Demanding new ventures has been a global challenge, and the government responds to this issue through entrepreneurial education. Among the increasing studies on entrepreneurship, there is a lack of empirical evidence examining how entrepreneurial education prepares students being entrepreneurs. This study elaborates on several predicted variables that can drive students’ entrepreneurial preparation, including entrepreneurial education, entrepreneurial knowledge, and entrepreneurial mindset. The methodological approach taken in this study is a quantitative method undergoing a survey model. The benefit of this approach aims to gain an understanding of how entrepreneurship education, entrepreneurial knowledge, and entrepreneurial mindset can influence the entrepreneurial preparation of students. The respondents of this study were gathered from vocational students (SMK) in Jakarta of Indonesia were calculated using Structural Equation Modelling Partial Least Squares (SEM-PLS). The findings showed that entrepreneurial education plays an essential role in determining knowledge and entrepreneurial mindset that leads to the entrepreneurial preparation of students. The finding also confirmed that entrepreneurial knowledge positively influences the entrepreneurial mindset, entrepreneurial preparation, and successfully mediates the impact of entrepreneurial education and entrepreneurial preparation. The latest finding is that the entrepreneurial mindset positively influences students’ entrepreneurial preparation.

Students of the millennial generation have several characteristics, including being wasteful in their management of money and being highly dependent on information and communication technology. These phenomena mean financial literacy is important for them, in order that they become capable, wise, and efficient individuals who are future-oriented in managing their personal finances. This study aims to create a model for developing the financial management behavior of students. It covers five variables, namely financial behavior, financial attitude, financial knowledge, social media exposure, and peer influence. By using purposive sampling and a five-point Likert scale questionnaire, this study collected data from 327 students spread across several universities in Indonesia. The results of the descriptive analysis show that the students’ financial management behavior (FMB), financial attitude, and financial knowledge are classified as good. Structural equation modeling (SEM) analysis using the single-composite indicator technique shows that 58% of FMB is influenced by financial exposure from social media, financial attitude, and peer influence. Social media exposure and peer influence take on a strategic nature. Financial knowledge, financial attitude, and financial behavior are internal variables related to financial literacy. Further research would need to identify the external variables that have a potential influence on the internal variables of financial literacy.

The COVID-19 pandemic has negatively impacted the economic growth of Indonesia. Government regulations to limit large-scale social activities has caused marketing and financial difficulties for micro, small and medium enterprises (MSMEs). Digital and financial literacy have the potential to overcome the problems. This study attempts to identify the determinants of MSME sustainability during the pandemic. By using a questionnaire, this study collected 204 data from MSMEs for further analyses. MSME sustainability is influenced by the digital and financial literacy of MSME owners and is a cause for concern. The implementation of health and safety measures (HSM) has an insignificant impact on business sustainability, but HSM affects financial and digital literacy. Entrepreneurial skills are important to improve HSM and owners’ digital and financial literacy. The government and other parties need to provide more soft loans and facilitate MSMEs to develop entrepreneurial skills, digital and financial literacy to improve business sustainability during the pandemic.

Despite the recent reduction in the poverty rate in Indonesia, income inequality has not shown any improvement. Income inequality, also known as income disparity, has been a prolonged issue in Indonesia and has caused great dissatisfaction among the public. Many of them do not feel an improvement in their wellbeing. Most studies explore these issues based on microeconomics perspectives, and limited studies focus on macroeconomic determinants. Thus, it is imperative to investigate the potential macroeconomic determinants of income inequality in Indonesia, particularly energy consumption (ENC), corruption (COR), foreign direct investment (FDI), and other supporting determinants such as economic growth (GDP), financial development (FD), and CO₂ emissions. Data from 1984 to 2020 were collected and analyzed, employing the autoregressive distributed lag (ARDL) approach. The findings indicate that economic growth, corruption, and FDI can contribute to a smaller gap between the rich and the poor. At the same time, greater CO₂ emissions can intensify income inequality in Indonesia both in the short and long run. Pollution, as captured by CO₂ emissions, can affect the health of the poor. Health problems create difficulties for poor people to work and reduce the probability of earning income, ultimately widening income inequality. FD and energy use, on the other hand, do not influence income distribution in the long and short run. The findings indicate that boosting economic growth and FDI significantly reduce income disparity in Indonesia. Various policy recommendations are suggested in these studies based on the long-run outcomes.

Climate change presents a critical challenge to achieving the 2030 Sustainable Development Goals (SDGs), particularly SDG 13 on Climate Action. This study examined the effect of corporate governance on carbon emission disclosure and carbon performance among 150 non-financial firms listed on the Indonesia Stock Exchange (IDX) from 2016 to 2022. Drawing on stakeholder, legitimacy, agency, and resource dependence theories, the study utilized panel data comprising 468 firm-year observations and employed ordinary least squares (OLS) regression to assess both direct and moderating effects. The findings indicate that governance attributes covering board size, board gender diversity, foreign ownership, and the presence of a CSR committee had a positive effect on carbon emission disclosure and carbon performance. Moreover, these governance factors enhanced the correlation between disclosure and performance, suggesting that robust governance could strengthen the environmental impact of transparency. However, board independence exhibited a negative or statistically insignificant effect, highlighting a potential disconnect between governance expectations and environmental oversight in emerging markets. Despite increasing awareness, the levels of carbon disclosure and performance in Indonesia remained low, averaging only 27.8% and 6.6%, respectively. This study provides policy recommendations to strengthen ESG regulations, encourages firms to institutionalize sustainability practices, and calls for cross-country comparative research to improve generalizability.

The COVID-19 pandemic has forced all the universities in Indonesia to switch their on-campus learning to online learning. Some universities could only provide emergency online learning since they were not ready to conduct proper online learning. This switching may decrease the students’ engagement with learning and impact their perceived competencies. Operational accounting competencies (OAC) are important basic competencies which allow accounting graduates to perform generic jobs in their field. Hence, this study attempts to identify the impact of emergency online learning on students’ perceived OAC. A survey was used to collect data on the students’ engagement with synchronous and asynchronous learning and OAC. The study collected 122 items of data and analysed them using descriptive and path analyses. The students have reported that synchronous learning—online classroom engagement—only had a small impact on improving their perceived OAC. The improvement in the students’ perceived OAC was mainly caused by asynchronous learning in terms of active, collaborative and enrichment learning. Lecturers should improve their skills in organising online learning to increase their students’ engagement. Accounting departments need to provide a more complete structure, better infrastructure, and other necessary technologies to improve online learning, as the pandemic’s duration cannot be predicted.