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This study aims to reveal whether green perceived organizational support has a mediating role in the relationship between managers’ green transformational leadership and the green self-efficacy beliefs of employees.

The textile industry is a sector with fast and cheap production and is the second most damaging sector to the environment due to excessive consumption and rapidly changing fashion trends. Hence, textile industry employees were selected as the research object. The data were collected by survey method from 274 people working in businesses operating in the textile sector in Türkiye. The collected data were analyzed in the SmartPLS 4 analysis program.

The analysis found that managers’ green transformational leadership increases employees’ green self-efficacy beliefs. Likewise, it was determined that managers’ green transformational leadership increases employees’ green perceived organizational support. The analysis also indicated that employees’ green perceived organizational support increases employees’ green self-efficacy beliefs. Finally, as a result of the analysis, it was concluded that green perceived organizational support is a complementary partial mediator variable in the relationship between managers’ green transformational leadership and employees’ green self-efficacy beliefs.

The available literature has overlooked the mediating role of green perceived organizational support in the relationship between managers’ green transformational leadership and the green self-efficacy beliefs of employees. This work makes new contributions to the literature and practice by revealing the significance of managers’ green transformational leadership and green perceived organizational support in increasing employees’ green self-efficacy beliefs.

This study aims to investigate the attitude of students toward domestic violence (DV) and children’s rights.

A quantitative cross-sectional descriptive questionnaire design method was used to collect data. The participants of the study were university levels of associate degree students in Eastern Turkey.

Results showed that female students were more likely to approve of DV, and this difference was statistically significant. The structural equation modeling analysis revealed a positive and significant relationship between students' attitude toward children’s rights and their overall attitude toward DV.

This research suggests that the participants had a positive view of DV and a moderate attitude toward children’s rights. Therefore, it is recommended to enhance the attitude and awareness of future health professionals about children’s rights and DV.

This study makes an enquiry of the existing sustainable development goals (SDGs) knowledge of English language teacher trainers (ELTTs), who remain an overlooked stakeholder in education for sustainable development. Despite the literature on SDG integration into traditional teacher education curriculum, how massive open online courses (MOOCs) can help with capacity building of ELTTs is unclear. This study aims to further explore how the knowledge and capacities of ELTTs on SDGs could be promoted through MOOCs.

For the study’s action research approach, data of 28 ELTTs from higher education institutions in Ankara, Türkiye, were collected for six weeks using a survey, reflective reports and focus group interviews.

ELTTs with no previous training experience have a partially fragmented understanding of SDGs. MOOCs proved to be highly practical and cost-effective in building ELTTs’ capacity for building knowledge of and improving motivation to address SDGs in training programs. Further findings are drawn from ELTTs’ reflections on the lack of pedagogical content knowledge and collegial interactions in MOOCs.

There is little to no literature on ELTTs’ existing knowledge of SDGs and whether MOOCs can be used for their capacity building to achieve SDGs. The present findings may encourage higher education institutions to launch professional development programs that will equip ELTTs with the competencies to apply education for sustainable development in in-service English language teaching and teacher training programs.