This study investigates the critical factors influencing Saudi Arabia's sustainable human capital development. It primarily aims to explore the correlations among the postulated variables and how each variable influences the development of a skilled, adaptable, and socially conscious workforce, in alignment with the objectives of the Saudi Vision 2030. This study utilizes a quantitative approach, employing partial least squares structural equation modeling to analyze the data collected from 203 public personnel in Saudi Arabia through an online questionnaire. The findings reveal that training, community engagement, institutional support, and technology integration are essential in sustainable human capital development. However, learning, education, and access to resources were not statistically significant and did not improve sustainable human capital development in Saudi Arabia. The findings underscore the significance of an educational framework that transcends traditional perspectives, focusing on not only academic preparation but also the holistic development of individuals. This study contributes to understanding how training, community engagement, institutional support, and technology integration are transformative in shaping the future of Saudi Arabia by nurturing a skilled, adaptable, and socially responsible citizenry.

This research aims to study the impact of experiential learning and skill empowerment and community engagement and institutional support systems on student engagement and motivation and sustainable education in Saudi Arabian higher education institutions. The research uses Structural Equation Modeling (SEM) with Partial Least Squares (PLS) as its quantitative methodology to study the relationships between experiential learning, skill empowerment, institutional support systems, and sustainable education. The proposed theoretical model was evaluated through a survey distributed to participants who were conveniently sampled from Saudi Arabian higher education institutions. The research shows that experiential learning together with skill development and community engagement boosts student motivation and supports sustainable education in Saudi Arabia. The study further reveals that institutional support systems have a weak moderating effect because their implementation and perception require improvement to effectively support sustainability. The main limitations are the use of self-reported data which may be influenced by response biases and the focus on higher education only which limits the generalizability of the findings to other educational levels. The research indicates that experiential learning activities including internships, community projects, and skill empowerment programs should be integrated into education to boost student involvement and motivation toward sustainability. The research applies the established theories of Kolb’s Experiential Learning, Human Capital, and Social Learning to Saudi Arabia’s educational context to show how they can be adapted to promote sustainable education through experiential learning, skill development, and community engagement. This study bridges critical research gaps by elucidating the nuanced moderating role of institutional support systems—an underexplored factor—and addressing the methodological limitations associated with a reliance on self-reported data, thereby significantly advancing the understanding of their influence on student engagement and sustainable education within diverse academic and cultural contexts.

Aim: This study aimed to explore the relationships between burnout, emotional intelligence (EI), and work engagement (WE) among hospital nurses. Specifically, it examined the mediating role of burnout in the relationship between EI and WE. Background: Nurses are frequently exposed to emotionally and physically demanding environments, which may lead to sustained occupational stress. Prolonged exposure to such conditions can contribute to burnout, adversely affecting both personal well-being and professional performance. EI is increasingly recognised as a protective factor that may alleviate burnout and enhance WE. Methods: A quantitative, cross-sectional correlational design was employed. A quota sampling technique was used to select 336 nurses working in public healthcare facilities in Ha’il, Saudi Arabia. Data were collected using standardised self-report instruments: the 14-item Shirom–Melamed Burnout Questionnaire (SMBM), the short-form Genos Emotional Intelligence Inventory (Genos EI), and the 9-item Utrecht Work Engagement Scale (UWES-9). Structural equation modelling examined associations and the mediating role of burnout between EI and WE. Results: EI was positively associated with WE and negatively with burnout. Burnout, in turn, was negatively associated with WE. Mediation analysis confirmed that burnout partially mediated the effect of EI on WE, indicating that EI nurses were less likely to experience burnout and more likely to remain engaged in their roles. Discussion: The results emphasise the role of EI in reducing burnout and enhancing WE among nurses. Burnout partially mediates this relationship, suggesting that EI influences WE both directly and indirectly. Conclusions and Implications for Nursing: Integrating EI training into professional development and implementing measures to reduce burnout may improve WE and retention. Policy efforts should ensure supportive work environments and adequate staffing to sustain nurse well-being.

Digital technologies have become increasingly crucial during and, after the COVID-19 pandemic, have sparked significant scientific interest around their impact on sustainable well-being. Despite extensive research, conclusive evidence on whether digital technologies enhance or undermine sustainable well-being remains elusive. Saudi Arabia has made significant progress in its technological infrastructure, but comprehending the implications of this progress still poses a challenge. Drawing on the prior literature and grounded in the theoretical perspective of the Capability Approach, this study proposes five dimensions of digital inclusion (accessibility, usability, digital skills, affordability, and connectivity) and examines their collective influence on students’ sustainable well-being, specifically happiness and life satisfaction. This study employs a cross-sectional design, with data collected from 238 university students in Saudi Arabia using convenience sampling. Ten hypotheses were tested using partial least squares structural equation modeling in SmartPLS-4. This study supports the conceptualization of digital inclusion as a multidimensional construct comprising five key dimensions. The results indicate that affordability, usability, connectivity, and digital skills have a substantial impact on happiness, whereas accessibility, usability, connectivity, and digital skills have a considerable effect on life satisfaction. Nonetheless, the correlations between accessibility and happiness, as well as between affordability and life satisfaction, were not found to be supported. This implies that these dimensions might have different effects on the affective and cognitive aspects of sustainable well-being. These results suggest that digital inclusion may play a role in shaping individuals’ interactions with technology and their perceived sustainable well-being. This study proposes and evaluates a strategic framework that may guide efforts to promote digital inclusion and support sustainable well-being among university students. It provides valuable insights for policymakers, educational institutions, and industry stakeholders seeking to enhance digital access and capabilities. The findings highlight the potential value of developing strategies that address students’ digital needs as part of a holistic approach to sustainable well-being. The findings also highlight the importance of viewing digital inclusion as an interconnected framework, rather than as a set of discrete, unrelated factors. By demonstrating how digital inclusion promotes sustainable well-being, this study contributes to the broader sustainability agenda by highlighting digital equity as an essential component of socially sustainable development in the Saudi context.

This study analyses the impact of a number of factors on women’s empowerment to start a new business in Saudi Arabia. The research focuses on various factors, such as psychological, market conditions, economic, socio-cultural, entrepreneurial orientation, and education and skills factors, to understand the influence of these factors on women entrepreneurs in Saudi Arabia. Thus, the study includes 311 women entrepreneurs who live in Saudi Arabia. The data collection instrument consists of a five-point Likert scale questionnaire, which participants accessed through online platforms. The study hypothesis stated that these factors create a substantial effect on women’s empowerment in entrepreneurship in Saudi Arabia. SPSS version 25.0 was used to analyse the respondent characteristics and demographic information, while PLS/SEM was used to analyse the interrelationship that exists between the postulated variables. The results show that psychological, economic, entrepreneurial orientation, and education and skills factors are the most important factors that can help women to become successful in business ventures in Saudi Arabia. On the contrary, market conditions and the sociocultural factor were found to have no effect on women’s empowerment in entrepreneurship. Hence, it is recommended that strategies be developed to address these factors in order to enhance the effectiveness of women entrepreneurs in Saudi Arabia. The research offers additional insight by highlighting that these findings differ from previous studies, particularly regarding the minimal influence of market conditions and the sociocultural factor. The study results offer important information to policymakers and stakeholders who need to create appropriate interventions for women entrepreneurs that support the sustainable development goals of Saudi Arabian Vision 2030. This research addresses this gap by providing substantial knowledge about the factors influencing the Saudi Arabian entrepreneurial environment.

This study advances the literature on digital entrepreneurship by examining how Information Technology Culture (ITC) and Technology Orientation (TO) influence entrepreneurial intentions through the mediating role of Entrepreneurial Self-Efficacy (ESE) and the moderating role of Social Support (SS) within the context of Saudi Arabia’s Vision 2030. By integrating psychological, cultural, and technological constructs, the research offers a comprehensive framework for understanding the internal drivers of digital venture creation in youth. Data were collected via an online survey targeting Saudi youth and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Validated scales measured ITC, TO, ESE, SS, and Digital Entrepreneurship Intention (DEI), with a sample of 372 participants predominantly under age 30. Findings reveal that while ITC and TO do not directly predict DEI, both exert significant indirect effects through ESE, underscoring the central role of psychological self-belief in entrepreneurial motivation. The moderating effect of SS on the ESE–DEI relationship was non-significant, suggesting that internal efficacy may outweigh external validation in this context. The sample’s demographic skew90.9% male and 99.5% under 30limits generalizability, though it aligns with the most digitally active segment of the population. The cross-sectional design restricts causal inference, and future research should explore longitudinal and gender-balanced samples to validate and extend these findings. This study provides actionable insights for policymakers and educators aiming to foster digital entrepreneurship by enhancing ESE through targeted training, cultural alignment, and strategic technology exposure, especially among youth populations driving Saudi Arabia’s innovation agenda.