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This study proposes the theory of higher education learning (THEL). The theory argues that certain concepts are difficult to understand, so learners and instructors should consider common factors that will enhance learners’ understanding of key concepts that are difficult to comprehend across various fields of study. The components of this theory have been tested in three different fields (public administration, entrepreneurship and chemistry) in separate studies in Ghana, Nigeria and Burundi within a five-year span to validate their applicability to higher education learning.

The design covers empirical, philosophical and theoretical discussions and comparative studies of other researchers and the authors’ work and thinking.

This theory proposes five variables (gender, age, opportunity, instructor knowledge and instructor confidence) that address students’ difficulty in understanding concepts in higher education learning. These factors are premised on six assumptions: (1) gender orientation must be either male or female; (2) age must be consistent with the parameter set; (3) there must be learners’ desire to study the same subject after school; (4) there must be an institution offering further studies on the same subject; (5) the instructor might have understood the subject in his/her official training, experience or practice and (6) the instructor must demonstrate certainty, accuracy, verifiability and reliability in the transfer of knowledge to the learners. Given these assumptions, the uniqueness of this theory lies in its application of the five variables to solve challenges uniquely related to studies in higher education.

This theory will incite debate and provide further insights into higher education learning models. The novelty lies in the five prepositions proven to enhance effective teaching and learning in higher education. Specifically, it introduces an extension to Piaget’s cognitive constructivist theory by proposing higher age brackets for students at the university level, opportunity (for future studies) to close the gap in Ausubul’s theory of advance organizers and endogenous factors to bridge the gap in Okebukola’s culturo-techno-contextual approach.

Human activities in recent years with the excessive emission of greenhouse gases have had a negative impact on increasing global temperatures. In this regard, one of the best ways to control it is to move toward sustainability with more use of renewable energy. Therefore, this study aims to assess the indicators of sustainable energy, explore benefits of sustainable energy and evaluate strategies to enhance energy sustainability in line with Sustainable Development Goal (SDG) 7.

Quantitative research strategy was adopted. Questionnaires were developed and administered through convenience and snowball sampling techniques to professionals in the energy sector. Data collected was validated by using Cronbach’s alpha coefficient and discriminant validity, whereas objectives were analyzed by using the relative importance index, mean score ranking and Kruskal–Wallis test.

From the findings, the significant indicators of sustainable energy were as follows: reduction in greenhouse gas emissions from energy production, use of renewable energies and policies on proper utilization of energy resources. Furthermore, a reduction in greenhouse gas emissions, less harm caused to the environment and an increase in the economic and social development process were the major benefits of sustainable energy. Finally, the findings of the study revealed that a strong and accounted policy program, adopting sustainable energy indicators and strategic communication are the significant strategies needed to be put in place to enhance energy sustainability.

The study serves as a reminder to policymakers of the crucial role they have to play in enhancing energy sustainability by putting in place suitable policy programs and methods.

The originality of this study is that it is arguably a pioneering study in Ghana and contributes to the body of knowledge on energy sustainability.

The purpose of this study is to map the intellectual structure of sustainable finance and accounting (SFA) literature by identifying the influential aspects, main research streams and future research directions in SFA.

The results are obtained using bibliometric citation analysis and content analysis to conduct a bibliometric review of the intersection of sustainable finance and sustainable accounting using a sample of 795 articles published between 1991 and November 2023.

The most influential factors in the SFA literature are identified, highlighting three primary areas of research: corporate social responsibility and environmental disclosure; financial and economic performance; and regulations and standards.

SFA has experienced rapid development in recent years. The results identify the current research domain, guide potential future research directions, serve as a reference for SFA and provide inspiration to policymakers.

SFA typically encompasses sustainable corporate business practices and investments. This study contributes to broader social impacts by promoting improved corporate practices and sustainability.

This study expands on previous research on SFA. The authors identify significant aspects of the SFA literature, such as the most studied nations, leading journals, authors and trending publications. In addition, the authors provide an overview of the three major streams of the SFA literature and propose various potential future research directions, inspiring both academic research and policymaking.