent negotiations among suppliers, lenders, contractors, and buyers?
Mutually supportive relationships between farms and their customers?
Mutually beneficial relationships among farms and ranches?
Equitable and beneficial access to agricultural services and technical assistance?
Farmers’ sense of sharing risks and rewards with others?
Society’s awareness of the contributions of farmers or ranchers?
The consideration of agrifood issues in public-sector decision-making?
Equity in farmers’ and ranchers’ access to public resources?

There are multiple dimensions and measures of social sustainability just like there are for other complex areas like soil health and economic viability. The examples above illustrate some of the common social sustainability benefits of SARE-funded innovations, but anything that improves the capacity of social relationships to promote equity, justice, and a high quality of life counts as social sustainability.

Direct and indirect impacts on social sustainability

Some SARE projects focus directly on social sustainability. Here are some recent projects that grow or improve the social relationships in support of sustainable agriculture:

A South Carolina project, Farming and Agricultural Recommendations for Mount Pleasant , built partnerships among city planners, residents, farms, and schools to develop a local food economy plan, complete a local food assessment, and recommend changes to the zoning code and other actions. This work strengthened civic engagement and local support for sustainable agriculture as a valued tradition. For example, the town created a special-use area for harvesting sweetgrass for basket-making, an artistic practice of historic and cultural importance to the Gullah community.
Seeking a direct positive impact on quality of life, a Minnesota farm stress team is using SARE funds to develop and deliver training to federal agency staff, state regulatory staff, Extension representatives, lenders, faith and social organizations, and business people to adapt proven strategies for suicide-prevention, community-level resource engagement, de-escalation, rural adolescent stress, and conflict resolution to the particular realities of farm life.
The 2019-2020 professional development implementation program for Guam focused on identifying and addressing the factors shaping the island’s food security while forging stronger ties among US-affiliated islands in the Western Pacific. Working at multiple geographic scales, the project supported food security through agroforestry practices, initiating collaborations among farmers and chefs, and strengthening networks of mutual support and the capacity to develop additional WSARE-funded programs.
A New York-based project, Creating a Black Farmer Commons in Transferring Land , is studying an innovative model of land transfer and collective governance with support from community organizations that promote food sovereignty. Lessons from the project can inform progress toward a more racially just, regenerative and equitable food system.

Some SARE projects do not have social sustainability as their primary purpose, but nevertheless yielded some positive social impacts. Here are some examples:

At Tanglewood Farm in Indiana, Richard Barnes and Kelly St John developed an elevated cropping system to improve ergonomics and fruit quality for their u-pick strawberries . Their new system increased accessibility and ease of use for customers, expanding mutually supportive ties between the farm and the local community.
A multi-institution project in Oklahoma is validating soil and plant health interactions within the three-sisters and four-sisters Native American production systems through partnerships between area tribes and University research scientists. In doing so, the project is also supporting food sovereignty and coalescing a network of producers and university researchers “to build a systems research program focused on socially disadvantaged small holder farmers.”
A 2020 professional development program at the University of the District of Columbia trained agricultural service providers in fruit-growing techniques so that they can better support urban growers seeking to add native fruit trees and fruit-producing bushes to their farms. This kind of project supports farmers’ access to the benefits of perennial crops while also building closer ties between farmers and local consumers as well as between an HBCU and area service providers.
A farmer/rancher grant project in Idaho developed a new model of herding cattle , one that protects environmentally sensitive areas, reduces contact between cattle and predators, and brings the ecological benefits of grazing to the spaces that most stand to benefit. The model depends on training herders to understand ecological conditions, use GPS technologies, and read cattle behavior to know when to move the herd, and to do all of this on horseback. In that way, the model promotes ongoing professional development, respect for employees’ knowledge and perspectives, and clear communication on the ranch.

Studying social sustainability

There are a number of social science methods for studying social sustainability, including experimental and observational strategies. The choice of study design depends on the research question, data availability, and ethical considerations related to the population and context. In some cases, researchers can quantify the distribution of an outcome or phenomenon across a population. For example, one can assess the impact of a training program by surveying participants both before and after the experience about their knowledge and intentions. The researcher can then measure whether changes in knowledge and behavior are different among sub-groups of participants, such as first-generation and multi-generation farmers/ranchers or white farmers and farmers of color.

Sometimes, though, social or logistical realities mean that quantitative methods are not ethical or practical. In these cases, researchers may chose an observational, qualitative or case-study approach. Observational research focuses less on comparison and more on telling a complete story of a particular case, such as a farm, an organization or project, or a local or regional area. For example, SARE publishes case studies of innovative farms, food hubs, and multidisciplinary research projects, and other interesting projects so that people can use those insights to design their own projects or interventions. Those case studies are grounded in their unique contexts, but they reveal lessons that likely apply to other times and places. Observational research often integrates qualitative and quantitative information to explain the links among events, conditions, interventions, and outcomes.

Larger SARE projects would benefit from including social scientists who have the expertise to determine the level or levels of social relationships likely to be impacted, how those relationships might grow or improve, the best approach to studying those changes, and the plan for recording and analyzing data. Some projects that collect data from people through surveys, interviews, or other methods are considered “human subjects” research and, as such, requires ethics training and prior approval from an Institutional Review Board (IRB). Regional SAREs provide some guidance about IRB approval, sometimes in the call for proposals.

Smaller projects with only a few participants may not be able to include a social scientist or collect much data on social sustainability, but they can still draw on producer, manager or farm worker knowledge to identify how the project or innovation can enhance the social ties that support equity, justice, and a high quality of life in the food system. Something as simple as short, written reflections on the kinds of questions listed above helps SARE and individual researchers track the social impacts of this work and design better studies of and supports for social sustainability.

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Social values and sustainable development: community experiences

Walter leal filho.

1 Department of Natural Sciences, Manchester Metropolitan University, Chester Street, Manchester, M11 5GD UK

13 European School of Sustainability Science and Research, Hamburg University of Applied Sciences, Ulmenliet 20, D-21033 Hamburg, Germany

Vanessa Levesque

2 Department of Environmental Science and Policy, University of Southern Maine, 106 Bailey Hall, 37 College Ave, Gorham, ME 04038 USA

Subarna Sivapalan

3 School of Education, University of Nottingham Malaysia, Selangor, Malaysia

Amanda Lange Salvia

4 Graduate Program in Civil and Environmental Engineering, University of Passo Fundo, Campus I - BR 285, Passo Fundo, São José, RS 99052-900 Brazil

Barbara Fritzen

Ronald deckert.

5 Dekan Fachbereich Technik, HFH · Hamburger Fern-Hochschule, Alter Teichweg 19, 22081 Hamburg, Germany

Valerija Kozlova

6 Faculty of Business and Economics, RISEBA University of Applied Sciences, Meza Street 3, Riga, 1048 Latvia

Todd Jared LeVasseur

7 College of Charleston, School of Humanities and Social Sciences, Sustainability Literacy Institute, Charleston, USA

Kay Emblen-Perry

8 Department of Management and Finance, Worcester Business School, University of Worcester, Worcester, UK

Ulisses M. Azeiteiro

9 Department of Biology and CESAM – Centre for Environmental and Marine Studies, University of Aveiro, 3810-193 Aveiro, Portugal

Arminda Paço

10 NECE-UBI (Research Centre for Business Sciences), Universidade da Beira Interior, Rua Marquês D’Ávila e Bolama, 6201-001 Covilhã, Portugal

Bruno Borsari

11 Department of Biology, Winona State University, Winona, MN 55987 USA

Chris Shiel

12 Department of Life and Environmental Science, Bournemouth University, Fern Barrow, Poole, BH12 5BB UK

Associated Data

Not applicable.

Conclusions

The study concludes by suggesting a set of measures that could be deployed to better take social values into account when planning policies or making decisions related to community projects.

Introduction

Methodology

Step 1: Bibliometric analysis of the topic “social values and sustainable development”.
Step 2: Cases studies that concretely present community projects addressing social values and sustainability.
Step 3: Framework connecting bibliometric clusters and the case studies.

Bibliometric analysis

Results of the term co-occurrence analysis are presented in Fig. 1 and illustrate the main topics associated with social values and sustainable development derived from the literature. Even with a modest set of references resulting from the applied search string, four primary clusters were generated from this initial classification.

An external file that holds a picture, illustration, etc.
Object name is 12302_2022_641_Fig1_HTML.jpg

Output of the co-occurrence analysis

Case studies

Multiple case studies on social values for sustainable development in community-based projects could be found around the world. Table Table1Table 1 shows the case studies in Latin America and the Caribbean, East Africa, North America, Europe, and Asia which were considered in this analysis.

Case studies on social values for sustainable development in community-based projects

Title of the initiative	What were the project’s goals?	To which results has it led, in a sustainable development context? Which difference has it made?	Location	References
Building Resilient Communities to Support the Health and Wellbeing of Venezuelan Refugees	This innovative project proposes a set of technological tools and resources to integrate urban planning and management of resilient communities for Venezuelan refugees in terms of accessing health and well-being support in Brazil and Colombia	It contributes to the development of effective public resilience policies and practices in response to COVID-19. These tools seek inclusive interventions, of a technological nature, that offer support to public agencies to assist and support the health and well-being of this vulnerable group	Brazil and Colombia	LabCom—UFPel [ ]
Desa Makmur Peduli Api (Prosperous and Fire Free Village)	This initiative is focused on two activities: The Fire Management System Program and the Community Empowerment Program. It aims to reduce forest fires, create resilience, enhance food security, and alleviate poverty	Frequent forest fires cause damage and losses in terms of health, environment, society and economics and have a negative impact on extractive activities (timber, palm oil, and other commodities). This programme is successful to reduce the fire hot spots and provide additional income monthly	Islands Sumatera and Kalimantan in Indonesia	Pasaribu et al. [ ]
Equator Initiative	The programme recognizes and advances local sustainable development solutions for people, nature and resilient communities through three action areas: Equator Prize, Equator Dialogues, and Equator Knowledge	It provides opportunities for indigenous people to address the challenges of land degradation, biodiversity conservation and livelihood improvement in a socially equitable manner	Equator	Berkes and Adhikari [ ]
Enabling Communities for Climate Change Adaptation Planning	The project mainly links SDG 5 and 13 to empower local communities through Community based Organizations and youth ambassadors to design local climate change adaptation plans. It will also provide a platform for local communities to share these climate change adaptation plans with relevant ministries and municipal councils	It helped in augmenting the capacity of civil society and youth in three climate change hotbeds by a set of interventions which addressed a better understanding of climate change science and the ability to craft and deliver gender-sensitive adaptation plans. It empowered civil society and youth with the knowledge and skills to develop effective gender-sensitive strategies for climate change adaptation in their areas	Jordan	United Nations [ ]
Enhanced Rural Resilience in Yemen (ERRY)	This initiative’s aim was to support displaced marginalized, youths and women to establish decentralized solar energy systems to improve access, employability skills, stable income and self-confidence	The distinguishing feature of this initiative is to make solar energy accessible and affordable to all. Solar micro businesses have recovered 50% of the seed grant in addition to a $100/month stable income since the establishment of the business	Yemen	Abyan et al. [ ]
Farmer Managed Natural Regeneration (FMNR)	This is an easy and low-cost land restoration initiative to combat poverty and hunger amongst poor subsistence farmers by increasing food and timber production and resilience to climate extremes	It is both an effective climate mitigation and adaptation intervention where farmers can protect and manage the growth of trees and shrubs that regenerate naturally. It addresses multiple problems simultaneously through the restoration of vegetation, such as: land degradation, food insecurity, drying of springs, etc.	African, Asian and the Caribbean countries	Kandel et al. [ ]
Food Assistance for Assets (FFA) for Resilient Communities in Latin America and the Caribbean	This initiative is aimed at improving, and providing cash, voucher or food transfers	In 2018, more than 230,000 people directly benefited from its programmes with 5,500 hectares of land rehabilitated, 290 water ponds, shallow wells, and fish ponds built, 155 km of feeder roads constructed or repaired, 5,800 social or community infrastructure assets constructed or rebuilt	Guatemala, El Salvador, Colombia, Honduras, Haiti, and Bolivia	FAO and WFP [ ]
GO-GRASS	Based on harnessing regional assets, this project aims at diversifying, revitalizing and strengthening rural economies with quality jobs and opportunities in cooperation with entrepreneurs and local authorities	It has developed a set of cost-effective and sustainable circular small-scale bio-based solutions and business models to unlock the overlooked potential of grassland across European communities and create new business opportunities for rural areas	Sweden, Germany, the Netherlands, and Denmark	Go-Grass [ ]
INCLUDE (Indigenous Communities, Land Use and tropical Deforestation)	This project details the economic, social and cultural damage being inflicted by tropical deforestation and pushes for change, empowering indigenous communities for decision-making and economic gains through sustainable agricultural modes of production	It addresses issues of governance, power and injustice, and involves the perspective of marginalized groups like indigenous people	Chaco Salteño—Argentina	European Union [ ]
IOF2020 – Internet of Food and Farm 2020	This initiative brought several projects addressing IoT (Internet of Things) in the sustainable agri-food sector (meat, arable, dairy, vegetables and fruits) in different European communities	It fostered a symbiotic ecosystem of technology providers and players, helping to accelerate the virtuous cycle of adoption and maturation of IoT in the agri-food section, making European communities and farming more competitive	Europe	Sundmaeker et al. [ ]
Microsoft’s 4Afrika Initiative	Since 2013, this initiative aims to unlock and accelerate Africa’s potential to create technology not only for the continent, but for the world	It creates investments in startups, partners, small-to-medium enterprises, governments and youth. Significant strides across key economic sectors, including agriculture, social impact, healthcare and skills development have been made in Africa	Africa	IFC et al. [ ]
Natura & Co Commitment to Life	This is a 10-year timeframe programme to address the climate crisis and protect the Amazon, ensuring equality and inclusion, and shifting our business towards circularity and regeneration	Some targets were established to protect the Amazon forest (zero deforestation, to expand influence to 40 communities, to share at least R$ 60mi in value with communities), to defend human rights (to gender balance and equitable pay), and to embrace circularity and regeneration (95% + renewable or natural ingredients and biodegradable formulas)	Brazil	Nature and Co [ ]
NEIGHBOURHOOD CHANGE	This project looked to community-based initiatives for inclusive solutions. It aimed to connect local government flexibly and maximize community engagement, promoting change	It has repositioned local authorities at the centre of social innovation debate, and called for more flexible and transparent planning systems, open to collaboration between community-led initiatives and public administrations. Recently, its findings are being further explored as part of the SOLIVID project to develop a collaborative map and online resource of the solidarity initiatives set up in response to COVID-19	Italy	Clark and Coulter [ ]
Protege BR (Protect Brazil)	This initiative connects the needs of the public health centres with the manufacturers of local products and technologies, solving health problems in the rural and small communities	Recently, it worked to increase the number of health professionals using personal protective equipment during the COVID-19 pandemic, in areas far from large centres in Brazil, to reduce a large number of workers on sick leave due to contagion	Brazil	Braida and Unanue [ ]
Re:Code – Lego Group	Re:Code is part of the Lego Group Local Community Engagement Program. Using Lego Education products, it consists of fun learning events gathering children to create, invent and code robotic models that solve real issues, mostly around sustainability	These events host hundreds of children to participate in activities that deepen learning on real-world themes while helping to boost twenty-first century skills	26 countries	Lego et al. [ ]
Red Rocks Initiative for Sustainable Development	This initiative promotes projects to enhance sustainability in the Virunga Mountains, such as the Agritourism, Livestock Support for small-scale dairy farmers, Agriculture Project for small-scale subsistence farmers, Igihoho Project (biodegradable bags made of banana bark), Women’s Weaving supporting the widowed single mother in banana bark weaving activities, among others	It aims to ensure the sustainable social and economic development of communities by supporting locally led environmental conservation and sustainable tourism initiatives	East Africa countries	Bakunzi et al. [ ]
Social Fuel Seal—BSBios	Since 2007, BSBios, a Brazilian biodiesel company, holds the Social Fuel Seal, acquiring biodiesel raw material (soybean, corn and coconut oil) from small-scale and family farmings organized in local cooperatives	Over 40% per year of the raw materials used in the production of biodiesel are acquired from family farming strengthening and empowering rural communities and cooperatives	Brazil	Borger and Costa [ ]
Strengthening Local Governance for Disaster-Resilient Communities (SAKSHAM)	This project’s goal is to promote community resilience through an integrated approach to disaster risk reduction and management planning, capacity strengthening, and resilient livelihoods	Around 7,000 marginalized farmers will be trained in climate-smart agricultural practices and more than 280 demo plots will be established to demonstrate to neighbouring farmers the benefits of adopting climate-smart agricultural practices	Nepal	LWR [ ]
Uptown Pittsburgh EcoInnovation District	Aimed at reviving the community in Uptown Pittsburgh (USA) and bringing members of the community together for environmental projects, this project started in 2015 and emphasizes innovation and deployment of district-scale best practices to create the neighbourhoods of the future—resilient, vibrant, resource-efficient and just	This initiative provided green spaces for the community and facilitated small businesses, evading the problem of gentrification by multiple community-based programmes, such as the Sustainable Small Business Designation, the Sustainable Pittsburgh Restaurant Program, the MLK Community Garden, and Tree Tenders	Uptown Pittsburgh (USA) community	Ghosh et al. [ ]
What’s for Dinner?	Engaging freshmen students in experiential learning activities to better understand the socio-economic dynamics of their foodshed in Winona, Minnesota-USA	This initiative reduced barriers to food access while building community through ethnic gardens, food pantries, and knowledge about food production, consumption, and waste	USA	Borsari and Kunnas [ ]

The analysis of the case studies provided in Table Table2 2 demonstrates how any given sustainable development project can address multiple social values while addressing relevant sustainability issues.

Sustainability topics addressed in the presented case studies

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Figure 2 further demonstrates the ways in which the community-based sustainable development projects often intersect multiple social value categories. The presented case studies were distributed across the main clusters identified from the bibliometric analysis. The red one represents the ecosystem management, which aims to protect environmental conditions, the green cluster centres on social values in rural development, the blue group gathers social values regarding business sustainability and Corporate Social Responsibility along with the offshoot of globalization, and the yellow cluster is focused on ethics and moral values (educational, religious and neighbourhood settings).

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Firstly, the bibliometric study reveals four clusters where the featured values feature relate to sustainable development. This relationship appears in the contexts of:

Ecosystem management—where social values are evident;
Rural development—where social values in a rural development setting are apparent;
Business sustainability—where values are driven by corporate social responsibility and stakeholder values;
Ethics and moral values about environmental attitudes, human capital, sustainable practices, and a sustainable future.

Thirdly, it is apparent that a lack of common terminology in relation to social values in the context of sustainable development is an obstacle to the analysis of the relationship between the two.

A more systematic approach to taking social values into account when undertaking projects on the principles of sustainable development.
A greater use of indicators such as public participation and community acceptance, since some social values are not truly objective and—as such—not easy to quantify.
A more adaptable design and use of a common framework, which may cater for a more accurate measurement of considerations of social values in sustainability projects.
Employment of innovative models to promote social sustainability issues, both in communities, in schools and workplaces, in particular.

Acknowledgements

Author contributions.

WLF conceived the study. WLF, VL, SS, ALS, BF, RD, VK, TJL, KEP, UMA, AP, BB, CS wrote the main manuscript. All authors read and approved the final manuscript.

Open Access funding enabled and organized by Projekt DEAL.

Availability of data and materials

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The authors declare that they have no competing interests.

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Barbara Fritzen, Email: [email protected] .

Ronald Deckert, Email: [email protected] .

Valerija Kozlova, Email: [email protected] .

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ORIGINAL RESEARCH article

Children’s learning for sustainability in social studies education: a case study from taiwanese elementary school.

$\r\nYi-Huang Shih$

Minghsin University of Science and Technology, Hsinchu, Taiwan

Introduction: The primary aim of social studies education is to convey knowledge about cultural and social systems while fostering inquiry, participation, practice, reflection, and innovation. Social studies education plays a pivotal role in raising awareness about various ethnic groups, societies, localities, countries, and the world at large. Furthermore, it instills in students a sense of responsibility, leading them to embrace diversity, value human rights, and promote global sustainability. The current elementary social studies curriculum in Taiwan strongly aligns with these principles and is a vehicle for sustainable development in society.

Methods: The researcher used qualitative research methods and adopted a case study design to review the pedagogical design of the elementary social studies curriculum in Taiwan as a means of sustainability education and enriching children’s cultural learning in the context of sustainability. Children’s learning related to sustainability in an elementary school was investigated, and a social studies teaching design was developed. Finally, the developed teaching approach was implemented in a classroom setting.

Results and discussion: The study yielded the following findings: (1) The social studies curriculum development in Taiwan is connected to the pulse of life, a sense of care for local communities, and cultivation of local thinking. (2) This social studies curriculum adopts a child-centered and problem-oriented approach and integrates students’ interests and the local environment into the learning process. (3) It effectively enhances students’ sustainability-related competencies and skills. These findings offer valuable insights for teachers and can enable them to shape the direction of their social studies courses and cultivate children’s concept of sustainable development for their living environment.

1 Introduction

In Taiwan, the Curriculum Guidelines of the 12-Year Basic Education introduced herein adopt the vision of developing talent in every student—nurture by nature, and promoting life-long learning. In addition, the guidelines cater to the specific needs of all individuals, take into account the diverse cultures and differences between ethnic groups, and pay attention to socially vulnerable groups. The goal is to provide adequate education that elicits students’ enjoyment and confidence in learning. This facilitates raising students’ thirst for learning and courage to innovate creation, prompting them to fulfill their civic responsibilities and develop the wisdom for symbioses, and helping them engage in lifelong learning and develop excellent social adaptability. Accordingly, the vision of a more prosperous society with higher quality of life among individuals can be achieved ( Ministry of Education, 2014 ; Wang and Shih, 2022 ).

Seeking the “common good” in curriculum development can improve quality of life by promoting harmony and wellbeing. A curriculum based on seeking the common good can encourage students to care for others, participate in activities, protect for the natural environment, self-reflect, and develop sustainable practices for the society ( Ministry of Education, 2014 ). The goal of social studies education is to transmit knowledge of cultural and social systems and cultivate inquiry, participation, practice, reflection, and innovation. Social studies education promotes seeking the common good and instills social practices in students. Social studies education raises awareness of ethnic groups, societies, localities, countries, and the world and imbues students with a sense of responsibility, enabling them to recognize diversity, value human rights, and promote global sustainability ( Ministry of Education, 2018 ). Taiwan’s current elementary social studies curriculum promotes these aforementioned principles, all of which relate to sustainable development for our society.

This study conducted a comprehensive review of the elementary social studies curriculum in Taiwan, focusing on its role as a platform for sustainability education and its fostering of children’s cultural learning related to sustainability. The design of a cultural course centered on the town of Beigang was employed as an example; the aim of such a course is to ensure that children are proactive, engage with their environment, and ultimately seek the common good in society in Taiwan.

2 Theoretical perspective: the Curriculum Guidelines for 12-Year Basic Education: general guidelines

Taiwan’s 12-Year Basic Education was first implemented in August 2014, and the Ministry of Education announced the Curriculum Guidelines for 12-Year Basic Education: general guidelines in November 2014. The New Curriculum reflects the idea that the 12-year basic education curriculum guidelines should be based on the principle of holistic education, incorporating the ideas of “taking initiative,” “engaging in interaction,” and “seeking the common good” ( Ministry of Education, 2014 ; Shih et al., 2020 ; Wang and Shih, 2022 ). The idea of Curriculum Guidelines for 12-Year Basic Education: general guidelines is illustrated in Figure 1 .

Figure 1. The idea of Curriculum Guidelines for 12-Year Basic Education: general guidelines (source: Ministry of Education, 2014 ).

The Curriculum Guidelines of the 12-Year Basic Education was developed based on the spirit of holistic education, adopting the concepts of taking initiative, engaging in interaction, and seeking the common good to encourage students to become spontaneous and motivated learners. The curriculum also urges that schools be active in encouraging students to become motivated and passionate learners, leading students to appropriately develop the ability to interact with themselves, others, society, and nature. Schools should assist students in applying their learned knowledge, experiencing the meaning of life, and developing the willingness to become engaged in sustainable development of society, nature, and culture, facilitating the attainment of reciprocity and the common good in their society.

The theoretical perspective of this study is based on the concept of the Curriculum Guidelines for 12-Year Basic Education: general guidelines, including the concepts of taking initiative, engaging in interaction, and seeking the common good. The concepts of taking initiative, engaging in interaction, and seeking the common good for philosophical foundation of the curriculum in Taiwan. Based on the above-mentioned educational concepts, the cultural curriculum of Beigang is designed. Children can proactively protect Taiwan’s cultural and natural heritage and the cultural landscape that embodies the collective memory and history of the people on the land in the future. Seeking the common good for people in Taiwan.

2.1 The practice of the new curriculum is based on “core competency”

The practice of the New Curriculum is based on “core competency” as its main axis and consists of three dimensions: “autonomous action,” “communication and interaction,” and “social participation” ( Ministry of Education, 2014 ). In August 2019, the New Curriculum was formally implemented in Taiwan’s education system.

To implement the ideas and goals of 12-Year Basic Education, core competencies are used as the basis of curriculum development to ensure continuity between educational stages, bridging between domains, and integration between subjects. Core competencies are primarily adopted in the general domains and subjects of elementary school ( Ministry of Education, 2014 ).

The Meaning of “core competency” in social studies refers to the knowledge, ability, and attitude that students should possess for everyday life and challenges. When students face uncertain or complex situations, they can apply their subject knowledge through thinking and exploration, situational analysis, and questions or hypotheses. Ultimately, students can apply comprehensive learning strategies that are suitable for solving problems in their everyday life ( Ministry of Education, 2014 , 2018 ).

2.2 The goals in social studies

The curriculum outline for social studies (hereinafter, “Social Studies Outline”) is rooted in “maximizing students’ talent” and developing lifelong learning, as described by the Curriculum Guidelines of 12-Year Basic Education. According to the general outline, humanities and social sciences are core subjects that should be taught step by step. The curriculum mainly focuses on interests and inquiry regarding the three subjects of history, geography, and civics and society. The curriculum has the following goals ( Ministry of Education, 2014 , 2018 ):

Consider the diverse backgrounds and life experiences of students (e.g., culture, ethnicity, physical location, gender, and physical and mental characteristics) and promote career exploration and development to establish an independent learning space ( Ministry of Education, 2018 ).

Consider the regional, ethnic, and school characteristics for curriculum development ( Ministry of Education, 2018 ).

Establish vertical and horizontal integration within the studies through the following strategies ( Ministry of Education, 2018 ):

Have studies/subjects at each educational stage be guided by civic literacy and the themes of exploration and practical activities that provide space for collaboration on various subjects and issues in the social studies ( Ministry of Education, 2018 ).

Prioritize real-world experience, accounting for the development of knowledge, positive attitudes, and practical skills for subjects at each learning stage ( Ministry of Education, 2018 ).

Divide the learning content in a meaningful way that avoids unnecessary repetition because of the sequential development of learning stages and the need for complementary cooperation among subjects in the social studies ( Ministry of Education, 2018 ).

Strengthen the vertical connection among elementary schools, junior high schools, and senior high schools and account for the horizontal connections between the characteristics of senior high schools, in accordance with the common principles of basic education ( Ministry of Education, 2018 ).

2.3 Course objectives of social studies

To teach the civic literacy that students require for their future and careers in the social studies curriculum. The goals of the curriculum are as follows ( Ministry of Education, 2018 ):

Develop an understanding of each subject and the qualities of self-discipline, autonomy, self-improvement, and self- realization ( Ministry of Education, 2018 ).

Improve the quality of independent thinking, value judgments, rational decision-making, and innovation ( Ministry of Education, 2018 ).

Develop the civic practices required in a democratic society, such as communication and social interaction, teamwork, problem- solving, and social participation ( Ministry of Education, 2018 ).

Enhance the exploration and knowledge of history, geography, and civics, and other social disciplines ( Ministry of Education, 2018 ).

Develop the ability to perform interdisciplinary analysis, speculate, integrate concepts, evaluate problems, and provide constructive criticism ( Ministry of Education, 2018 ).

Cultivate awareness of ethnic groups, societies, localities, countries, and the world and instill a sense of responsibility that includes the recognition of diversity, value of human rights, and concern for global sustainability ( Ministry of Education, 2018 ).

2.4 Key learning connotation of social studies

The key learning connotations include learning performance and learning content, both of which provide a framework for curriculum design, teaching material development, textbook review, and learning assessment. Learning performance and learning content can have various correspondences. At this learning stage, these aspects can be flexibly combined according to the characteristics of the social studies ( Ministry of Education, 2018 ).

2.4.1 Learning performance

Learning performance in the social studies is based on cognitive processes, affective attitudes, and practical skills. Learning performance comprises a common framework of understanding and speculation, attitudes and values, and practice and participation, which can be adjusted according to the educational stage and subject ( Ministry of Education, 2018 ).

2.4.2 Learning content

Learning content emphasizes the knowledge connotations of the studies/subject. The social studies curriculum outlines the basic learning content for each stage and subject and prioritizes vertical coherence between stages to avoid unnecessary repetition. Teachers, schools, local governments, and publishing houses can make adjustments after integrating learning content and performance according to their needs to promote effective teaching and adaptive learning ( Ministry of Education, 2018 ).

2.5 Relationship between the general outline and the social studies outline

The relationship between the general outline and social studies outline is presented in Figure 2 .

Figure 2. The relationship between the general outline and social studies outline (source: Ministry of Education, 2014 , 2018 ; Chan, 2020 ).

The general outline shares three aspects with the social studies outline. First, key learning connotations include both learning performance and learning content. Second, learning performance is based on understanding and speculation, attitudes and values, and practice and participation. Finally, the learning content is aimed at teaching students about interaction and association; difference and diversity; change, cause, and effect; and choice and responsibility ( Ministry of Education, 2018 ).

2.6 Concrete connotations of core competencies in elementary social studies

The concept of core competencies in 12-Year Basic Education emphasizes lifelong learning. These competences are divided into three broad dimensions, namely, autonomous action, communication and interaction, and social participation. Each dimension involves three items. Specifically, spontaneity entails physical and mental wellness and self-advancement; logical thinking and problem solving; and planning, execution, innovation and adaptation. Communication and interaction entails semiotics and expression; information and technology literacy and media literacy; and artistic appreciation and aesthetic literacy. Finally, social participation entails moral praxis and citizenship; interpersonal relationships and teamwork; and cultural and global understanding ( Ministry of Education, 2014 ).

The concrete connotations of the core competencies in social studies listed in Table 1 .

Table 1. Concrete connotations of core competencies in social studies.

2.7 Considering this local study is of global importance–Sustainable Development Goals and teaching design for children’s cultural learning for sustainability

Sustainability is a much debated concept. Environmental sustainability refers to the responsible and balanced management of natural resources and ecosystems to ensure their long-term health and resilience while meeting the needs of current and future generations ( James, 2024 ; Malin et al., 2024 ).

In 1962, the American biologist Rachel Carson published the book Silent Spring, which revealed the dangers of DDT pesticides in times of rapid industrial development. In 1970, the United States became the first country to establish laws regarding environmental education. Over the following 10 years, United Nations (UN) conferences focused on the environment and sustainability. The purpose of environmental education is not only to solve environmental problems but also to emphasize intergenerational justice as the core of sustainable development ( Yeh, 2017 ; Chen, 2023 ; Feng, 2023 ).

In 1987, the UN World Commission on Environment and Development published the Brundtland Report, also known as Our Common Future, which defined sustainable development as “development that meets the needs of the present generation without jeopardizing the ability of the next generation to meet their needs.” The Brundtland Report highlighted the necessity of sustainable development to balance the economy, society, and the environment and sparked many initiatives promoting education on sustainable development. For example, the UN’s decade of education for sustainable development (2005–2014) plan proposed taking action through education to instill skills of critical thinking, communication, coordination, and conflict resolution in students. Moreover, the plan emphasized the goal of educating global citizens who can respect the lives and cultures of others ( Yeh, 2017 ; Chen, 2023 ; Feng, 2023 ).

The term “sustainability” is known to be a solution to environmental and social problems. Sustainability is defined as “meeting the needs of the present without compromising the ability of future generations to meet their own needs.” It emphasizes “social, economic and environmental sustainability and the interaction of these three elements” ( Huang and Cheng, 2022 ). In education, education for sustainable development is a term used by the United Nations and is defined as education that encourages changes in knowledge, skills, values, and attitudes to enable a more sustainable and just society for all ( Zhang et al., 2023 ).

Education for sustainable development (ESD) is UNESCO’s education sector response to the urgent and dramatic challenges the planet faces. In 2015, the “2030 Agenda for Sustainable Development” and Sustainable Development Goals (SDGs) were passed by the UN Assembly, 195 nations agreed with the UN that they can change the world for the better. This will be accomplished by bringing together their respective governments, businesses, media, institutions of higher education, and local NGOs to improve the lives of the people in their country by the year 2030. The Global Challenge for Government Transparency: The Sustainable Development Goals (SDGs) 2030 Agenda. Here’s the 2030 Agenda: (1) eliminate poverty; (2) erase hunger; (3) establish good health and wellbeing; (4) provide quality education; (5) enforce gender equality; (6) improve clean water and sanitation; (7) grow affordable and clean energy; (8) create decent work and economic growth; (9) increase industry, innovation, and infrastructure; (10) reduce inequality; (11) mobilize sustainable cities and communities; (12) influence responsible consumption and production; (13) organize climate action; (14) develop life below water; (15) advance life on land; (16) guarantee peace, justice, and strong institutions; (17) build partnerships for the goal ( Yeh, 2017 ; New Jersey Minority Educational Development, 2023 ; UNESCO, 2023 ).

The Sustainable Development Goals (SDGs) are a widely accepted framework for promoting sustainable development. SDG4 goal 4.7 pursues the “sustainability” of education to promote sustainable development for country ( Sánchez-Carracedo et al., 2021 ). SDG11 pursues “sustainable cities and communities” in efforts to make them inclusive, safe, and resilient. SDG 11.4 protects countries’ cultural and natural heritage and the cultural landscape that embodies the collective memory and history of the people on the land.

This study designed teaching activities aimed at helping children to understand, visit, see, and care for Beigang; actively protect Taiwan’s culture and heritage; and respect the people’s collective memory and history. It is hoped that such teaching practice can inspire children to care about their living environment and promote the sustainable development of their living environment. This local study is of global importance. The discussion draws meaningful connections with other research studies ( Farhana et al., 2017 ; Huang and Cheng, 2022 ).

3 Proposed teaching design for children’s cultural learning for sustainability at elementary school in Taiwan

Beigang’s Township, formerly known as “Ponkan (笨港),” is in the southwest of Yunlin County, Taiwan. Beigang is a small town with a rich history; it is a center of Mazu belief, one of the three major towns in Yunlin, and the gateway to the Yunlin coast. Beigang is also the political and economic center of Yunlin and is a key town for transportation, sightseeing, culture, medical care, and education. The old street features several historic sites that have a long and prosperous history.

3.1 The proposed course design has the following goals

Strengthen children’s understanding and connection with Beigang’s history and culture.

Teach children about Beigang’s cultural characteristics.

Enable children to identify with their hometown-Beigang.

Assist children with applying knowledge in practical situations.

Children will be taught Beigang’s local characteristics through the proposed course design, which can promote the public welfare. The proposed course design also applies the concepts of “taking initiative,” “engaging in interaction,” and “seeking the common good” from the Curriculum Guidelines of 12-year Basic Education and develops courses that cultivate students’ educational competencies.

This course considered the regional, ethnic, and school characteristics for curriculum development, and prioritize real-world experience. This course improved the quality of independent thinking, value judgments, rational decision-making, innovation, and social participation ( Ministry of Education, 2018 ). Enhance the exploration and knowledge of history, and geography. Cultivate children’s awareness of ethnic groups, societies, localities, countries, and the world and instill a sense of responsibility that includes the recognition of diversity, value of human rights, and concern for global sustainability ( Ministry of Education, 2018 ; Shih, 2020 ).

3.2 Tips for designing teaching activities

Lesson plan structure: understand Beigang, visit Beigang, see Beigang, care Beigang.

Analysis on teacher preparation and materials: hold a meeting to discuss incorporating the key points into each subject.

Student preparation: help students develop the ability to discuss, think critically, and brainstorm ideas during the course.

3.3 Teaching process

Phase 1: Getting to understand Beigang.

Phase 2: Visiting Beigang. Combine off-campus teaching and tours of historical sites.

Phase 3: Seeing Beigang. Introduce the geography and natural scenery of Beigang.

Phase 4: Caring for Beigang. Introduce the beauty and future of Beigang.

3.4 Core competency questions, major domain, and subdomains

The researcher first considered questions on core competencies and then considered questions regarding the major domain and subdomains. The major domain was social studies, and the subdomains were integrative activities, language arts, and arts. The core competency questions were as follows:

(1) How much do you know Beigang?

(2) How has Beigang affected your life?

(3) What are the elements of an explanatory text?

(4) How can an attractive postcard from Beigang be designed?

(5) How can students contribute to Beigang’s public welfare?

The core competency questions, major domain, and subdomains are presented in Figure 3 .

Figure 3. The core competency questions, major domain, and subdomains (source: developed in this study).

4 Research method

4.1 documentary analysis method.

This study employed the documentary analysis method, which involves the use of documents as the primary data source. Documentary analysis is a qualitative research approach in which the researcher interprets documents to derive meaningful insights on a particular topic ( Wang and Shih, 2022 , 2023 ). In this study, the researcher applied the documentary analysis method to analyze issues related to social studies education in Taiwan’s elementary schools. Additionally, the principle of the curriculum outline for social studies was analyzed. Finally, the researcher used analytical and interpretive skills to establish connections with the objectives of the United Nations’ SDGs.

4.2 Case study

Qualitative case studies enable researchers to investigate complex phenomena by identifying relevant factors and observing their interaction. Case studies involve diverse methods of data collection—such as observation, interviews, surveys, and document analysis—along with comprehensive descriptions provided by the study participants ( Shih, 2022 ). In the present study, data were collected through semistructured interviews that followed a predefined outline. The interviewees were both teachers and students, and they shared their perspectives and insights regarding the social studies curriculum.

4.3 Elementary school selected for the case study

The elementary school featured in this case study is located in Yunlin County, Taiwan, and was established in 1927. The school is guided by a set of educational principles that revolve around a humanistic spirit, diverse and dynamic teaching management, the fostering of warm teacher–student friendships, and the promotion of a vibrant and wholesome childhood experience for its students.

4.4 Data collection

The primary data source in this study was interview transcripts, and the collected data were systematically coded using self-developed categories. The researcher visited the elementary school to conduct semistructured interviews with the teacher and students on 16 June 2023. All the interviewees had been actively involved in the planning and design of the social studies course. During the interviews, the interviewees freely expressed their opinions regarding the course. Prior to their participation, the interviewees were informed about the study’s objectives, and they provided their informed consent. Consent letters and interview outlines were shared with the interviewees, including the teachers and the students’ parents ( Shih, 2022 ). Each interview session lasted approximately 1 h. The demographic details of the interviewees are presented in Tables 2 – 4 outlines the interview coding method.

Table 2. Coordinator of the social studies curriculum.

Table 3. Participants of the social studies curriculum.

Table 4. Interview codes.

The codes correspond to the interviewees and dates. For example, “Coordinator interview, A20190612” corresponds to the interview with the elementary school teacher who serves as the coordinator of the social studies program; this interview was conducted on 16 June 2023. “Student interview 1, A20230616” corresponds to the interview with student 1, a participant, conducted on 16 June 2023.

4.5 Course design: Beigang

4.5.1 tiâu-thian kiong (朝天宮).

Tiângthian esign, which locals call má tsóo king (媽祖宮), is the most famous landmark in Beigang Township ( Figure 4 ). Established in 1694 AD during the Kangxi period of the Qing dynasty. Tiownship. Estab serves as the main temple for more than 300 Mazu temples across the country. The Tiemples across is dedicated to many gods, such as Mazu and Guanyin. The beam frames and wood carvings in the temple were all created by famous craftsmen. The stone statues of the Dragon Kings of the Four Seas perched along the stone railings outside the temple exemplify the religious and artistic masterpieces of the temple. The Tie frames and welcomes worshippers throughout the year. The liveliest times to visit are during the Lantern Festival on the 15th day of the first month of the lunar calendar and Mazu’s birthday on March 23. Mazu’s birthday, visitors come to Beigang from across the world, and the entire city is shrouded in a festive atmosphere.

Figure 4. Beigang Tiâu-thian Kiong.

4.5.2 Beigang Daughter Bridge (北港女兒橋)

The Beigang Daughter Bridge was constructed from Taiwan’s oldest iron bridge, the Beigang–Fuxing Iron Bridge ( Figure 5 ). The small train that once operated over the bridge is no longer in service; however, the dragon-shaped bridge has become a hotspot for photos and social media check-ins. In the evenings, people can enjoy the sunset while walking over the Beigang River Head.

Figure 5. Beigang Daughter Bridge.

4.5.3 Beigang Cultural Center (北港文化中心)

To learn more about Mazu rituals, a visit to the Beigang Cultural Center is a must. The center describes the process of circumambulation and the roles of participants in the ritual, such as the leader of the procession (bao ma zai) (報馬仔), costume makers (zhuang yi tuan) (莊儀團) and ritual band (kai lu gu) (開路鼓). The cultural center hosts many other temporary exhibitions.

4.5.4 Beigang Starbucks (北港星巴克)

The first Starbucks store in Beigang is on Huanan Road (Provincial Highway 19), the main road entering and leaving Beigang ( Figure 6 ). The architecture of the store reflects the religious characteristics of the town; religious imagery is present from the exterior and interior walls to the grille ceiling. Through the simple reddish-brown tones that resemble temple interiors, the pious, solemn architectural style exudes history and local sentiment.

Figure 6. Beigang Starbucks.

4.5.5 Beigang Old Street (北港老街)

Beigang Old Street, located south of Tiâu-thian Kiong, has local flair ( Figure 7 ). Baroque buildings line both sides of the street, and the shops sell local treats and produce that are popular among tourists. Pilgrimage groups from across Taiwan are a common sight. The street is lively, and the atmosphere is truly unique and worth experiencing.

Figure 7. Beigang Old Street.

4.6 Limitation

This research is a case study, and this curriculum is only implemented in one school in Taiwan, so the validity of extrapolation to other case schools will be limited.

5.1 Curriculum development connected to the pulse of life, a sense of care for local communities, and cultivation of local thinking

The social studies curriculum is intricately connected to the pulse of life, a sense of care for local communities, and cultivation of local thinking. The approach employed in the curriculum aims to enable children to not only connect with their own country and culture but also embrace the role of being a global citizen ( Ministry of Education, 2018 ). Student 2 stated the following:

Beigang Old Street (北港老街) is so vibrant and filled with people. I like Beigang Old Street. I see many ancient buildings on the street, and I feel a need to protect them (Student interview 2, C20230616).

Student 4 expressed the following:

I like Tiâu-thian Kiong (朝天宮). My grandma used to take me to worship there. She has passed away. Whenever I visit Tiâu-thian Kiong, I miss my grandma. For me, Tiâu-thian Kiong symbolizes my grandma (Student interview 4, D20230616).

5.2 Child-centered and problem-oriented curriculum that integrates students’ interests and the local environment into the learning process

This social studies curriculum is designed to be child-centered and problem-oriented and to integrate students’ interests and the local environment into the learning process. This approach equips students with the skills to observe, investigate, collect data, create diagrams and thematic maps, write reports, inquire, and acquire other practical competencies ( Ministry of Education, 2018 ). Therefore, teachers must adopt a competency-oriented curriculum design and teaching approach. To illustrate competency-oriented curriculum design and teaching, Fan (2016) introduced a concept map containing four interconnected circles ( Figure 3 ). Competency-oriented curricula and teaching seamlessly integrate knowledge, skills, and attitudes, emphasizing that learning should not be solely centered on knowledge acquisition. Additionally, learning should be situational and contextualized, and the learning content should include appropriate real-life experiences, events, situations, and contexts. Furthermore, curriculum planning and teaching must combine learning content with scientific inquiry, placing substantial emphasis on learning processes, strategies, and methods. This approach can help cultivate self-learning and life-long learning. Finally, classroom activities should give students opportunities to apply their knowledge and develop transferrable skills that can be effectively employed in real-world scenarios ( Fan, 2016 ). The concept map of competency-oriented curricula and teaching in social studies is displayed in Figure 8 .

Figure 8. The concept map of competency-oriented curricula and teaching in social studies (source: Fan, 2016 ).

The aim of the design of the course investigated in this study was to synthesize children’s knowledge, skills, and attitudes and to emphasize the importance of situational teaching, contextualized learning, and the practical application of knowledge. The cultural course enables students visiting Beigang to learn about the town’s cultural landscape, interact and communicate with people, and participate in sustainable development in their hometown. Through this educational experience, children can learn how to be sensitive, caring, introspective, and respectful toward their hometown and contribute to the creation of a better living environment. The course fosters children’s cultural learning to the benefit of the sustainability of their hometown.

The teacher asked the following questions:

Let’s review Beigang again.

Where are you from?

Do you love your hometown?

How can you contribute to the sustainable development of your hometown?

Student 5 stated the following:

I love my hometown, Beigang. I want to keep Beigang beautiful forever (Student interview 5, E20230616).

Student 6 expressed the following:

I love Beigang, my hometown. I’m going to the Beigang Sports Park to help plant trees so that there will be more and more trees. Then, the air in Beigang will get better and better, and the people living in Beigang will become healthier (Student interview 6, F20230616).

Student 7 stated the following:

I love my hometown, Beigang. I’m going to the Beigang Fruit and Vegetable Market to help remove trash. I want Beigang to become cleaner (Student interview 7, G20230616).

5.3 Improving students’ competencies and skills in the context of sustainability

The pursuit of sustainable development, in alignment with the United Nations’ SDGs, is a top priority in both the internal and external policies of the Union. As acknowledged by the UN 2030 Agenda, a commitment to sustainable development is reflected through the endorsement of 17 universal SDGs and related targets. These goals aim to strike a balance across all dimensions of sustainable growth, such as economic, environmental, and social considerations ( Fleaca et al., 2023 ).

Education on sustainability should be capable of cultivating the mindset and skills to meet the complex sustainability challenges faced in the 21st century. The critical roles of teachers in this context were thoroughly analyzed in this study, and the findings underscore the importance of teachers in cultivating students’ sustainability competencies and skills ( Chatpinyakoop et al., 2022 ; Fleaca et al., 2023 ). Therefore, the design of the social studies course aims to foster the development of students’ sustainability competencies and skills in the context of sustainability.

The teacher gave the following description:

“Course design: Beigang” increases the awareness of the changes in students’ social, natural, and human environments. Moreover, it equips students to be able to pay attention to everyday problems and the effects of these problems on their lives as well as to consider possible solutions. For example, the Beigang Daughter Bridge (北港女兒橋) was constructed from Taiwan’s oldest iron bridge, the Beigang–Fuxing Iron Bridge. The small train that once operated over the bridge is no longer in service; however, the dragon-shaped bridge has become a hotspot for photos and social media check-ins. The original old railway has been redesigned and become a new tourist attraction. The teacher described the transformation of the bridge, and the students experienced the renewal of the bridge and pledged to take good care of it (Coordinator interview, A20230616).

Student 1 stated the following:

I like Matsu. Matsu blesses those who live in Beigang. I want to protect Tiâu-thian Kiong (朝天宮). Mazu lives in Tiâu-thian Kiong, and if Tiâu-thian Kiong were to be destroyed, Matsu would have nowhere to live (Student interview 1, A20230616).

Student 3 expressed the following:

6 Discussion

6.1 a social studies curriculum should adapt to social problems and focus on students’ life experiences, and cultivate caring in students in curriculum.

Children are surrounded by many influential role models in society—for example, parents, siblings, teachers, friends, and TV characters—and their learning occurs through being explicitly taught by others, through direct observation, and through participation in activities. These are students’ life experiences ( Farhana et al., 2017 ; Ye and Shih, 2021 ). A social studies curriculum should adapt to social problems and focus on students’ life experiences, and cultivate caring in students in curriculum. After all, children learn to care for those around them through life experiences ( Hung et al., 2021 ; Shih et al., 2022 ; Shih, 2024 ).

6.2 This curriculum overcomes the shortcomings of knowledge-based learning

Teachers and students often spend excessive time mastering and memorizing content. Moreover, previous curricula were bloated and failed to instill in students the key skills and core literacies required to face a changing world. Therefore, the 12-Year Basic Education Curriculum focuses on literacy, is based on both learning content and learning performance, emphasizes active inquiry and practice, and hopes to prevent excessive memorization. Therefore, this curriculum overcomes the shortcomings of knowledge-based learning by providing a high-quality educational experience, and campus sustainability ( Ministry of Education, 2014 , 2018 , 2019 ; Hung et al., 2020 ; Washington-Ottombre, 2024 ).

6.3 Select appropriate themes, and at least one inquiry activity should be designed for each unit

In order to implement and link up the exploration and practice courses that are valued at the junior and senior high school stages, the key points of implementation in the new curriculum in the social studies are to standardize the “compilation and selection of textbooks for elementary schools or the compilation of textbooks for textbooks and the design of integrated curriculum in fields.” In addition to selecting appropriate themes to develop comprehensive teaching materials, at least “one inquiry activity should be designed for each unit, and each semester should integrate the content learned in the semester, and at least one theme inquiry and practice unit should be planned.” Therefore, at the elementary school site, different from traditional teaching methods and habits, guide students to explore and practice in the social field, and then cultivate children’s core literacy ( Ministry of Education, 2014 ; Yu, 2023 ).

7 Conclusion and implication

7.1 conclusion.

The findings of this study were as follows: (1) The social studies curriculum development in Taiwan is connected to the pulse of life, a sense of care for local communities, and cultivation of local thinking. (2) This social studies curriculum adopts a child-centered and problem-oriented approach and integrates students’ interests and the local environment into the learning process. (3) It effectively enhances students’ sustainability-related competencies and skills.

These findings offer valuable insights for teachers and can enable them to shape the direction of their social studies courses and cultivate children’s concept of sustainable development. In addition, the sustainability competences are systems thinking competence, futures thinking competence, values thinking competence, collaboration competence and action-oriented competence ( Marjo and Ratinen, 2024 ). In values thinking competence, this study effectively enhances students’ sustainability-related competencies and skills. The existing sustainability competencies’ frameworks are linked to social studies curriculum and the learning outcomes that were sought in this case study.

In the end, ensuring a fair and decent livelihood for all people, regenerating nature and enabling biodiversity to thrive, have never been more important for sustainable development ( Bianchi et al., 2022 ). In addition, hundreds of sustainability programs have emerged at schools around the world over the past 2 decades. A prime question for employers, students, educators, and program administrators is what competencies these programs develop in students ( Brundiers et al., 2021 ). In this study, Taiwanese children can protect cultural and natural heritage and the cultural landscape that embodies the collective memory and history of the people on the land in the sustainable future.

7.2 Implication

In the 21st century, the world has become more globalized. Globalization has decreased distinctions between countries and has increased interdependency among countries ( Wang and Shih, 2023 ). However, one of the biggest challenges that globalization poses to blurr the unique local cultural characteristics. in recent years, awareness of local culture, which is based on cultural transmission with respect to language, history, geography, knowledge, customs, art, and an appreciation of the value of local identity and traditional culture, has become a priority. Local culture has become a crucial part of education in Taiwan, and they help children better appreciate the culture styles behind their everyday lives ( Shih, 2022 ). This local study is of global importance.

Finally, the growing international significance of education for sustainable development (ESD), and is a matter of global importance, the requirements and needs of people differ according to their regional circumstances ( de Haan, 2006 , 2010 ). To create a more sustainable world and to engage with issues related to sustainability as described in the Sustainable Development Goals (SDGs), individuals must become sustainability change-makers. They require the knowledge, skills, values and attitudes that empower them to contribute to sustainable development ( UNESCO, 2017 ).

The trend toward the standardization of education raises the question of why teachers should focus on local contexts ( Smith and Sobel, 2010 ). Historically, before the advent of common schools, education grounded in local concerns and experiences was the norm, playing a crucial role in transitioning from childhood to adulthood. However, in modern schooling, children often experience a growing disconnect between their community lives and classroom experiences ( Smith and Sobel, 2010 ). Hence, elementary teachers in Taiwan are recommended to focus on actively incorporating local cultural elements into the classroom. This approach aims to bridge the gap between children’s community experiences and their educational environment. This study is of local importance in Taiwan.

Data availability statement

The original contributions presented in this study are included in this article/supplementary material, further inquiries can be directed to the corresponding author.

Ethics statement

Ethical approval was not required for this study involving human participants in accordance with the local legislation and institutional requirements. Written informed consent was obtained from the individual(s), and minor(s)’ legal guardians/next of kin, for participation in this study and for the publication of any potentially identifiable images or data included in this article.

Author contributions

Y-HS: Writing – original draft, Writing – review & editing.

The author declares that no financial support was received for the research, authorship, and/or publication of this article.

Conflict of interest

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords : children, social studies, sustainability, the curriculum outline for social studies, the Curriculum Guidelines of the 12-Year Basic Education

Citation: Shih Y-H (2024) Children’s learning for sustainability in social studies education: a case study from Taiwanese elementary school. Front. Educ. 9:1353420. doi: 10.3389/feduc.2024.1353420

Received: 10 December 2023; Accepted: 29 February 2024; Published: 16 April 2024.

Reviewed by:

Copyright © 2024 Shih. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Yi-Huang Shih, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

Corpus ID: 5657189

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The Comprehensive Business Case for Sustainability

by Tensie Whelan and Carly Fink

Today’s executives are dealing with a complex and unprecedented brew of social, environmental, market, and technological trends. These require sophisticated, sustainability-based management. Yet executives are often reluctant to place sustainability core to their company’s business strategy in the mistaken belief that the costs outweigh the benefits. On the contrary, academic research and business experience point to quite the opposite.

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Entrepreneurs’ social capital in overcoming business challenges: case studies of seven greentech, climate tech and agritech startups.

1. Introduction

2. literature review, 2.1. challenges and opportunities for environmental entrepreneurship, 2.2. social capital as a catalyst for environmental entrepreneurship.

“ To be honest, it’s just a few twists and turns. Initially, we started looking for various materials that could be used in the worlds of semiconductor conductors, which would be more environmentally friendly and more interesting. ”

“ I didn’t have any specific goal (like) a startup in the world of bees. As we sat down and started working on what to do, everyone said what was important to them… It was very important to me to have a physical product, not just a concept. Everyone brought their expertise. And of course, I had a clear advantage in the world of bees. ”

“ They were three scientists with an exciting idea, but they didn’t know what to do with it. So, I entered with another Israeli partner, and we took care of the business side. ”

“ It was quite opportunistic. One of my partners got frustrated while stuck in traffic and was annoyed by the inefficiency. He started investigating the event and realized there was a significant issue here. Through mutual friends, I and another partner joined, and we saw that there was a world that hadn’t changed since 1914… This means there is a huge opportunity both to build a very large company and to create an impact on the world. It seemed cool to us. ”

Click here to enlarge figure

4.1. The Challenges of Environmental Ventures

4.1.1. long-term fundraising.

“ The most significant challenge is showing immediate revenues in the short term. You need to find partners who are committed to sustainability in the long term, understanding that it’s a lengthy process and that immediate income isn’t always visible. It’s always in the background, trying to find partners and raise funds. ”

“ For me, the most challenging part has always been fundraising… We put significant effort into developing our products and making them marketable. Due to the lack of investment, I had to bring in money from somewhere else… Tech companies are often cash-burning… I always said that my most valuable resource is time because I ran out of money. So, we were either going to skip the challenge or end the company, and we ‘made it through’ several times. But it’s dangerous because if you put all your money into something and it doesn’t work out, there’s no second chance… ”

4.1.2. Technical Difficulties

“ I think everyone who works with me in the company is looking for sincerity and energy that will lead to a significant impact, and that’s a big part of the motivation. Of course, there’s a desire to succeed financially and it’s not an NGO, part of the interest is to find the right value chain and reach a satisfying Value proposition. ”

“ In the company, there are routine challenges… From the inside, there are endless challenges, from global chip shortages to specific customer issues or recruiting for a specific role that takes longer than expected. ”

“ …the weather changes that greatly affect our production. The trees need certain conditions, and if they don’t get them, our production will be harmed. This decisively affects the yield in the end… ”

“ In general, we’ve been doing a lot of marketing activities for many years, especially until two years ago, and even now we’re actively educating the market. Essentially, we’re telling them that there’s a product that can replace plastic, and it’s just as good as plastic. That’s our message. ”

“ If a regulation supports our products, we seize the market. If it’s against us, we either reduce our activities or adjust them, focusing on different areas. ”

“ Regulation is crucial in many areas, and some changes can significantly affect a business, while others might have a smaller impact. It varies in different directions. Some regulations are more restrictive, while others enable opportunities. ”

“ …there are things that can affect you, like a sudden decision on importing something that you need to deal with promptly, see how the market reacts and how you cope with it to your advantage. See where the wind blows and try to be in the best position even after the change, to be the factor in the market that’s easiest to affect. ”

“ Then, during this development and after proving it in Area B, we slightly clashed with the go-to-market, which is very scattered regulatory-wise… When it comes to the place of hardware, software, regulation—you are aiming yourself for a very slow marathon process and you need to feel that the marathon is worth it. ”

“ Creating connections in the government in Australia, because it’s a country with a lot of regulation and small changes, can be impactful. Connections in the government are super significant in this country. ”

4.1.3. Traditional Industry Players

“ It (the product) mainly addresses very traditional industries. Factories, heavy manufacturing plants, the oil refining industry, concrete, fertilizer. These are very traditional industries, very rigid. In such a content world, there are fixed suppliers who are equipment suppliers… Technology is not enough—it’s good, it’s important and necessary, but it’s not enough. ”

“ The people we work with did not grow up around technology, and it’s not intuitively what they use as a solution. They see a problem and instead of solving it with technology, they’ll say—okay, let’s work harder. That’s how they operate. When I come to them with high-tech, machine learning, data science, and AI, it often scares them more than anything else. They don’t immediately jump on the idea, they are first suspicious, wanting to know that the government isn’t tracking them. It’s a different world that isn’t always open to technology, and you need to learn how to deal with it. You need to show value very quickly. ”

4.1.4. Pioneers in Their Fields

“ Unlike other fields where multiple companies are operating, we are currently the only ones in our field. There’s no competition, no experience, and no market. Therefore, there are no investors. ”

“ When we started, and it was a relatively new field, the main challenge was finding investors. When you invest in an existing ecosystem, for example, investing in apps or cybersecurity, there are established markets. You can say, “This company has been very successful; I’ll do something slightly different, so I’ll succeed.” There was no point of comparison; there was no benchmark. We were unique for many years. ”

“ We did come with a new business model, and more or less, most of the industry today knows the business model we use, and many have switched to using it. ”

4.2. Social Capital as an Answer to the Challenges Faced by Environmental Ventures

4.2.1. business opportunities.

“ In the context of investors, the lead investor of each round brought the lead investor for the next round. In the context of farmers, when a farmer is satisfied with me, he will tell his friends, other farmers, and thus I will have more customers—the same goes for other professionals that we work with. ”

“ No matter how good I am, as long as I don’t come with a player in the industry that is recognized and accepted by them, the ability to promote something and advance in business will be difficult. ”

“ Everyone who joins does so because they believe in what we’re doing and want to contribute. Most investors joined because they had a good gut feeling about it. This is unlike other fields where there are already companies operating… We operate in the sea, and there are no technologies there. Nothing new has been invented there since they created the boat. It’s not an ideal situation for fundraising. ”

“ My initial investment in my company came from an investor I had met a few times without any intention to raise funds. It was a WhatsApp message in the middle of the night. He wrote that they were transferring one and a half million dollars for investment. I hadn’t planned to raise funds at all, but he said I needed the money. I asked about the terms; he typed them out. I asked if they were fair, and he said yes. So, I told him to send the documents, and that’s it. ”

4.2.2. Knowledge and Expertise

“ For example, when it comes to production issues, and investment in development, I rely on various sources within my network. I’m not just relying on research and such. Sometimes we also want to reach a specific manufacturer or customer, and then we use our entire network. ”

“ For example, if I want to know who the early adopters in the industry are, I could get a list of phone numbers of all almond growers in California and contact them one by one. It would take a lot of time, and I might run out of money, and the company would die. On the other hand, I could start building certain connections and then use them to understand the early adopters and move forward from there—I think that’s the way to do things. ”

“ It’s all about the goal. If there’s a specific question relevant to someone’s expertise. If I have accounting doubts about recognizing income or the business model, then I have financial people I can turn to for these matters. It’s very dependent on the domain. For highly specific fields, like an optics expert or a plastics expert, and other niche cases, I would consult with them about these specific areas. ”

“ (having) Benchmarks is the main issue. The ability to receive specific advice in the face of a specific dilemma mainly saves time in decision-making based on a trust circle. The fact that I have a trust circle I can turn to, someone who has dealt with a similar issue, and I can take their advice and experience—it’s very helpful. ”

“ In my opinion, it’s incredibly diverse. I think that it’s my superpower. It’s not just about people working in a specific industry. ”

“ We work worldwide, so I have connections with people all over the world, not necessarily from a specific industry. Generally speaking, I work with people in the climate arena, but that’s a title that encompasses a lot of different things, and it’s not specific at all. ”

“ I sort of stumbled into it—it’s not that it particularly interested me, and I worked on it… I wanted to initiate something new… I opened my eyes to it. It all started with a kind of discussion I had with my children about plastic bottles they take to school and packaging, and I said to myself that today it’s a problem, more than 10 years ago, and it’s clear that it requires a solution that integrates better into our lives. ”

“ The three technical founders… one of them, the founder and the mind behind the idea, is … who is also incidentally my eldest brother… They were three scientists with an exciting idea, but they didn’t know what to do with it. So, I entered with another Israeli partner, and we took care of the business side. ”

“ One of my partners got frustrated while stuck in traffic… He started investigating the event and realized there was a significant issue here. Through mutual friends, I and another partner joined, and we saw … There was a huge opportunity both to build a very large company and to create an impact on the world. It seemed cool to us. ”

“ To be honest, it’s just a few twists and turns… In general, it was a curiosity to find environmentally friendly and more efficient materials. ”

“ I didn’t choose it. I chose a bit to the side… During the research … we realized that we need to focus on technology (that led to the environmental sector). ”

4.2.3. Expanding Social Capital

“ Environmental organizations aren’t included in my primary network, but there are people in our company who work in this field, and through them, I can reach them. ”

“ My acquaintance with people who served with me led to their willingness to try to open doors for me abroad with their networking. ”

“ In the context of investor worlds, the lead investor of each round brought the lead investor for the next round. In the context of farmers, when a farmer is satisfied with me, he will tell his friends, and other farmers, and thus I will have more customers. The same goes for beekeepers we work with. ”

“ There is a correlation. If it’s 100 percent, I don’t think so. It also depends on the industry. In the investment sector, the correlation is expected to be higher. In the customer and supplier sector, it’s less, but there’s still a certain correlation. Networking is important; things can work without networking, but in my opinion, it’s much harder. In the investment and fundraising sector, networking is necessary. You also build it. You also need to maintain it over time. ”

“ There’s no doubt that the correlation is positive, and there are many things that are hard to put your finger on and measure. It’s hard to measure the impact. Practically I see that today most people already know the name of the company. ”

“ I believe there is a correlation, but it’s challenging to measure. It’s more about the genuine belief that having a deeper and more serious network can lead to more significant benefits. Some succeed without a broad network, while others have extensive networks but still struggle. So, there is a connection, but it’s challenging to quantify. It’s very individual and not easily measured. ”

4.3. Sources of Social Capital

4.3.1. childhood.

“ We were five founders: three from the research side and two from the business side. one of the three technical founders and the mind behind the idea is my eldest brother. ”

“ I met one of the founders through a mutual childhood friend. She used to work with one of the partners, and today, she also works as a senior in the company. ”

4.3.2. Early Adulthood

“ Just as I finished the degree… a new program opened… I think the deans of each school had to recommend 2–3 students for this program. I was accepted. I started the program. The program had its better and lesser parts, but what’s important is that I met my co-founders there. ”

“ I met the other founders during my military service. These were people who worked alongside me, highly qualified individuals who were part of the ecosystem I grew up in during the service, and we had various interactions. One was in the development field, and the other in the operational field. ”

“ My network is relatively extensive, mainly. It first started with people who were with me in the military, who were discharged before me, and when I retired, they helped teach me, assist me, make connections, and integrate factors into the network. ”

4.3.3. Social Online Networks

“ Thanks to LinkedIn, the world has become very global, and many of the connections are not necessarily from Israel. There’s no doubt that the local network is very strong, enabling both joint activities in Israel and outreach to various active groups, be it funds investors, partners, etc. But as we grew, I would say that the professional network related to the industry developed significantly through LinkedIn. ”

“ The only social network I’m part of for professional purposes is LinkedIn. I think it’s a very effective tool for conveying messages to a targeted audience. I receive audiovisual messages from targeted audiences. It’s very fertile and productive. ”

“ I think in our world, conferences and events are crucial sources…and industry WhatsApp groups and forums like LinkedIn…LinkedIn, in my opinion, is a very efficient tool, as well as Twitter, especially when dealing with Americans. And again, conferences—we invest quite a bit in those. And of course, investor relations. For example, when we close a big deal, my interest is that the whole world knows about it, so LinkedIn and investor relations come into play. ”

4.3.4. Common Acquaintances

“ In the context of investor worlds—the lead investor of each round brought the lead investor for the next round. In the context of farmers—when a farmer is satisfied with me, he will tell his friends, other farmers, and thus I will have more customers. ”

“ Sometimes we also want to reach a specific manufacturer or customer, and then we use our entire network. ”

“ For example, one of the Chinese investors introduced us to the manufacturer we are currently working with, which has certainly helped us to enhance the manufacturing capabilities of the cells. One investor introduced another investor. So, each one brings their network, experience, and connections. ”

5. Discussion

5.1. practical and theoretical contributions, 5.2. practical recommendations, 5.2.1. recommendations for policymakers and funders, 5.2.2. recommendations for educators, 5.2.3. recommendations for entrepreneurs, 5.3. limitations and future directions, 5.4. conclusions, supplementary materials, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Interviewee	Gender	Age Group	Position	The Company’s Current Round	Funding
EM	Female	50′	CEO	C	~$130 M
JD	Male	30′	CEO	B	~$70 M
UB	Male	30′	CEO	B	~$80 M
FS	Male	40′	CEO	B	~$7 M
ET	Male	60′	CEO	D	~$200 M
NS	Male	50′	CEO	A	~$13 M
CR	Male	50′	CEO	C	~$90 M

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Carni, M.; Gur, T.; Maaravi, Y. Entrepreneurs’ Social Capital in Overcoming Business Challenges: Case Studies of Seven Greentech, Climate Tech and Agritech Startups. Sustainability 2024 , 16 , 8371. https://doi.org/10.3390/su16198371

Carni M, Gur T, Maaravi Y. Entrepreneurs’ Social Capital in Overcoming Business Challenges: Case Studies of Seven Greentech, Climate Tech and Agritech Startups. Sustainability . 2024; 16(19):8371. https://doi.org/10.3390/su16198371

Carni, Michaela, Tamar Gur, and Yossi Maaravi. 2024. "Entrepreneurs’ Social Capital in Overcoming Business Challenges: Case Studies of Seven Greentech, Climate Tech and Agritech Startups" Sustainability 16, no. 19: 8371. https://doi.org/10.3390/su16198371

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The influence of transportation limitations on spatial development (a case study of fezzan region), ahmed mohamed alhodairi.

Mohamed Wali Abdulgader Al-Shareif

Transportation plays a fundamental and important role in the progress and development of nations, and it contributes significantly to all other human activities, influencing them and being influenced by them. The existence of an integrated transport and mobility system encourages investors to invest in areas that were previously inaccessible, giving them the opportunity to invest resources in those areas directly or through accompanying investment activities that benefit them and provide employment opportunities for individuals and groups, thus achieving comprehensive local development: economic, social and environmental. This paper examines and analyzes the transportation system in the region of Fezzan in order to identify the main factors that hinder the spread and growth of the network in the region, and thus its impact on spatial development. This system suffers from many shortcomings, both technical and operational, and in its current state it cannot meet the requirements of the region for development and progress. The remoteness of some parts of Fezzan, as well as the difficulty of the desert environment that characterizes the region, require serious consideration of alternative methods and support. Therefore, the paper reviews a set of principles that, if implemented, will contribute to achieving sustainability in all its aspects. It would be beneficial to achieve this within a framework of balanced regional and urban development for Fezzan with its cities and villages.

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Understanding the Drivers of Industry 4.0 Technologies to Enhance Supply Chain Sustainability: Insights from the Agri-Food Industry

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Published: 26 September 2024

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Guoqing Zhao ORCID: orcid.org/0000-0003-4553-2417 1 ,
Xiaoning Chen 2 ,
Paul Jones 1 ,
Shaofeng Liu 2 ,
Carmen Lopez 3 ,
Leonardo Leoni 4 &
Denis Dennehy 1

The sustainability of agri-food supply chains (AFSCs) is severely threatened by regional and global events (e.g., conflicts, natural and human-made disasters, climate crises). In response, the AFSC industry is seeking digital solutions using Industry 4.0 (I4.0) technologies to enhance resilience and efficiency. However, why I4.0 adoption remains stubbornly low in the agri-food industry remains poorly understood. To address this gap, this study draws on middle-range theory (MRT) and uses thematic analysis, the fuzzy analytic hierarchy process, total interpretive structural modelling, and fuzzy cross-impact matrix multiplication applied to classification to produce insights from nine case studies in China that have invested in I4.0 technologies to improve their AFSC sustainability. New drivers of I4.0 unique to the agri-food industry are identified, showing how I4.0 can contribute to the environmental, economic, and social dimensions of AFSC sustainability. The results have implications for AFSC researchers and practitioners with an interest in supply chain sustainability.

Industry 4.0 for the Development of More Efficient Decision Support Tools for the Management of Environmental Sustainability in the Agri-Food Supply Chain

Toward a framework for selecting indicators of measuring sustainability and circular economy in the agri-food sector: a systematic literature review

Analysis of barriers for sustainable agro-food supply chain: an interpretive structural modeling and MICMAC approach

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1 Introduction

Agri-food supply chains (AFSCs) are inherently complex systems involving various stakeholders (e.g., suppliers, farmers, processors, wholesalers, distributors, and retailers) who engage in agriculture-related activities to move products across the chain from ‘farm to fork’ (De Carvalho et al., 2022 ; Zhao et al., 2024 ). In contrast to the supply chains of other foods (e.g., tinned food), agri-food products are characterized by perishability, seasonality, and short life cycles, and require specialized transportation and storage conditions are required to maintain product quality (Zissis et al., 2017 ).

AFSCs are critical achieving the United Nations Sustainable Development Goal 2, to end hunger, achieve food security and improved nutrition and promote sustainable agriculture. Despite their importance, AFSCs’ sustainability is threatened by regional and global challenges. For example,to deal with the predicted population growth, urbanization, and consumption, agri-food production will need to increase by 70% by 2050 (Spanaki et al., 2021 ). At the same time, the environmental effects of agri-food system may increase by 50% to 90% by 2050, reaching levels beyond planetary boundaries that define a safe operating space for humanity (Springmann et al., 2018 ). Agri-food systems have environmental impacts: for example, excessive use of agrichemicals to increase productivity may contaminate water supplies and the agricultural sector contributes 21% of global greenhouse gas emissions (SDWF, 2023 ).

In this study, we draw on nine case studies in China that have invested in I4.0 technologies to improve their AFSC sustainability. China offers a unique context for this study. Almost 99 billion US dollars-worth of agricultural products were exported from China in 2023, yet it has become the largest importer of agricultural products in the world (Statista, 2024 ). This over reliance on imports has arisen because the Chinese agricultural industry can no longer meet increased demand owing to a scarcity of arable land, making it less competitive in an open trade environment (Stastista, 2024 ).

I4.0 technologies have the capability to enhance AFSCs’ sustainability by improving stakeholder collaboration, enhancing information sharing, augmenting decision making and creating value (Gebhardt et al., 2022 ; Huber et al., 2022 ). Recent studies (e.g., Chatterjee et al., 2023 ; Chou & Shao, 2023 ; Margherita & Braccini, 2023 ) have explored various aspects of I4.0 and supply chain sustainability such as factors mediating between I4.0 and supply chain practices, sustainable supply chains and the circular economy, and evaluation of sustainability performance. Despite the important contributions of these studies, a holistic understanding of the drivers of I4.0 applications and their impact on the three pillars of sustainable performance (environmental, social and economic) is lacking (Srhir et al., 2023 ). Furthermore, few studies have used a range of techniques to analyze the drivers of I4.0 technology deployment to achieve AFSC sustainability (Agrawal et al., 2022 ; Taddei et al., 2022 ; Yadav et al., 2022 ).

Another deficiency in knowledge relating to I4.0 and its effects on AFSCs is that extant studies focus largely on manufacturing industries, where understanding of its adoption and implementation is well developed (Yadav et al., 2022 ). As the agri-food industry is distinct from manufacturing industry, its challenges to adopting I4.0 and understanding its contributions to AFSC sustainability are less well understood (Birkel & Muller, 2021 ; Tseng et al., 2018 ). Therefore, identifying and prioritizing drivers are warranted to better understand the potential of I4.0 technologies in AFSCs. Several literature reviews (e.g., Agrawal et al., 2022 ; Srhir et al., 2023 ; Taddei et al., 2022 ; Yadav et al., 2022 ) highlight the need to employ different analytical techniques to gain a deeper understanding of the enablers and drivers of I4.0 technology deployment to achieve sustainable supply chains. Our literature review reveals that only six of the 56 primary papers we identified focus on analyzing drivers, enablers, success factors, decision frameworks, or facilitators to achieve sustainable supply chain, green supply chain, circular economy, or sustainable development. This study addresses this gap by conducting an empirical study of I4.0 technology deployment to achieve AFSC sustainability using multiple analytical techniques.

Against this background, in this study we aim to answer three interrelated research questions (RQs).

RQ 1. What drivers facilitate the adoption of I4.0 in AFSCs?

RQ 2. How are these drivers prioritized?

RQ 3. On Which of these drivers should AFSC practitioners focus?

To answer these questions, we conducted three phases of research: first, semi-structured interviews were conducted with AFSC practitioners in China to identify drivers facilitating the adoption of I4.0 (RQ1). Next, the fuzzy analytic hierarchy process (AHP) was used to rank the drivers and evaluate their weightings in relation to the three pillars of AFSC sustainability (RQ2). Finally, interpretive structural modelling (TISM) and fuzzy cross-impact matrix multiplication applied to classification (MICMAC) analysis was conducted to identify key drivers by building a hierarchical framework and categorizing the drivers based on their driving and dependence power (RQ3).

This study advances understanding of the deployment of I4.0 technology to achieve AFSC sustainability and suggests adoption routes for AFSC practitioners. Furthermore, by identifying two key drivers of I4.0 adoption not mentioned in previous AFSC studies, and aggregating several agri-food industry-specific drivers rarely mentioned in previous studies, we provide a more holistic understanding of this important phenomenon that impacts all societies.

The remainder of this paper is structured as follows. First, background literature to middle-range theory (MRT), and a systematic literature review on the applications of I4.0 in the context of AFSCs is provided. Next, the data collection and data analysis methods are explained. Then, the analysis and findings are presented. Followed by a discussion, implications, and opportunities for future research. The paper ends with a conclusion.

2 Literature Review

2.1 middle-range theory (mrt).

Various theories have been used to explore the relationship between I4.0 and sustainability issues. For example, Abdul-Hamid et al. ( 2021 ) investigate drivers of I4.0 in a circular economy by deploying ecological modernization theory, which posits that advanced technologies can improve value added on both economic and environmental dimensions. Karmaker et al. ( 2023 ) explore the impact of I4.0 on sustainable supply chain performance through the resource-based view (RBV), which assumes that firms gain competitive advantage by controlling scarce and valuable resources. Other theories frequently used to understand supply chain sustainability in an I4.0 context, include institutional theory, dynamic capabilities (DC), innovation diffusion theory, social network theory, and information processing theory. These are useful for exploring a wide range of phenomena by defining relationships and concepts, but are criticized by scholars for focusing on phenomena operationalized at a high level of abstraction with little functional context or specificity (Stank et al., 2017 ). This results in weak understanding of why and when the investigated phenomena occur.

MRT differs from other theories by restricting explanation of causal connections to a subset of phenomena operating within a given context (Pellathy et al., 2018 ). It focuses on understanding how and why constructs are related, and under what conditions, thereby helping to consolidate knowledge in a particular domain. For example, Burns et al. ( 2023 ) develop an MRT to understand motives for and controls on insider computer abuse, and Hassan and Lowry ( 2015 ) call for MRT to be used in more information systems research. Formal MRT has three essential elements: (1) conducting research within a specific domain of knowledge; (2) building or establishing relationships based on existing findings within that domain; and (3) concentrating on causal mechanisms and the contexts in which they produce outcomes (Pawson & Tilley, 1997 ). MRT was suited to our study for several reasons. First, MRT aims to extend knowledge within a mature discipline, and the topic of our study has already been explored by various scholars (Bhatia & Kumar, 2022 ; Lu et al., 2022 ; Mastrocinque et al., 2022 ). Second, we aim to understand I4.0 deployment to achieve AFSC sustainability by exploring various drivers. In this case, drivers can be considered as the enabling environment and deployment of I4.0 technology can be considered as a mechanism to jointly achieve AFSC sustainability, thus fulfilling the MRT framework of mechanisms + context = outcomes (Pawson & Tilley, 1997 ). Third, accumulated knowledge of I4.0 and supply chain sustainability can be leveraged to establish relationships between variables. To build a theoretical framework empowered by MRT, we first examined this accumulated knowledge in order to formulate appropriate research questions (Craighead et al., 2024 ). For example, in this study, our research questions focused on identification and prioritization drivers that facilitate the adoption of I4.0 in AFSCs. Having derived our research questions, we then contextualized our MRT to determine how to engage with the theory. The three basic approaches are induction, deduction and abduction. An inductive approach was appropriate because it examines meanings, processes, or contexts that are difficult to quantify. For example, we aimed to understand why and how drivers are related, and under what conditions that these drivers can be used to facilitate the adoption of I4.0 technologies. Since it would have been difficult to gain a deep understanding through a quantitative approach, we began by analyzing rich qualitative data to reveal drivers facilitating the adoption of I4.0 technologies. We then employed two research techniques to further explore our key findings to draw out their theoretical and practical implications. Finally, we linked the mechanisms, contexts, and outcomes to formulate a conceptual MRT framework as shown in Fig. 1 .

Conceptual framework

2.2 Applications of I4.0 Technologies in AFSC Management

I4.0, representing the fourth industrial revolution, was originally proposed in 2011 to upgrade and reshape the manufacturing sector by integrating advanced information technologies (Lu et al., 2022 ). The aims are to maximize production efficiency to satisfy customized individual needs for products and services, enhance flexibility and connectivity, and minimize production costs by establishing smart, automated, integrated, and intelligent manufacturing processes (Zhang et al., 2021a , 2021b ). Several I4.0 technologies have been widely discussed and applied, including facial recognition enabled by AI to enhance value in the travel and tourism industry (Gupta et al., 2023 ), IoT-based information systems for logistics 4.0 (Tang et al., 2023 ), and smart city management using big data analytics (BDA) powered by AI-machine learning (Alahakoon et al., 2023 ). Yin et al. ( 2018 ) concludes that I4.0 comprises seven technologies, whereas Tang and Veelenturf ( 2019 ) identify six. Zheng et al. ( 2021 ) propose ten I4.0 technologies: IoT, cyber-physical systems, BDA, cloud technology, AI, blockchain, simulation and modeling, augmented/virtual reality, automation and industrial robots, and additive manufacturing. The lists of I4.0 technologies in the literature lack consistency, perhaps for two reasons. First, scholars understand I4.0 design principles differently, resulting in diverse I4.0 technologies. For example, Qin et al. ( 2016 ) and Alguliyev et al. ( 2018 ) suggest six key characteristics of I4.0 technologies: decentralization, modularity, interoperability, virtualization, real-time support, and service orientation. However, Aoun et al. ( 2021 ) consider only three characteristics: vertical networking of smart production systems, horizontal integration of global value chain networks, and through-life engineering across the entire value chain. Second, industries have unique characteristics, and therefore emphasize different technologies in accelerating I4.0 adoption. For example, the logistics industry may focus on blockchain technology, the healthcare industry may concentrate on BDA, and the maritime industry may strengthen automation through robotics. Based on a critical review of papers published in reputable journals and consideration of I4.0 characteristics, our synthesis of existing works consists of eleven I4.0 technologies (see Table 1 ), adding drones to Zheng et al. ( 2021 ) list.

AFSCs are facing challenges such as food price volatility, quality and safety issues, food wastage and loss, and food fraud (Zhao et al., 2022 ). I4.0 technologies have been applied to alleviate or tackle these challenges. For example, self-driving robots have been utilized for automatic spraying of pesticides and crop harvesting (Javaid et al., 2022 ), machine learning algorithms have been used for crop and soil monitoring, and BDA has been applied to track and anticipate environmental impacts on agricultural outputs (Ranjha et al., 2022 ). IoT is widely used to monitor and control food processing equipment and can be utilized with AI to take corrective actions to avert machine breakdowns (Dadhaneeya et al., 2023 ). Pele et al. ( 2023 ) propose an IoT- and blockchain-based framework that can be applied to AFSC logistics. This promises several benefits, including reducing the number of middlemen and building trust at the intra-company level, creating transparency and reducing errors at the inter-company level, and reducing cost and delivery times at the customer level. Duong et al.’s ( 2020 ) summary of applications of robotics and autonomous systems in AFSCs suggests that applications commonly integrate these technologies into AFSCs to achieve food quality, safety, and waste reduction, and enhance supply chain efficiency and analysis. Based on a review of over 80 journal articles, Sharma et al. ( 2020 ) identify that machine learning has been adopted in four phases of AFSC management: pre-production (e.g., irrigation management and analysis of soil properties), production (e.g., disease detection and weather prediction), processing (e.g., demand and quality management), and distribution (e.g., transportation and retail management). I4.0 is a relatively new concept encompassing many technologies. Each has unique features that allow its application in different phases of AFSCs including farming, processing, distribution, and retailing. For example, IoT, sensors, smartphones, and machine learning can be applied to the production phase for irrigation management (Kamienski et al., 2019 ), and 3D printing is characterized by layer-by-layer material deposition directly from a pre-designed file, can be applied at the food processing stage for customized food design and personalized food nutrition (Liu et al., 2017 ); IoT, blockchain, and sensors can be used in the distribution phase for traceability (Zhao et al., 2019 ); and BDA, smartphones, and cloud computing can be used in the retailing phase to predict consumer preferences (Erevelles et al., 2016 ). Evidence of how I4.0 applications are used in AFSCs are listed in Table 1 , whereby three ticks (√√√) indicate strong evidence, one tick (√) indicates weak evidence, and no tick indicates no evidence.

2.3 I4.0 Technologies and Supply Chain Sustainability

Previous studies have examined the impact of I4.0 on supply chain digitalization and performance analysis, its utilization to improve supply chain productivity, and barriers to its deployment to achieve supply chain sustainability (Agrawal et al., 2022 ; Bag et al., 2021 ; Gebhardt et al., 2022 ). In research on the relationship between I4.0 and sustainability, particular attention is given to I4.0’s contributions to the three pillars of sustainability. Some papers take a general perspective, while others concentrate on specific factors. For example, Ghobakhloo et al. ( 2020 ) indicate 16 opportunities provided by I4.0 for sustainability, including some frequently mentioned by other scholars, such as greenhouse gas emissions reduction, energy and resource sustainability, human resource development, and social welfare enhancement. According to Naseem and Yang ( 2021 ), I4.0 empowers product planning and scheduling, storage, and distribution, purchasing and sourcing, and production processes, thereby enhancing the environmental, social, and economic sustainability of supply chains. The topic of supply chain digitalization and performance analysis focuses on I4.0 technology implementation and its implications for supply chain performance. For example, Sengupta et al.’s ( 2022 ) case study illustrates how blockchain technology improves supply chain resilience and generates income opportunities for those in poor fishing communities. Mesquita et al. ( 2022 ) highlight the integration of lean and I4.0 to achieve environmental sustainability, another important topic closely linked with both I4.0 and supply chain productivity. Amongst many conceptual and empirical studies relevant to this topic are Fragapane et al.’s ( 2022 ) examination of the role of autonomous robotics in increasing the productivity and flexibility of production networks and Enrique et al.’s ( 2023 ) study of arrangements of I4.0 technologies to achieve different purposes (e.g., manufacturing flexibility, process quality, and productivity). Papers on challenges or barriers to I4.0 deployment to achieve supply chain sustainability focus on identifying, prioritizing, linking, and clustering them using various analytical and modeling techniques. Finally, subtopics relevant to I4.0 and the circular economy include theoretical models for implementing of I4.0 in the context of the circular economy and case studies exploring intersections between the circular economy and I4.0 (Awan et al., 2021 ; Chauhan et al., 2021 ).

This research area is fragmented because supply chain sustainability is a broad term comprising many elements (environmental, social, and economic), and can be achieved through various capabilities, such as collaboration, coordination, and supply chain integration (Piccarozzi et al., 2022 ). Although extant literature explores a range of topics relating to I4.0 technologies and supply chain sustainability, further investigation of the drivers of I4.0 deployment will advance understanding of their integration into sustainable supply chains (Srhir et al., 2023 ; Taddei et al., 2022 ).

3 Systematic Review of the Literature on Drivers of I4.0 Technology Deployment to Achieve Supply Chain Sustainability

Consistent with previous reviews of the literature on achieving supply chain sustainability using I4.0 technologies (Birkel & Muller, 2021 ; Piccarozzi et al., 2022 ; Srhir et al., 2023 ), a search string of 18 keywords was used to identify the drivers of I4.0 technology deployment (see Fig. 2 ).

SLR process

Characteristics of the 56 primary papers identified are presented in Table 2 .

Our systematic literature review revealed many drivers reported in previous studies, as well as new drivers (highlighted in bold) emerging from this phase of our study (see Table 3 ).

4 Research Methodology

We adopted a qualitative approach to analyze the drivers of I4.0 technology deployment to achieve AFSC sustainability, which promised several advantages. First, a qualitative approach potentially provides a deeper understanding of the phenomenon would be gained from a quantitative study. Second, qualitative data can capture the diversity of environments or situations. In our study, we analyzed various drivers, captured through qualitative interviews. Third, qualitative data can help to generate new ideas, concepts, and theories (Jogulu & Pansiri, 2011 ). We addressed criticism that qualitative data may be subject to credibility and reliability issues by employing multiple data analysis techniques, including thematic analysis, fuzzy AHP, TISM, and fuzzy MICMAC analysis (see Fig. 3 ).

Research methodology adopted

4.1 Data Collection Method

Semi-structured interviews, simply defined as purposeful conservations (Burgess, 1984 ), are a widely used qualitative research method allowing researchers and participants to explore a pre-determined set of research questions (Saunders et al., 2009 ). We adopted this method for several reasons. First, our conservations with interviewees were guided by a pre-defined list of open-ended questions, providing a set of themes on which to focus, while also allowing us to probe interesting and relevant issues (Barriball & While, 1994 ). This critical advantage over structured and unstructured interviews enabled elicitation of more valuable and complete information on the topic. Second, participants were provided with sufficient opportunities to speak freely during the interviews, even on sensitive topics, thereby helping to generate highly meaningful information and reveal novel aspects (McIntosh & Morse, 2015 ). For example, government subsidies may be one driver of farmers’ use of advanced agricultural facilities, and this approach allowed us to discuss the amounts of subsidies they received from the government. Finally, a high response rate was achieved by ensuring that participants were able to answer all the questions.

4.2 Data Analysis Techniques

Four complementary data analysis techniques (thematic analysis, fuzzy AHP, TISM, and fuzzy MICMAC analysis) were employed in this study. Each is presented in order of use in this study.

Thematic analysis: This technique was used to generate drivers based on the data collected from the semi-structured interviews. Thematic analysis is an easily grasped, widely accepted, and foundational method for conducting qualitative analysis, used mainly to identify, describe, organize, and report themes found within a dataset (Braun & Clarke, 2006 ). It was adopted for several reasons. First, the results of thematic analysis are easily understood by members of the public with low educational levels, which suited our research context and would enable broad impacts on the agri-food industry. Furthermore, thematic analysis enables key features of a large dataset to be summarized (Nowell et al., 2017 ), and was thus suited to this study, which produced 130 pages of transcripts from 26 semi-structured interviews. Thematic analysis is also useful for generating insights into aspects and highlighting similarities and differences across diverse participants (King, 2004 ).

Fuzzy AHP : The results of our thematic analysis were used as inputs into fuzzy AHP. Our aims were to prioritize the drivers and understand the contributions of I4.0 technologies to different dimensions of AFSC sustainability. AHP is a widely applied multiple-criteria decision-making (MCDM) method for prioritizing alternatives hierarchically (Awasthi et al., 2018 ). We integrated fuzzy sets with AHP because this helps to tackle the imprecision of AHP while retaining its advantages (Liu et al., 2020 ). Other prioritization methods are available but could not be applied in this study owing to various limitations. For example, the interpretive ranking process (IRP) is an effective MCDM method used to rank a set of variables, but the process becomes difficult with more than 10 variables and the interpretive process is highly subjective (Mangla et al., 2018 ). Data envelopment analysis (DEA), a powerful mathematical model for ranking alternatives in multi-criteria decision analysis, is better suited to performance measurement activities (Mardani et al., 2017 ).

TISM : This technique was used to identify key drivers by constructing interrelationships between them, thereby helping to understand potential routes through which AFSC practitioners might effectively deploy I4.0 technologies to achieve AFSC sustainability. TISM is an effective qualitative modeling method widely deployed to build hierarchical frameworks to illustrate interactions between variables (Sushil, 2012 ). It offered several advantages for this study. For example, TISM enables interpretation of links between two variables, which is lacking in ISM (Jena et al., 2017 ). The decision-making trial and evaluation laboratory (DEMATEL) can be used to identify cause-effect relationships between variables by building structural models, but it has limited applicability (Si et al., 2018 ), whereas TISM can be used in a range of areas. Finally, ANP is effective in revealing interdependencies between variables in a network-based system but, unlike TISM, it relies heavily on experts’ judgments and experience (Zhao et al., 2020 ).

Fuzzy MICMAC: This technique was used to classify drivers and validate the TISM model based on each driver’s driving and dependence power. We adopted this method for several reasons. We initially used (non-fuzzy) MICMAC analysis to categorize variables based on binary relationships. However, one drawback of MICMAC is that it does not evaluate the strength of relationships between two variables, thereby causing imprecision (Mota et al., 2021 ). Thus, fuzzy MICMAC analysis was applied to strengthen our sensitivity analysis. Furthermore, TISM and fuzzy MICMAC analysis have previously been combined to analyze issues relating to supply chain sustainability (Luthra & Mangla, 2018 ).

5 Empirical Data Collection

Our data collection was conducted in province of China between November 2021 and March 2022. Shandong was suited to this study as its vegetable production has been ranked first among China’s 34 provinces since 2015. More than 80 million tons of vegetables were produced in 2021 (Ministry of Agriculture and Rural Affairs, 2021 ). Purposive sampling (Creswell, 2014 ) was used to identify individuals with extensive experience relating to the AFSC industry. As a result, 26 qualified individuals agreed to participate in semi-structured interviews (see Table 4 ).

All interviews were recorded with permission, using voice memos on iPhone 13, and many probing questions were asked to enable participants to clarify their answers. Each interview lasted between 75 and 120 min to give participants sufficient time to elaborate on their answers. 48 h of digital recordings were collected.

6 Data Analysis and Findings

6.1 identification of drivers through thematic analysis.

The thematic analysis consisted of five steps (see Fig. 4 ). The first step was verbatim transcription of all digital recordings, which produced four to six pages of transcript per recording. A total of 130 pages of transcripts was generated from the 26 interviews. Second, each transcript was read several times to increase familiarity with the data before generating initial codes. Third, during the coding process, data relevant to drivers of I4.0 technology deployment to achieve AFSC sustainability were coded inductively. NVivo 13 was used to assist in the coding process by highlighting, tagging, and naming data extracts. Next, codes extracted from the coding process were organized into groups by considering their interrelationships, and these overarching themes were labelled. These themes were then organized into higher-level aggregate dimensions by considering links between themes, which were named using established constructs from existing literature on supply chain sustainability (Martins & Pato, 2019 ). Next, we refined the codes and themes by checking for links between codes, themes, and different levels of themes. During this process, an iterative approach was adopted, moving back and forth between relevant theory and data. Finally, we used King and Horrocks’s ( 2010 ) framework to organize the empirical evidence into first-order codes, second-order themes, and aggregate dimensions. Table 5 presents a sample of the empirical evidence on drivers of AFSC sustainability in the I4.0 context.

The thematic analysis process

The results of the thematic analysis pinpointed 13 drivers of I4.0 technology deployment to achieve AFSC sustainability. For example, from a social perspective, AFSC practitioners deploy I4.0 technologies to assist in reducing work intensity, labor headcount, and human exposure to pesticides, strengthening farmers’ agri-tech skills training, and improving working conditions. From an environmental perspective, deploying I4.0 technologies in AFSCs has positive effects in reducing carbon emissions and groundwater pollution, and reducing waste by controlling resource competition. From an economic perspective, the drivers identified are enhancing the efficiency of water and fertilizer use, acquiring government subsidies for agricultural facilities, improving product safety and farms’ productivity, reducing labor costs, and accelerating circular agriculture.

6.2 Prioritization of Drivers using Fuzzy AHP

Fuzzy AHP was used to prioritize the identified drivers to gain a better understanding of the management of I4.0 technologies to achieve AFSC sustainability. This consisted of five steps.

Step I: Defining and structuring the objective . One of our research objectives was to rank the drivers to understand the contribution of each to AFSC sustainability in relation to applying I4.0 technologies. This objective was decomposed into a hierarchical structure, with the objective in the top level, followed by categories of drivers in the middle level (social, environmental, economic) and the drivers of each category in the bottom level.

Step II: Constructing a fuzzy judgment matrix $\widetilde{E}$ . Fuzzy judgment matrix $\widetilde{E}$ is a pairwise comparison matrix obtained by pairwise comparison of categories of drivers and the drivers in each. Appendix 1 shows the linguistic scales used to conduct pairwise comparisons. In this study, we produced five fuzzy judgment matrices because we sought to understand the relative importance of drivers in each category, the categories of drivers, and the global ranking of drivers.

Step III: Calculating the fuzzy weights of each criterion . We followed Buckley’s ( 1985 ) method to calculate the fuzzy weights of each criterion. In the following, ${\widetilde{E}}_{ij}$ is the fuzzy comparison value of criterion i to criterion j , ${\widetilde{r}}_{i}$ is the geometric mean of the fuzzy comparison value of criterion i to each criterion, and ${\widetilde{w}}_{i}$ is the fuzzy weight of the ith criterion.

Step IV: Hierarchical layer sequencing . The final fuzzy weight of each alternative was calculated through hierarchical sequencing:

Where ${\widetilde{r}}_{ij}$ is the fuzzy weight value of the j th criterion to the i th driver. ${\widetilde{u}}_{i}$ can be indicated by a triangular fuzzy number, ${\widetilde{U}}_{i}= \left(l, m, u\right).$

Step V: Ranking drivers . The final fuzzy weight values of drivers are represented in terms of fuzzy numbers. Thus, we followed Lee and Li’s ( 1988 ) method to defuzzify and rank the fuzzy numbers.

The fuzzy AHP analysis reveals the contributions of I4.0 technology deployment to achieving AFSC sustainability. The rankings of categories of drivers, the drivers in each category, and the global rankings of the specific drivers are shown in Table 6 . The economic category is ranked first among the three categories of drivers, with a relative weighting of 0.5784. This means that AFSC practitioners are most concerned about the economic benefits of deploying I4.0 technologies, for several reasons. First, the cost of intelligent agricultural technical equipment is too high because applications of I4.0 technologies have just begun and production of this kind of equipment has not yet reached scale. For example, a water and fertilizer integration system will be expensive when integrated with customized automatic controls, PH value detection, and wireless mobile controls. Second, most AFSC practitioners work in small and medium-sized enterprises (SMEs) and are reluctant to apply these technologies unless they guarantee significant income increases. As one interviewee stated: “intelligent agricultural equipment can only be applied by a farmer who has more than 200 or 300 acres of farmland, because the increased profits can cover the cost of this equipment” . Enhancing the efficiency of water and fertilizer is ranked first among the five drivers in this category,, followed by improving product safety and farms’ productivity, reducing labor costs, accelerating circular agriculture, and acquiring government subsidies for agricultural facilities. For example, from the perspective of saving water, applying a water and fertilizer integration system and a drip irrigation system may reduce water use by more than 70%.

The environmental category of drivers is second in the priority list, with a relative weighting of 0.2942. The Chinese government’s science and technology-supported action plan is to reach peak carbon emissions by 2030 and achieve carbon neutrality by 2060 (Ministry of Science and Technology, 2022 ). Therefore, technologies such as advanced sensors, intelligent greenhouses, IoT, and remote controls should be used to monitor and reduce carbon emissions. For example, light, humidity, carbon dioxide, acidity, and irrigation monitoring sensors are applied in intelligent greenhouses to manage crops precisely. One interviewee stated: “In the intelligent greenhouses, the heat flow can be controlled and used effectively. For example, if the ground temperature reaches above 12 degrees, we can grow warm-loving crops, and if the temperatures are between 6 and 8 degrees, we can grow cold-resistant crops” . The three drivers in this category in rank order are reducing carbon emissions, reducing groundwater pollution, and reducing waste by controlling resource competition.

Finally, the social category of drivers is ranked in last among the three categories. We assume that these category of drivers have received least attention owing to China’s hierarchical cultural value orientation. In this cultural environment, people view competition as good, and are required to obey the expectations of those in higher-status roles (Schwartz, 2006 ). For example, the 996 working hour system implemented by some companies in China requires employees to work from 9am to 9 pm, six days per week. Under the 13th Five-Year Plan, the Chinese government proposed several tasks relating to agriculture, including increasing the informatization of agricultural equipment, improving agricultural support and protection systems, and enhancing the safety of agricultural products. Thus, I4.0 technologies, such as intelligent greenhouses, advanced sensors, and IoT, are applied to reduce work intensity and improve working conditions. However, blockchain technology and automatic tractors are not widely deployed for several reasons. First, Chinese farmers are aging, with the majority aged between 45 and 55, and are relatively unwilling to learn new knowledge: “Farmers are relatively high in age level and relatively low in knowledge structure. Therefore, both model application and equipment maintenance are relatively lacking” . Second, no standardized model can be used to apply these technologies because soil and weather conditions vary in different areas. Third, applying these technologies will significantly increase the costs of terminal logistics, particularly for blockchain technology applications. Amongst the five drivers in this category: reducing work intensity is ranked first with a relative weighting of 0.4331, reducing human exposure to pesticides is ranked last with a relative weighting of 0.0576, and reducing labor headcount, improving work conditions, and strengthening farmers’ agri-tech skills training are ranked from second to fourth. As one interviewee stated: “Local governments have provided training for new farmers, part of which includes information technology courses (e.g., technical equipment, IoT, blockchain, organizational models, and application models)” .

6.3 Generation of Key Drivers through TISM

Simply understanding the contributions of I4.0 technology deployment to AFSC sustainability is insufficient, as more than 80% of businesses in AFSCs are SMEs, so most AFSC practitioners lack the resources necessary to implement these technologies. The focus must therefore be on key resources, drivers, and enablers to initiate I4.0. We used TISM to identify the key drivers by constructing a hierarchical model, implementing a nine-step process.

Step I: Identification and definition of drivers . This step involved identifying and defining the drivers to be modeled. The 13 drivers identified through the thematic analysis were used as inputs into the TISM process.

Step II: Determination of contextual relationships . Our research objective was to identify key drivers to provide practical guidance to AFSC practitioners seeking to initiate I4.0. To fulfill this objective, a contextual relationship between two drivers was defined as “Driver A will enhance or enable Driver B.”

Step III: Interpretation of relationships . Two professors in operations management who had been collaborating with the agri-food industry for more than 20 years were involved in interpreting relationships between pairs of drivers. Their opinions were initially captured to determine whether “Driver A will enhance or enable Driver B”. If their answer was “yes”, a follow-up question was asked: “In what way will Driver A enhance or enable Driver B.” Capturing the experts’ opinions, enabled us to obtain in-depth knowledge of relationships between drivers.

Step IV: Interpretive logic of pair-wise comparison . We conducted pair-wise comparisons of the 13 drivers identified to obtain an interpretive logic-knowledge base. Each driver was individually compared with all the other drivers. The two professors’ opinions were captured to rate relationships between two drivers by coding them as “Y” for yes and “N” for no. Further interpretation was required if the relationship between two drivers was “yes”. The knowledge base for this study consisted of n × (n-1) = 13 × (13–1) = 156 rows, where n represents the number of drivers.

Step V: Reachability matrix and transitivity test . The initial reachability matrix was obtained by transforming “Y” codes in the knowledge base into “1” and “N” codes into “0”. We then transformed the initial reachability matrix into a final reachability matrix by conducting a transitivity test: if driver A relates to driver B, and driver B relates to driver C, then driver A necessarily relates to driver C. The initial and final reachability matrices are shown in Appendix 2 .

Step VI: Level determination by partitioning the reachability matrix . This step was performed to determine the level of each driver in the TISM model by obtaining each driver’s reachability and antecedent sets in the final reachability matrix. The reachability set for a particular driver consists of the driver itself and other drivers that it will enhance or enable, whereas a driver’s antecedent set consists of the driver itself and other drivers that will enhance or enable it. The intersection set of each driver consists of common elements between the reachability and antecedent sets. If the elements in the reachability and intersection sets are the same, the driver is placed in the top level of the TISM model. The level partitioning process was performed until the level of each driver had been determined (see Appendix 3 ).

Step VII: Digraph development . We developed a digraph by allocating the drivers to their respective levels and drawing direct links according to the relationships shown in the final reachability matrix. Only important transitive links were retained following discussion with the two professors.

Step VIII: Interpretive matrix . A binary interpretive matrix was developed by translating all interactions in the digraph into 1 in the respective cell. The appropriate interpretation was selected from the interpretive logic-knowledge base to interpret relationships between pairs of drivers.

Step IX: TISM model of drivers . A TISM model of the drivers was developed (see Fig. 5 ) by allocating the drivers to different layers of the framework, linking them with solid and dotted lines, and interpreting each link.

TISM model of drivers

The TISM analysis of drivers resulted in a seven-level hierarchical model. Strengthening farmers’ agri-tech skills training (S4) and government subsidies for agricultural facilities (C2) are located at level VII of the TISM hierarchy, reducing work intensity (S1), reducing human exposure to pesticides (S3), and reducing groundwater pollution (E2) are at level I, and the other drivers are spread from levels II to VI. Drivers located at lower levels of the model can enable more other drivers of the system, whereas those occupying higher levels of the model require more other drivers to achieve them. The analysis reveals two key drivers of the system: strengthening farmers’ agri-tech skills training (S4) and government subsidies for agricultural facilities (C2). One interviewee stated: “The local government spends more than ¥6 million per year to support agricultural technology, smart greenhouses, and other professional training. Furthermore, government subsidies are provided to exemplary agricultural enterprises because they act as links between farmers and agricultural research institutes and have a strong willingness to apply I4.0 technologies” . Applications of I4.0 technologies in agriculture, such as IoT, water and fertilizer integration systems, advanced sensors, and smart greenhouses, have positive effects in reducing water and agrichemical use, and enhancing mechanized and automatized agriculture, thereby reducing waste (E3), improving working conditions (S5), and accelerating circular agriculture (C5). Specifically, a water and fertilizer integration system may significantly increase the efficiency of water and fertilizer use (C1). As one interviewee stated: “The application of a water and fertilizer integration system can achieve more than 70% of water saving, which is critical for North China because they generally lack water” . Other benefits achievable by deploying I4.0 technologies include reducing labor costs (C4), reducing labor headcount (S2), reducing carbon emissions (E1), improving product safety and farms’ productivity (C3), reducing work intensity (S1), reducing human exposure to pesticides (S3), and reducing groundwater pollution (E2).

6.4 Categorization of Drivers using Fuzzy MICMAC Analysis

We used fuzzy MICMAC analysis to critically analyze the scope of each driver by considering its driving and dependence power (Bhosale & Kant, 2016 ). Two primary considerations led us to adopt this method. First, AFSC practitioners must understand the scope of each driver when they are implementing I4.0 technologies to achieve AFSC sustainability. Adopting some drivers may achieve synergies, or they may conflict with other drivers, thereby reducing effective achievement of AFSC sustainability. Second, fuzzy MICMAC analysis was implemented as a complement to TISM because the latter tends not to consider the strength of relationships between pairs of drivers. For example, relationships between two drivers were coded as “0” or “1” during the TISM implementation, with “0” representing no relationship, and “1” representing a relationship between the two drivers. However, other aspects of relationships need to be considered, as some relationships may be strong, some very strong, and some weak (Zhao et al., 2020 ). Our fuzzy MICMAC analysis was conducted in three steps.

Step I: Development of a binary direct relationship matrix . We obtained the binary direct relationship matrix (see Appendix 4 (a)) by converting the diagonal entries of Appendix 3 (a) into 0.

Step II: Establishment of a fuzzy direct relationship matrix . We employed fuzzy set theory to increase the sensitivity of analysis. Potential interactions between pairs of drivers can be qualitatively defined by linguistic variables on 0–1 scale, with 0 – indicating no influence, 0.1 – very low influence, 0.3 – low influence, 0.5 – medium influence, 0.7 – high influence, 0.9 – very high influence, and 1 – complete influence. The two professors involved in step III of the TISM analysis were asked to re-rate the relationships between drivers using these values. Based on their opinions, we superimposed these new values onto the binary direct relationship matrix to obtain the fuzzy direct relationship matrix (see Appendix 4 (b)).

Step III: Generation of a fuzzy MICMAC stabilized matrix . We followed Kandasamy et al.’s ( 2007 ) method to conduct fuzzy matrix multiplication, which is a process for generalizing Boolean matrix multiplication. According to fuzzy set theory, when two fuzzy matrices are multiplied, the outcome is still a fuzzy matrix. The matrix was multiplied repeatedly until the driving and dependence power of each driver was constant. We used the following rule to conduct the multiplication process:

Following this rule and using MATLAB to calculate the matrices, we obtained the fuzzy MICMAC stabilized matrix shown in Appendix 4 (c). We then produced a scatter chart to portray each driver based on the sum of its driving and dependence power (see Fig. 6 ).

Fuzzy MICMAC analysis of drivers

Based on the fuzzy MICMAC analysis results, we clustered the 13 drivers into four categories: independent, linkage, autonomous, and dependent.

Independent drivers cluster: Drivers in this cluster are characterized by strong driving but weak dependence power. The five independent drivers are strengthening farmers’ agri-tech skills training (S4), government subsidies for agricultural facilities (C2), reducing waste by controlling resource competition (E3), improving working conditions (S5), and accelerating circular agriculture (C5). These drivers can enable or enhance other drivers and are the root cause of all drivers, thereby improving the performance of I4.0 technology deployment to achieve AFSC sustainability. Strengthening farmers’ agri-tech skills training (S4) and government subsidies for agricultural facilities (C2) should be critically considered, as they have the highest driving power and are located at the lowest level of the TISM hierarchy. However, it is difficult to reskill and upskill farmers, because aging farmers may be reluctant to receive new knowledge. One interviewee stated: “Most young people have gone out to work, leaving some 50 to 60, or even 70-year-olds who are still farming, and it is difficult for these people to accept new knowledge”.

Dependent drivers cluster: Drivers in this cluster are characterized by strong dependence but weak driving power. Unlike independent drivers that mainly enable or enhance other drivers, dependent drivers have the fewest opportunities to enable others. They are strongly dependent on other drivers for their achievement, and therefore appear at a relatively high level of the TISM hierarchy. The seven dependent drivers are reducing work intensity (S1), reducing human exposure to pesticides (S3), reducing groundwater pollution (E2), reducing carbon emissions (E1), improving product safety and farms’ productivity (C3), reducing labor costs (C4), and reducing labor headcount (S2).

Linkage drivers cluster: Drivers in this cluster have relatively strong driving and dependence power and are characteristically as unstable. They act as links between independent and dependent drivers; therefore, any changes in the lower level of independent drivers may affect these drivers and further influence the higher level of dependent drivers. Only one linkage driver is identified in this study: enhancing the efficiency of water and fertilizer use (C1).

Autonomous drivers cluster: Drivers in this cluster are characterized by relatively weak driving and dependence power. They are considered to have few or even no connections with other drivers, and thus have little influence on the system. There are no drivers in this cluster, which means that all the drivers identified are effective for deploying I4.0 technologies to achieve AFSC sustainability.

7 Discussion

This study generates insights into the deployment of I4.0 technologies to achieve AFSC sustainability, thus addressing our three questions. First, we identify 13 drivers that facilitate I4.0 deployment to achieve AFSC sustainability, including some rarely mentioned in previous literature. Second, we prioritize the drivers by ranking the categories of drivers, drivers within each category, and their global ranking. Third, we generate models of drivers’ interrelationships and categorizations, and thereby provide insights into which should be given critical attention.

Our study makes several contributions to existing knowledge. First, it contributes by identifying new drivers of I4.0 technology deployment to achieve sustainable AFSCs. For example, we find that reducing work intensity, reducing human exposure to pesticides, reducing groundwater pollution, and enhancing the efficiency of water and fertilizer use are seldom mentioned in previous studies (see Table 2 ). However, other drivers are supported by the extant literature. Yadav et al. ( 2020 ) highlight that sustainable human resource management, continuous monitoring of emissions reductions, and green design and disposal systems are drivers of I4.0 technology deployment to achieve sustainability in manufacturing organizations. Our study confirms that the agri-food industry is adopting I4.0 technologies to reduce labor costs, headcount, and carbon emissions, and to reduce waste by controlling resource competition. Bhatia and Kumar ( 2022 ) find that improving the efficiency of the manufacturing process, product quality, consumption of resources, and information sharing are success factors for deploying I4.0 technologies in India’s automobile industry. Our study supports their results by highlighting that enhancing the efficiency of water and fertilizer use and increasing product safety and farms’ productivity are drivers of I4.0 deployment in China’s agri-food industry. Rad et al. ( 2022 ) reveal that training and new competencies, top management support, and knowledge development are enablers of I4.0 technology deployment. Our study partially supports their results by confirming that AFSC stakeholders implement I4.0 technologies to strengthen their agri-tech skills. Srhir et al. ( 2023 ) highlight that I4.0 technologies can enhance various aspects of supply chain sustainability, including improved productivity and value creation opportunities on the economic dimension, better water management, efficient use of energy, and reduced carbon emissions on the environment dimension, and good working conditions on the social dimension. However, their study is a literature review, and therefore lacks industry-specific drivers. Our study confirms agri-food industry-specific drivers, including improving working conditions, enhancing the efficiency of water and fertilizer use, reducing groundwater pollution, and accelerating circular agriculture.

Second, our driver prioritization results also provide new understandings. For example, in Jamwal et al.’s ( 2021 ) study of a sustainability framework for I4.0, their prioritization results give the economic dimension the highest weighting, and the environmental dimension the lowest. Our study partially supports their results by highlighting that Chinese AFSC stakeholders are more concerned about the economic dimension of AFSC sustainability when deploying I4.0 technologies, followed by the environmental and social dimensions. Sharma et al.’s ( 2021 ) study of the impact of I4.0 adoption on sustainability shows that productivity, reduced emissions, and non-invasive interactions are ranked first on the economic, environmental, and social dimensions of sustainability, respectively. However, our results differ in prioritizing enhancing the efficiency of water and fertilizer use, reducing groundwater pollution, and reducing work intensity on these three dimensions of sustainability. This contrast illustrates that various sustainability frameworks for I4.0 have been proposed because different countries have differing I4.0 strategies (e.g., China’s Made in China 2025 and India’s Digital India) and diverse cultural value orientations, and specific industries have unique characteristics.

Third, we identify that strengthening farmers’ agri-tech skills training and government subsidies for agricultural facilities are two key drivers of I4.0 technology deployment to achieve AFSC sustainability. This finding differs from most existing studies. For example, Krishnan et al. ( 2021 ) propose that top management interest in implementing I4.0 is critical, Harikannan et al. ( 2021 ) suggest that societal pressure and public awareness are of prominent importance, and Kumar et al. ( 2022 ) state that environmental regulations for sustainability, adequate labor laws for less-skilled workforces in the digital environment, and continuous support and commitment from top management are key. Our study differs from these in considering specific characteristics of the Chinese agri-food industry. First, more than 60% of farmers in China are over the age of 45, and older individuals tend to be less receptive to new knowledge and skills. Second, national, provincial, and local governments have agri-tech extension and service centres that act as knowledge brokers between knowledge providers and agri-food industry practitioners. However, these exist in name only in many places. Third, with China’s hierarchical value orientation, agri-food industry practitioners are expected to use intelligent agricultural equipment, so more subsidies are provided to those willing to do so. Accordingly, we conclude that simply receiving governmental support or subsidies is insufficient, and that reskilling or upskilling of agri-food industry practitioners is also necessary.

7.1 Theoretical Contributions

Although studies have integrated various theories to explore I4.0 adoption to achieve supply chain sustainability. Widely adopted theories include RBV, the practice-based view (PBV), and DC. For example, Bag et al. ( 2021 ) adopt DC and PBV to understand why adopting I4.0 may facilitate sustainable supply chain management. Their results indicate that the mediating role of 10R (e.g., refuse, reuse, rethink, and repurpose) principles has positive impacts on sustainable supply chain performance. Belhadi et al. ( 2022 ) combine DC and PBV to understand how I4.0-enabled practices can help to achieve sustainable supply chains. They conclude that the adoption of I4.0 enables digital business transformation, organizational ambidexterity (OA), and circular business models, thus contributing to supply chain’s sustainable performance. Erboz et al. ( 2022 ) adopt the theoretical lens of RBV to understand the relationship between I4.0 adoption and sustainable supply chain performance. They conclude that I4.0 adoption activates supply chain integration, and that the latter contributes to supply chain sustainability latter contributes to supply chain sustainability. Appendix 5 presents empirical studies focusing on I4.0 enabled sustainable supply chains.

Despite previous studies have adopted various theories to explore the topic, most concentrate on post-I4.0 adoption conditions to examine the mediating roles of mechanisms or capabilities that can be used to leverage supply chain sustainability. For example, Umar et al. ( 2022 ) explore the impact of I4.0-enabled sustainable green supply chain practices on supply chain sustainability and Khan et al. ( 2023 ) investigate how I4.0 adoption impacts on the, environmental and economic performance of supply chain sustainability. Less understood is when I4.0 technologies can be successfully adopted and thus help to tackle sustainability challenges and achieve supply chain sustainability. Our study differs from most of the previous studies and takes an initial step in shedding light on pre-I4.0 adoption conditions, highlighting the social, economic and environmental forces that may enable I4.0 adoption. Therefore, this study contributes to MRT by explaining how mechanisms (adoption of I4.0 technologies) + contexts (social, economic, and environmental forces) = achievement of AFSC sustainability (see Fig. 7 ). Other studies (e.g., Bag et al., 2021 ; Erboz et al., 2022 ; Khan et al., 2023 ; Margherita & Braccini, 2023 ; Strandhagen et al., 2022 ) suggest that adoption of I4.0 can be used as a mechanism and posit some general contexts (e.g., manufacturing, shipping building, textile and agri-food) in which it can be used, but fail to highlight specific contexts for achieving supply chain sustainability. However, we still find several studies do adopt the framework of mechanisms + context = outcomes. For example, in the context of lean and sustainable manufacturing, the ambidextrous innovation capabilities generated by the context may facilitate I4.0 adoption and contribute to the development of sustainable supply chains (Dixit et al., 2022 ). Coercive, normative, and mimetic pressures may facilitate exploration or exploitation orientations and thereby encourage I4.0 technology adoption (Gupta et al., 2020 ). Our results also indicate that strengthening farmer’s agri-tech skills training and government subsidies for agricultural facilities are two key contextual forces enabling I4.0 technologies.

Evaluated conceptual framework of 14.0 technology adoption

7.2 Implications for AFSC Practice

This study has two key implications for practice. First, the drivers and the prioritization framework can be used by AFSC practitioners to better understand the benefits of I4.0 technology deployment. For example, it has positive effects on lowering groundwater pollution and carbon emissions, reducing work intensity and human exposure to pesticides, enhancing water and fertilizer use and reducing labor costs. This is critical for AFSC practitioners to understand because China has promised to achieve peak carbon emissions before 2030 and to fight climate change. Thus, these results should be widely disseminated across policymakers, AFSC practitioners, research institutes, and wider society to maximize their impacts. Second, governments should focus on agri-tech skills training and providing subsidies to accelerate applications of I4.0 technologies. Chinese AFSC practitioners might gain knowledge and skills from agricultural equipment manufacturers and agricultural research institutes, but most practitioners do not trust these bodies, believing that they lack experience. Thus, knowledge brokers, and especially non-profit knowledge brokers, should be established to work to improve sharing of knowledge and skills. For example, the Chinese government should make national, provincial, and local agri-tech extension and service centres work more effectively to share knowledge and skills with AFSC practitioners. Regarding subsidies, these are currently only given to agricultural equipment manufacturers. Governments should also consider giving subsidies to knowledge brokers, based on performance indicators such as the number of educated AFSC practitioners.

7.3 Limitations and Future Research Directions

As with all research, our study has limitations that must be acknowledged. First, we collected data specific to the agri-food industry in China, limiting the generalizability of the results. Future studies might use large-scale surveys to collect data from other countries or regions that are also actively pursuing I4.0 technologies, thereby enabling cross-cultural comparisons and a broader understanding of the drivers. Second, this study does not distinguish between different agri-food industry contexts (e.g., meat processing, canned food processing), limiting deeper understanding of a specific context. Future studies should encompass a wider range of agri-food industry contexts, such as collecting data from a range of agri-food industry practitioners focusing on crops, livestock, and fisheries to gain a more comprehensive understanding of how I4.0 technologies impact on various sectors of the agri-food industry.

Third, in this study we used two MCDM techniques (fuzzy AHP and fuzzy-TISM-MICMAC) to analyze our drivers, but the results are not definitive. Other MCDM techniques might be applied to enrich and deepen understanding, such as the best–worst method to determine the most and least desirable drivers or DEMATEL to analyze cause-effect relationships between the drivers or VIekriterijumsko KOmpromisno Rangiranje (VIKOR) to rank and select from a set of drivers. Combining two or more MCDM techniques is useful for balancing the shortcomings of any single method, validating the findings, and providing a more robust understanding of the relative importance of drivers (Velasquez & Hester., 2013 ). Fourth, we conducted a cross-sectional survey to collect data from November 2021 to March 2022, providing limited understanding of the rapidly evolving nature of I4.0. Future research might adopt a longitudinal approach to capture the evolving nature of I4.0 technology adoption in AFSCs.

8 Conclusion

This study was motivated to identify and understand drivers of I4.0 deployment unique to AFSC sustainability. Using several quantitative analytical techniques, these drivers were weighted based on the environmental, economic, and social dimensions of AFSC sustainability. A conceptual framework was developed to provide AFSC practitioners with a holistic understanding of I4.0 technology deployment across the three dimensions of AFSC sustainability. The results also have implications for AFSC researchers as we make a call to action for future research to focus on AFSC sustainability across regions. Specifically in the context of developing countries as there is a stubbornly low number of studies that are being published from a Southern perspective, as such studies can inform national and international interventions to achieve sustainability.

Data Availability

Data will be made available on request.

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Appendix 1 Fuzzy linguistic scales

Linguistic scale	Fuzzy number	Triangular fuzzy numbers	Triangular fuzzy reciprocal numbers
Equally important	$\widetilde{1}$	(1,1,1)	(1,1,1)
Weakly important	$\widetilde{3}$	(2,3,4)	(1/4,1/3,1/2)
Essentially important	$\widetilde{5}$	(4,5,6)	(1/6,1/5,1/4)
Very strongly important	$\widetilde{7}$	(6,7,8)	(1/8,1/7,1/6)
Absolutely important	$\widetilde{9}$	(9,9,9)	(1/9,1/9,1/9)

Appendix 2 Initial and final reachability matrices

(a) Initial reachability matrix of drivers
Drivers	S1	S2	S3	S4	S5	E1	E2	E3	C1	C2	C3	C4	C5
S1	1	0	0	0	0	0	0	0	0	0	0	0	0
S2	0	1	0	0	0	0	0	0	0	0	1	1	0
S3	0	0	1	0	0	0	0	0	0	0	0	0	0
S4	1	1	1	1	1	1	1	1	1	0	1	1	1
S5	1	1	0	0	1	1	1	0	1	0	1	1	0
E1	1	0	0	0	0	1	0	0	0	0	0	0	0
E2	0	0	0	0	0	0	1	0	0	0	0	0	0
E3	0	0	0	0	0	1	1	1	1	0	0	0	1
C1	1	1	1	0	0	1	1	0	1	0	1	1	0
C2	1	1	1	0	1	1	1	1	1	1	1	1	1
C3	0	0	0	0	0	0	1	0	0	0	1	0	0
C4	0	1	0	0	0	0	0	0	0	0	0	1	0
C5	1	1	1	0	1	1	1	0	1	0	1	1	1
(b) Final reachability matrix of drivers
Drivers	S1	S2	S3	S4	S5	E1	E2	E3	C1	C2	C3	C4	C5
S1	1	0	0	0	0	0	0	0	0	0	0	0	0
S2	0	1	0	0	0	0	1*	0	0	0	1	1	0
S3	0	0	1	0	0	0	0	0	0	0	0	0	0
S4	1	1	1	1	1	1	1	1	1	0	1	1	1
S5	1	1	1*	0	1	1	1	1*	1	0	1	1	1*
E1	1	0	0	0	0	1	0	0	0	0	0	0	0
E2	0	0	0	0	0	0	1	0	0	0	0	0	0
E3	1*	1*	1*	0	1*	1	1	1	1	0	1*	1*	1
C1	1	1	1	0	0	1	1	0	1	0	1	1	0
C2	1	1	1	0	1	1	1	1	1	1	1	1	1
C3	0	0	0	0	0	0	1	0	0	0	1	0	0
C4	0	1	0	0	0	0	1*	0	0	0	1*	1	0
C5	1	1	1	0	1	1	1	1*	1	0	1	1	1

Note : * represents transitivity

Appendix 3 Partitioning of the reachability matrix into different levels

Driver	Reachability set (RS)	Antecedent set (AS)	RS ∩ AS	Level
Iteration 1
S1	S1	S1,S4,S5,E1,E3,C1,C2,C5	S1	I
S2	S2,E2,C3,C4	S2,S4,S5,E3,C1,C2,C4,C5	S2,C4
S3	S3	S3,S4,S5,E3,C1,C2,C5	S3	I
S4	S1,S2,S3,S4,S5,E1,E2,E3,C1,C3,C4,C5	S4	S4
S5	S1,S2,S3,S5,E1,E2,E3,C1,C3,C4,C5	S4,S5,E3,C2,C5	S5,E3,C5
E1	S1,E1	S4,S5,E1,E3,C1,C2,C5	E1
E2	E2	S2,S4,S5,E2,E3,C1,C2,C3,C4,C5	E2	I
E3	S1,S2,S3,S5,E1,E2,E3,C1,C3,C4,C5	S4,S5,E3,C2,C5	S5,E3,C5
C1	S1,S2,S3,E1,E2,C1,C3,C4	S4,S5,E3,C1,C2,C5	C1
C2	S1,S2,S3,S5,E1,E2,E3,C1,C2,C3,C4,C5	C2	C2
C3	E2,C3	S2,S4,S5,E3,C1,C2,C3,C4,C5	C3
C4	S2,E2,C3,C4	S2,S4,S5,E3,C1,C2,C4,C5	S2,C4
C5	S1,S2,S3,S5,E1,E2,E3,C1,C3,C4,C5	S4,S5,E3,C2,C5	S5,E3,C5
Iteration 2
S2	S2,C3,C4	S2,S4,S5,E3,C1,C2,C4,C5	S2,C4
S4	S2,S4,S5,E1,E3,C1,C3,C4,C5	S4	S4
S5	S2,S5,E1,E3,C1,C3,C4,C5	S4,S5,E3,C2,C5	S5,E3,C5
E1	E1	S4,S5,E1,E3,C1,C2,C5	E1	II
E3	S2,S5,E1,E3,C1,C3,C4,C5	S4,S5,E3,C2,C5	S5,E3,C5
C1	S2,E1,C1,C3,C4	S4,S5,E3,C1,C2,C5	C1
C2	S2,S5,E1,E3,C1,C2,C3,C4,C5	C2	C2
C3	C3	S2,S4,S5,E3,C1,C2,C3,C4,C5	C3	II
C4	S2,C3,C4	S2,S4,S5,E3,C1,C2,C4,C5	S2,C4
C5	S2,S5,E1,E3,C1,C3,C4,C5	S4,S5,E3,C2,C5	S5,E3,C5
Iteration 3
S2	S2,C4	S2,S4,S5,E3,C1,C2,C4,C5	S2,C4	III
S4	S2,S4,S5,E3,C1,C4,C5	S4	S4
S5	S2,S5,E3,C1,C4,C5	S4,S5,E3,C2,C5	S5,E3,C5
E3	S2,S5,E3,C1,C4,C5	S4,S5,E3,C2,C5	S5,E3,C5
C1	S2,C1,C4	S4,S5,E3,C1,C2,C5	C1
C2	S2,S5,E3,C1,C2,C4,C5	C2	C2
C4	S2,C4	S2,S4,S5,E3,C1,C2,C4,C5	S2,C4	III
C5	S2,S5,E3,C1,C4,C5	S4,S5,E3,C2,C5	S5,E3,C5
Iteration 4
S4	S4,S5,E3,C1,C5	S4	S4
S5	S5,E3,C1,C5	S4,S5,E3,C2,C5	S5,E3,C5
E3	S5,E3,C1,C5	S4,S5,E3,C2,C5	S5,E3,C5
C1	C1	S4,S5,E3,C1,C2,C5	C1	IV
C2	S5,E3,C1,C2,C5	C2	C2
C5	S5,E3,C1,C5	S4,S5,E3,C2,C5	S5,E3,C5
Iteration 5
S4	S4,S5,E3,C5	S4	S4
S5	S5,E3,C5	S4,S5,E3,C2,C5	S5,E3,C5
E3	S5,E3,C5	S4,S5,E3,C2,C5	S5,E3,C5
C2	S5,E3,C2,C5	C2	C2
C5	S5,E3,C5	S4,S5,E3,C2,C5	S5,E3,C5	V
Iteration 6
S4	S4,S5,E3	S4	S4
S5	S5,E3	S4,S5,E3,C2	S5,E3	VI
E3	S5,E3	S4,S5,E3,C2	S5,E3	VI
C2	S5,E3,C2	C2	C2
Iteration 7
S4	S4	S4	S4	VII
C2	C2	C2	C2	VII

Appendix 4 Matrices to perform fuzzy MICMAC analysis

(a) Binary direct relationship matrix
Drivers	S1	S2	S3	S4	S5	E1	E2	E3	C1	C2	C3	C4	C5
S1	0	0	0	0	0	0	0	0	0	0	0	0	0
S2	0	0	0	0	0	0	0	0	0	0	1	1	0
S3	0	0	0	0	0	0	0	0	0	0	0	0	0
S4	1	1	1	0	1	1	1	1	1	0	1	1	1
S5	1	1	0	0	0	1	1	0	1	0	1	1	0
E1	1	0	0	0	0	0	0	0	0	0	0	0	0
E2	0	0	0	0	0	0	0	0	0	0	0	0	0
E3	0	0	0	0	0	1	1	0	1	0	0	0	1
C1	1	1	1	0	0	1	1	0	0	0	1	1	0
C2	1	1	1	0	1	1	1	1	1	0	1	1	1
C3	0	0	0	0	0	0	1	0	0	0	0	0	0
C4	0	1	0	0	0	0	0	0	0	0	0	0	0
C5	1	1	1	0	1	1	1	0	1	0	1	1	0
(b) Fuzzy direct relationship matrix
Drivers	S1	S2	S3	S4	S5	E1	E2	E3	C1	C2	C3	C4	C5
S1	0	0	0	0	0	0	0	0	0	0	0	0	0
S2	0	0	0	0	0	0	0	0	0	0	0.3	0.7	0
S3	0	0	0	0	0	0	0	0	0	0	0	0	0
S4	0.7	0.5	0.7	0	0.3	0.9	0.3	0.1	0.7	0	0.7	0.3	0.3
S5	0.9	0.3	0	0	0	0.9	0.5	0	0.7	0	0.5	0.3	0
E1	0.3	0	0	0	0	0	0	0	0	0	0	0	0
E2	0	0	0	0	0	0	0	0	0	0	0	0	0
E3	0	0	0	0	0	0.7	0.3	0	0.5	0	0	0	0.3
C1	0.5	0.5	0.7	0	0	0.5	0.7	0	0	0	0.7	0.3	0
C2	0.9	0.7	0.9	0	0.3	0.5	0.7	0.3	0.5	0	0.5	0.3	0.3
C3	0	0	0	0	0	0	0.3	0	0	0	0	0	0
C4	0	0.7	0	0	0	0	0	0	0	0	0	0	0
C5	0.1	0.3	0.1	0	0.1	0.5	0.1	0	0.5	0	0.9	0.3	0
(c) Fuzzy MICMAC stabilized matrix
Drivers	S1	S2	S3	S4	S5	E1	E2	E3	C1	C2	C3	C4	C5	Driving power
S1	0	0	0	0	0	0	0	0	0	0	0	0	0	0
S2	0	0	0	0	0	0	0	0	0	0	0	0.7	0	0.7
S3	0	0	0	0	0	0	0	0	0	0	0	0	0	0
S4	0.7	0.5	0.7	0	0.3	0.9	0.7	0.1	0.7	0	0.7	0.5	0.3	6.1
S5	0.9	0.5	0.7	0	0	0.9	0.7	0	0.7	0	0.7	0.5	0	5.6
E1	0.3	0	0	0	0	0	0	0	0	0	0	0	0	0.3
E2	0	0	0	0	0	0	0	0	0	0	0	0	0	0
E3	0.5	0.5	0.5	0	0.1	0.7	0.5	0	0.5	0	0.5	0.5	0.3	4.6
C1	0.5	0.5	0.7	0	0	0.5	0.7	0	0	0	0.7	0.5	0	4.1
C2	0.9	0.7	0.9	0	0.3	0.5	0.7	0.3	0.5	0	0.5	0.7	0.3	6.3
C3	0	0	0	0	0	0	0.3	0	0	0	0	0	0	0.3
C4	0	0.7	0	0	0	0	0	0	0	0	0	0	0	0.7
C5	0.5	0.5	0.5	0	0.1	0.5	0.5	0	0.5	0	0.9	0.5	0	4.5
Dependence power	4.3	3.9	4	0	0.8	4	4.1	0.4	2.9	0	4	3.9	0.9

Appendix 5 Empirical studies focus on I4.0 enabling sustainable supply chains

Author(s) (year)	Theory adopted	Enabling mechanisms	Enabling or research contexts	Major findings
Gupta et al. ( )	DC and institutional theory	Not mentioned	Coercive pressure, normative pressure, and mimetic pressure (Manufacturing)	Coercive pressure moderates the relationship of exploration and exploitation orientation to the intentions of adopting I4.0
Bag et al. ( )	DC and PBV	I4.0 adoption	Manufacturing	I4.0 adoption facilitates 10R principles, and therefore generating positive impacts on sustainable supply chain development
Belhadi et al. ( )	DC and PBV	Digital business transformation (DBS), organizational ambidexterity (OA), and circular business models (CBM)	Manufacturing	DBS and OA are direct I4.0 enabled practices, and CBM are indirect I4.0 enabled practices
De Sousa Jabbour et al. ( )	RBV and complementarity theory	Joint adoption of I4.0 and CBM	Not clear	Joint adoption of I4.0 and CBM have positive effects on the social perspective of sustainability
Dixit et al. ( )	Theory of conservatism	Not mentioned	Lean manufacturing and sustainable manufacturing	Under the context of lean and sustainable manufacturing, ambidextrous innovation capabilities can facilitate I4.0 adoption
Erboz et al. ( )	RBV	I4.0 adoption	Manufacturing	I4.0 adoption activates supply chain integration, and further improves supply chain sustainability performance
Sharma et al. ( )	RBV and DC	I4.0 technology capabilities and supply chain integration	Agri-food	I4.0 technology capabilities and supply chain integration have direct and indirect positive effects on sustainable AFSC performance
Strandhagen et al. ( )	RBV	I4.0 adoption	Shipping building	I4.0 can help to solve sustainability challenges, and further improve sustainable performance
Umar et al. ( )	PBV	Green sustainable supply chain practices	Manufacturing	I4.0 enabled green sustainable supply chain practices has positive effects on supply chain sustainability
Khan et al. ( )	PBV	I4.0 adoption	Textile	I4.0 adoption has direct positive effects on environmental and social performances, and has indirect positive effects on economic performance
Margherita and Braccini ( )	IT value theory	I4.0 adoption	Manufacturing	I4.0 adoption can achieve sustainable organizational values, such as better work conditions, reduced resources usage, improved process performance, and new job positions

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Zhao, G., Chen, X., Jones, P. et al. Understanding the Drivers of Industry 4.0 Technologies to Enhance Supply Chain Sustainability: Insights from the Agri-Food Industry. Inf Syst Front (2024). https://doi.org/10.1007/s10796-024-10539-1

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The article reports on the findings of a comparative case study of six projects that operated in Israel between 1980 and 2000. The study findings identify characteristics of the programs, the host organizations, and the social and political environment, which differentiated programs that are sustained from those that are not.
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Environmental entrepreneurship has a vital role in addressing our planet's critical environmental state by implementing innovative solutions to combat escalating environmental threats. These ventures, however, face numerous challenges, including securing initial funding, navigating technical difficulties, and gaining market acceptance, which are magnified by the pioneering nature of green ...
Upscaling cargo bike sharing in cities: A comparative case study
The sustainability performance of the case study CBSOs is high. Their unconventional and diverse revenue streams, lack of formal review systems and thereby user interaction, and reliance on volunteers and hosts limit their scalability. ... Within the social networks of CBSOs, municipal actors are seen as especially important due to their ...
Wadi Alshatti University Journal of Pure and Applied Sciences
Transportation plays a fundamental and important role in the progress and development of nations, and it contributes significantly to all other human activities, influencing them and being influenced by them. The existence of an integrated transport and mobility system encourages investors to invest in areas that were previously inaccessible, giving them the opportunity to invest resources in ...
Understanding the Drivers of Industry 4.0 Technologies to ...
The sustainability of agri-food supply chains (AFSCs) is severely threatened by regional and global events (e.g., conflicts, natural and human-made disasters, climate crises). In response, the AFSC industry is seeking digital solutions using Industry 4.0 (I4.0) technologies to enhance resilience and efficiency. However, why I4.0 adoption remains stubbornly low in the agri-food industry remains ...
The role of social norms: A case study of intimate partner violence
Intimate partner violence (IPV) poses a significant threat as young as adolescence, globally. Girls and women in sub-Saharan Africa (SSA) often face even greater risk of IPV. The risk of IPV in this region often materializes during adolescence, before girls have even entered into a formal union or marriage. This study presents findings from a study that examines the relationships between ...