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This chapter provides an overview of the current status of renewable energy projects and identifies the key success factors of well-performing public–private partnerships (PPPs). To this end, this study analyses around 1,700 renewable projects on the World Bank’s Private Participation in Renewable Energy (PPRE) database. We then follow an inductive approach for a case review and examine a 5-MW rooftop solar PPP in Gujarat, India, that had been implemented in 2012. In spite of the rapid growth of renewable PPPs, regional disparity is distinct and most PPPs have been undertaken in Latin America and the Caribbean or a few selective countries such as China or South Africa. The case study informs that the successful PPPs may be attributed to such factors as policy coordination in multi-governance systems to attract project investments, the handling of land constraints in a project planning stage, and Green Incentive given to project participants. It offers a valuable insight into the significance of well-designed PPPs for enhanced energy access in developing countries, while accelerating the global transition to renewable-based energy supply to promote sustainable development.

This study aims to find out the role of green curriculum (GC) in making a green generation (GG) and ensuring sustainability. The study considers the green curriculum a key factor for understanding environmental values orientation (EVO) and adopting pro-environmental behaviors (Pr-EnB) for social, economic, human and environmental sustainability.

The study is quantitative and cross-sectional. Partial least square-structural equation modeling was used to test the research model and data which was collected through a questionnaire survey from university faculty and students in Pakistan, Saudi Arabia and China.

The findings show that the GC has significant positive effects on EVO and pro-environmental behavior. However, it has no significant effect on social sustainability. There is a positive significant effect of pro-environmental behavior on economic, environmental, human and social sustainability. Whereas, environmental orientation has no significant effect on economic sustainability but significantly influences environmental, human and social sustainability. GC has no significant effect on economic, environmental and human sustainability. However, when considering the combined effects of GC and environmental values orientation or pro-environmental behavior, significant positive effects were found on economic, environmental, human and social sustainability.

The result suggests that implementing a GC positively influences environmental orientation, pro-environmental behavior and various dimensions of sustainability.

These results have implications for educational institutions and policymakers aiming to promote sustainability through green curriculum and help in the attainment of sustainable development goals.

The study fulfills an essential need to obtain sustainability and sustainable development goals through education.