Decarbonization of electrical power generation is an essential necessity in the reduction of carbon emissions, mitigating climate change and attaining sustainable development. Solar energy as a substitution for fossil fuel-based energy sources has the potential to aid in realizing this sustainable future. This research performs a geographic information systems (GIS)-based assessment of the solar energy potential in the Yangtze River Delta region (YRDR) of China using high-resolution solar radiation data combined with geographical, social, environmental and cultural constraints data. The solar energy potential is evaluated from the geographical and technical perspective, and the results reveal that the YRDR is endowed with rich solar energy resources, with the geographical potential in the suitable areas ranging from 1446 kWh/m² to 1658 kWh/m². It is also estimated that the maximum solar capacity potential could be up to 4140.5 GW, illustrating the high potential available for future capacity development in this region. Realizing this significant potential as an alternative for fossil fuel-based electricity generation would result in a substantial mitigation of CO₂ emissions in this region, where air pollution is severe. Potential evaluations found that Jiangsu and Anhui provinces provide the most optimal areas for the development of solar photovoltaics (PV) installations, as they have the highest geographical and technological solar energy potential. Further, findings of the case study undertaken at a solar PV plant show disparities between actual generated power and technical solar potential, highlighting the significance of utilizing solar radiation data from local ground-based meteorological stations. This study provides policy makers and potential investors with information on solar energy potential in the Yangtze River Delta region that would contribute to solar power generation development.

Understanding the cross-cultural adaptation of students studying in foreign countries by exploring acculturative stress factors is crucial to ensure the smooth academic performance of the students and, in turn, to enhance the global reputation of their universities. Therefore, it is an area of interest for the authorities (Ministry) and the corresponding management of universities. Using a random sample of 138 international students in China, descriptive and logistic regressions were conducted to assess the levels and influence of acculturative stress factors on cross-cultural adaptation, specifically on international students’ sense of security and belonging during the COVID-19 pandemic outbreak. The results revealed that students were most concerned about homesickness, which obtained the highest mean score. The regression results indicated that the perception of fear and discrimination significantly impacted international students’ sense of security. The perception of fear, guilt, and how long the student stayed in China also significantly affected the sense of belonging. We argue that the reflections provided herein are essential for universities to improve how they manage and handle international students to mitigate the effects of acculturative stress, particularly when additional stressful conditions are present, such as the COVID-19 pandemic.

The COVID-19 pandemic has affected higher education institutions and students’ overall wellbeing in unprecedented ways. This article reports on a study that explored the implications of the pandemic on university students’ wellbeing in Kenya. The article utilises a Thematic Analysis approach to understand university students’ lived experiences by exploring their perceptions on the implications of the pandemic on three dimensions of students’ wellbeing: Academic, Psychological and Social. This article extends the literature on the impact of the pandemic on higher education by providing local experiences of students during the current pandemic. We argue that the reflections provided herein are a critical starting point towards understanding and providing the needed support for the typical resilient student to survive future calamities in Kenya and Africa at large.

Mass higher education is a huge force to be reckoned with and its existence, already in the expansion of tertiary institutions is undeniable. This study will focus on three countries: Lebanon, Kenya and Oman. The purpose of this study is to evaluate mass tertiary education progress in these countries. It will synthesize data results of gross enrollment ratios, demographics, internationalization and GDP per capita of these countries which we will use as indicators of the progress and direction that mass tertiary education is taking. The principal conclusions of our data will reveal that all 3 countries are experiencing progress only at different rates for varied and different reasons. The findings of this paper are significant as they will aid in informing the governments of the specific countries and other stakeholders who invest in higher education to understand the challenges hindering progress and ensuring that world class academic standards are upheld.

The internationalisation of higher education is a dynamic and specific process that is continuously shaped by the context in which it occurs. This article reports on a study that explored perceptions on the internationalisation concept and how it manifests in public universities in Kenya. The article harnesses a phenomenographic analysis approach that aims at revealing the perceptions of both students and academics on the internationalisation phenomenon. It illuminates three qualitatively different perceptions and understandings of internationalisation and explores the implications for practice on three aspects of higher education: Academic, Administrative and Socio-cultural. This article extends the literature on the internationalisation of higher education by providing local understandings and manifestations of the process, a critical starting point towards designing the practice of internationalisation in universities in Kenya and Africa at large.

Purpose: The converging global trends for countries and educational institutions is to push the boundaries of science and develop new technologies through the application of internationalization strategies. However, the extent to which higher education institutions (HEIs) participate and apply internationalization strategies in higher education (IOHE) varies by institution and region.Design/methodology/approach: The study employed the multi-level ordinal regression to estimate how various factors influence the rationales to internationalize higher education.Findings: The study revealed that the salience of HEIs choice of a specific rationale for the IOHE stems from either the academic, administrative and socio-cultural levels.Research limitations/implications: This article posits, particularly for Kenyan universities, that proper identification of their needs and wants for their higher education is key to successfully engage in IOHE. This recognition of needs and wants places them in the right position to identify appropriate rationales to engage in this complex process.Originality/value: The novelty of this study is based on the fact that in Sub-Saharan Africa, research on the rationales for the IOHE in universities is highly lacking. A focus on more localized contexts is a critical starting point for these institutions to own and situate the internationalization process in a way that meets their needs.