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The purpose of this paper is to present a methodology to quantify the solar energy potential for applying photovoltaic systems and find an efficient geometry for urban blocks to obtain a better quality of daylighting in terms of continuous daylight autonomy (DA) and spatial DA with less energy consumption.

The paper is based on a complete simulation of the topography and micro-climate of the area under study. Simulations were performed using ArcGIS and Rhinoceros and urban daylight (UD) and urban modeling interface plugin for a neighborhood in the region of Narmak in Tehran, Iran. Five configurations of a neighborhood were compared using simulations.

It was found that the impact of the geometrical form on daylight gain and energy consumption is significant and the terraced model is the most suitable form for obtaining a constant floor area ratio. Furthermore, it is an optimal form of urban blocks to gain the most energy through photovoltaic systems in the neighborhood as it would be able to satisfy about 42 percent of the energy needs.

Planning to achieve sufficient energy factors in cities is a difficult task, since urban planners often do not have adequate technical knowledge to measure the contribution of solar energy in urban plans and this paper aims to introduce a comprehensive modeling methodology by which the urban energy planning can be used and understood in the urban context to make it completely clear as a strategy of implementation.

This study aims to find out the role of green curriculum (GC) in making a green generation (GG) and ensuring sustainability. The study considers the green curriculum a key factor for understanding environmental values orientation (EVO) and adopting pro-environmental behaviors (Pr-EnB) for social, economic, human and environmental sustainability.

The study is quantitative and cross-sectional. Partial least square-structural equation modeling was used to test the research model and data which was collected through a questionnaire survey from university faculty and students in Pakistan, Saudi Arabia and China.

The findings show that the GC has significant positive effects on EVO and pro-environmental behavior. However, it has no significant effect on social sustainability. There is a positive significant effect of pro-environmental behavior on economic, environmental, human and social sustainability. Whereas, environmental orientation has no significant effect on economic sustainability but significantly influences environmental, human and social sustainability. GC has no significant effect on economic, environmental and human sustainability. However, when considering the combined effects of GC and environmental values orientation or pro-environmental behavior, significant positive effects were found on economic, environmental, human and social sustainability.

The result suggests that implementing a GC positively influences environmental orientation, pro-environmental behavior and various dimensions of sustainability.

These results have implications for educational institutions and policymakers aiming to promote sustainability through green curriculum and help in the attainment of sustainable development goals.

The study fulfills an essential need to obtain sustainability and sustainable development goals through education.