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Reverse logistics (RL) has become integral in modern supply chains, with many companies investing in circular economy (CE), a recuperative and effective industrial economy. The traditional linear model triggered many negative environmental consequences such as climate change, ocean pollution, loss of biodiversity and land degradation. The development of RL strategies that support the transition between RL to CE is crucial. The purpose of this paper is to connect RL with CE in the context of Industry 4.0 and develop a hierarchal structure to explore the relationship between RL and CE critical success factors in the context of Industry 4.0.

This study used both qualitative and quantitative approach. Literature review in collaboration with the Delphi method is used to identify and validate critical success factors. Then, the ISM-based model and MICMAC method were used to determine the relationship between CE and RL success factors and its driving and dependence power.

This study result shows that waste reduction, skilled employees and expert's involvement and top management commitment and support will provide guidelines and paths for implementing CE and RL, leading to the competitiveness of a firm.

The findings provide managerial insight, particularly useful to third-party logistics companies' managers who are looking to implement RL and CE, to help prioritize where to invest company resources to generate prime difference. Furthermore, this study also identified Industry 4.0 technologies, which would tackle top identified critical success factors within the hierarchical model such as block chain and digital platforms.

This paper contributes to the literature by exploring the connection between RL and CE in the context of Industry 4.0 that determines the critical success factors enabling sustainable inter-firm collaboration.

This paper aims to explore how teachers’ choice of text, centering of student voices and collaboration with the community around a language arts curriculum impacted the engagement and learning experiences of 85 11th and 12th-grade refugee background students designated as English language learners.

A qualitative self-study framework that inquired into the assumptions about teaching and learning and the roles as social justice educators framed this narrative paper. Student journaling and teachers’ reflection logs and observations of class dramatization during a lesson unit on the play Les Blancs by Lorraine Hansberry formed the research text and informed the thematic analysis and findings of this study. The lenses of culturally sustaining pedagogy and a third space helped unpack the vantages of student voice and community engagement in the curriculum.

In a unit whose central text was chosen based on students’ racial and ethnic identities and their interests, they actively engaged in class and role-played as teachers, generating content that fostered their linguistic repertoires and critical discussions in class. Collaboration with community partners boosted the teacher’s agency with the curriculum and created a model of collaboration and learning for the class.

Student voices and community engagement in learning are powerful tools for designing culturally sustaining pedagogies.