Small businesses are thought to be largely responsible for environmental pollution despite the fact that businesses of all shapes and sizes contribute to this issue. This research explores how important factors such as knowledge sharing (KS) and green entrepreneurial intention (GEI) might help small businesses in Saudi Arabia develop and implement green innovation (GI). It also seeks to determine whether GI is a mediating variable that explains the connection between GEI, KS, and social performance (SP). Accordingly, an online survey was used to collect responses from 284 small entrepreneurs in Saudi Arabia engaged in various types of business activities. The study used partial least squares structural equation modelling for data analysis and hypothesis testing. The results show that GI considerably influences SP while also having a significant link with both GEI and KS. Further, the study reveals that the relationship between GEI, KS, and SP is mediated by GI. The study offers a plethora of suggestions to various stakeholders generally and to Saudi authorities specifically.

Sustainability education has become a global priority in educational systems, aiming to equip learners with the knowledge, values, and skills necessary to address complex environmental and social challenges. This study specifically aims to understand the role of science education in promoting students’ awareness of sustainability and their understanding of the interconnected relationship between humans and the environment, based on the perceptions and practices of primary science teachers in Al-Ahsa, Saudi Arabia. A qualitative approach was utilized, which included semi-structured interviews complemented by classroom observations as primary data collection instruments. The targeted participants comprised a purposive sample consisting of forty-nine primary-level science instructors from the Al-Ahsa district, located in eastern Saudi Arabia. Emergent concepts from open and axial coding processes by using grounded theory were developed with the gathered data. Based on the findings, teachers perceive science teaching not only as knowledge delivery but as an opportunity to cultivate critical thinking and nurture eco-friendly actions among pupils. Classroom practices that underscore environmental values and principles of sustainability foster a transformative view of the teacher’s role beyond traditional boundaries. The data also highlighted classroom practices that integrate environmental values and sustainability principles, reflecting a transformative perspective on the teacher’s educational role.

Gamification, in education is a method that boosts pupil participation and drive by encouraging the growth of analytical and creative thinking abilities through the integration of gaming components into the learning process. The impact of gamification on enhancing reading skills in second grade students was investigated in this research study as this phase is pivotal for language and cognitive growth. A selective group of 104 students was split into two groups, for the study – one receiving instruction while the other followed conventional teaching approaches. A comprehensive test measuring creative reading skills—covering fluency, originality, and flexibility—was administered to both groups before and after the intervention, ensuring its validity and reliability. The results demonstrated that students exposed to gamified learning showed significant improvements in creative reading skills compared to those in the traditional group, particularly in fluency, originality, and flexibility. However, no statistically significant differences in skills acquisition were found based on school type, suggesting that gamified learning is effective across diverse learning settings. The research highlights the significance of incorporating gamification, in curricula to boost student participation and innovation. It suggests teacher education to apply these methods. Through learning that creates an engaging atmosphere it not only improves students’ imaginative reading skills but also encourages analytical thinking. They provide a fun learning environment that aligns with learning objectives.

Amid growing global environmental concerns, education plays a critical role in shaping students' understanding and attitudes toward sustainability. Science education, in particular, is uniquely positioned to foster environmental awareness and encourage responsible behaviors. This research was conducted to identify science teachers' perspectives regarding their role in instilling environmental sustainability values and reinforcing responsible behaviors among their students. A qualitative approach was employed through conducting interviews with a purposive convenience sample of 51 primary-stage science teachers in Saudi Arabia. Collected data was analyzed based on the grounded theory approach to facilitate the extraction of core ideas and themes. The findings demonstrated that teachers are deeply aware of their role in the reciprocal relation between human and the environment, which extends beyond knowledge transmission to shaping students' environmental behaviors, and that their environmental practices function as a model that strongly influences students' practices. Teachers' awareness of modeling, intellectual empowerment, and capability to link learning to real life situations demonstrated their deep understanding of how environmental education shapes long-term environmental attitudes. They highlighted empowering students to expect environmental challenges through integrating science curricula into real-life concerns. The findings strongly support integrating sustainability across disciplines to provide a comprehensive understanding of the concept and demonstrate science teachers' advanced educational vision to facilitate values and critical thinking rather than knowledge transmission. Keywords: primary science education, environmental sustainability, teachers' beliefs, contextualized teaching

This study aimed to determine the levels of psychological rumination (repetitive thinking) and suicidal tendencies among widowed women, to explore the degree of the influence of psychological rumination on suicidal tendencies. The research employed a descriptive methodology, appropriate for the study's objectives. The results revealed a moderate level of psychological rumination among the sample. On the suicidal tendencies scale, the Attraction to Life subscale showed a high level, whereas the Repulsion from Life subscale ranked lowest, showing a low level. The findings also indicated that psychological rumination acts as a stimulating factor for suicidal tendencies. Statistically significant differences were observed, attributable to the effect of age at widowhood on the psychological rumination scale, with differences favoring the age group under 25 years. No significant differences were found across all subscales of suicidal tendencies except for Repulsion from Life, where differences also favored the same age group (under 25 years). Furthermore, no differences attributable to educational level were recorded either in overall psychological rumination or in the subscales of suicidal tendencies. Regarding employment status, significant differences were found in the level of psychological rumination, favoring unemployed women. Conversely, no differences were observed in the subscales of suicidal tendencies except for Repulsion from Life, where differences also favored unemployed women. Finally, differences attributable to having children were recorded in the level of psychological rumination, favoring women with children, while no differences were found in the subscales of suicidal tendencies except for Attraction to Life, where differences favored women with children.