Sustainable development goals

Energy Justice and Sustainable Development Goals: The Case of Common Gas Field Projects of Iran and Qatar Abstract The issue of exploiting shared resources appears a major controversy i.e. each country try to get more out of common field. Energy justice, as a new concept, seeks to apply the principles of justice in the production and exploitation, distribution and use of energy. This study tries to assess the extent to which Iran-Qatar common field is being exploited within the framework of the three tenets of energy justice. This study intends to identify energy justice in terms of having sustainable development indicators in common gas field of Iran and Qatar. We use the concept of Sustainable Development Goals (SDGs), especially from Goals that are related to the concept of energy justice to assess the realization of energy justice. The assessment of the tenets of distributional, procedural and recognition justice shows that energy justice is not pursued in joint exploitation of Iran and Qatar

Cultural knowledge education, which includes an understanding of both tangible and intangible cultural elements, behavioral patterns, and social processes within a specific community or group, is considered essential for promoting sustainable tourism development. Tourism higher education plays a crucial role in harnessing this knowledge. However, the integration of cultural knowledge within tourism curricula has not been extensively explored in academic research. This paper, focusing on tourism higher education in Iran, seeks to examine how different components of cultural knowledge are integrated into the curricula of undergraduate, graduate, and PhD programs. Using a qualitative design, the study analyzes the curricula of these programs through documentary research. Initially, courses relevant to cultural knowledge were identified through keyword searches, followed by a qualitative content analysis of course content to pinpoint the cultural knowledge components. The results indicate that cultural knowledge is more prominently incorporated at the undergraduate level than in the postgraduate programs. Furthermore, the distribution of cultural knowledge across graduate and PhD programs is unbalanced, especially when compared to the undergraduate curriculum. Given that these postgraduate programs aim to prepare future mid-to-senior-level managers and researchers in tourism, this imbalance highlights a significant gap. Therefore, revising the curricula to better integrate diverse cultural knowledge components is a critical priority for advancing sustainable tourism development in the country.