The Village Fund program was started by the Indonesian government in 2015 and had a budget of USD 19.14 billion for the years 2015–2019. This research aims to provide novel insights into the importance of village-owned enterprises (BUMDes) in promoting rural entrepreneurship in rural areas of Indonesia. The investigation employs an approach that specifically emphasizes qualitative data. The individuals under investigation include the Director of the Office for Community Empowerment, Village, Population, and Civil Registration (Dispermadesdukcapil), along with five administrators/managers from BUMDes. In the “Synergy and Involvement” category, the results suggest that BUMDes are more inclined to collaborate with Small and Medium-sized Enterprises (SMEs) and other BUMDes at a similar or slightly higher level in their organizational structure rather than with large-scale companies. This is due to the fact that SMEs and other BUMDes are more inclined to have a strong and interconnected bond with each other.

Achieving sustainable development goals (SDGs) changes many aspects of environmental, socio-cultural, and economic dimensions. Therefore, industry–government–university synergy is a mandatory action to accomplish the 2030 agenda, and, undebatably, vocational education also has a prominent role. This study’s purpose is to investigate the cognition and behavior of lecturers toward SDGs in daily life, leading to a potential contribution to student awareness of global issues. Lecturers who have solid interaction with their students were selected as part of Indonesia’s Tri Dharma of higher education. A qualitative study with in-depth semi-structured interviews was conducted with a total of six lecturers from three different universities, and the next step, data analysis, was coded by MAXQDA 2020. The outcomes indicate that all lecturers have a general understanding of sustainable development goals. The fourth item (Quality Education) is the most mentioned for cognition and behavior, followed by Responsible Consumption and Production in the second position. Each person has a priority item for applying SDGs to their life as a consequence of their experience, point of view, and interest. The student is the main prospect to make a better world if we look at big picture.

This study investigates higher education institutions in Indonesia, particularly at technical and vocational schools, regarding the sustainable development goals (SDGs). The investigations include the Implementation of SDGs, the cognition and behaviour of academic staff on SDGs, and the favoured items they selected. The documentary analysis was used to achieve the priority areas of SDGs. Following, the interview analysis was selected to determine the cognition and behaviour of academic staff toward SDGs in their daily lives. In addition, a strengths, weaknesses, opportunities, and threats analysis was utilized to assess internal and external factors in implementing these SDGs programmes at technical and vocational education institutions. The sample in this study consists of three directors, three heads of departments, and six lecturers. The findings showed that “Good Health and Well-Being,” “No Poverty,” “Life Below Water,” and “Sustainable Cities and Communities” are the most mentioned in their latest annual report. Academic staff in the three institutions are familiar with a general understanding of SDGs. However, each academic staff has individual cognition in explaining priority items. “Quality education” was noted as the most mentioned in the internal analysis by participants, while “partnership for goals” was the most mentioned in the external analysis.

The Ultra-Micro (UMi) financing program represents a significant public sector innovation in Indonesia’s approach to poverty alleviation and financial inclusion. Initially conceived as a social assistance initiative, UMi has evolved into a strategic government intervention designed to transform impoverished individuals into entrepreneurs. This shift reflects a policy innovation that redefines the role of the state from passive welfare provider to active enabler of economic participation. Despite ambitious goals, its implementation and impact face scrutiny. This study employed an exploratory qualitative approach through individual interviews with elite participants and debtors of UMi. The data used triangulation from documentation, observation, and in-depth interviews with key informants, selected through purposive sampling. Findings indicate that the program’s implementation—anchored in government regulations and executed through non-bank financial institutions (NBFIs)—demonstrates innovative service delivery. In this study, UMi exemplifies how public sector innovation—through policy reform, institutional collaboration, and community engagement—can drive inclusive economic growth. The study provides valuable insights for policymakers, practitioners, and scholars seeking to advance financial inclusion and sustainable economic development.

Purpose: The project is a qualitative, descriptive study of the nexus between students positive emotional experiences in academic leadership courses and self-reported learning in leadership. Design/Methodology/Approach: The research team conducted a qualitative study of 298 comment entries collected in post-course surveys. These were the sentiments of students who completed leader-development academic courses over three years of academic studies. The surveys asked respondents to identify the prevailing emotions they often experienced in the classroom and how these emotions enhanced or hindered their learning during the semester. Findings -The findings reveal that students have identified their positive emotional experiences in a leadership course as having a significant impact on their leadership education and involvement in the course. Overall, the student commentaries indicate that positive emotions were triggered by their active participation in the course, and the three most frequently mentioned emotions were interest, joy, and serenity/contentment. The participants perceived these affective states as increasing their desire to attend classes, engage in classroom activities, deepen their understanding of leadership subjects, and transfer their learning about leadership outside the classroom. Originality/Value - Although educational research has long recognised the importance of emotions, their application to leadership-oriented classes has not been studied adequately. This is the first of its kind, as it explains the relationships between emotional responses to the leadership classes and students learning behaviours, revealing the major processes that help youths gain leadership skills through formal studies in academic institutions.