درخت حوزه‌های تخصصی

Global environmental concerns and increasing social pressure to conserve natural resources for future generations have compelled organizations to focus more on their environmental performance by adopting sustainable practices. This study aims to investigate the effect of environmentally-specific transformational leadership on green innovative behavior, with the mediating roles of green organizational identity and organizational embodiment, at Shahid Chamran Hospital in Isfahan. The research is applied in purpose and descriptive-correlational in methodology. The statistical population consisted of 170 managers and staff members across various departments of the hospital. Using Cochran’s formula, a sample of 117 individuals was selected. Data analysis and hypothesis testing were conducted through structural equation modeling (SEM) using Smart PLS and SPSS software. Construct validity and reliability tests were conducted to ensure the quality of the questionnaire. The findings revealed a significant direct effect of green transformational leadership on green innovative behavior. However, the mediating effect of green organizational identity and the moderating role of organizational embodiment in this relationship were not supported. Furthermore, green transformational leadership did not significantly influence green organizational identity, nor did organizational identity have a significant impact on green innovative behavior. These results suggest that if Chamran Hospital implements green transformational leadership initiatives to promote pro-environmental behavior among its employees, it can contribute to creating a more environmentally sustainable workplace, thereby reducing ecological harm and promoting a healthier environment.

Education plays a pivotal role in shaping societal development, influencing economic growth, social stability, governance, and individual well-being. By enhancing skills, abilities, and individual competencies, education contributes to the accumulation of human capital at both the individual and societal levels. It expands personal freedoms by increasing capabilities, which in turn fosters democratic participation and social resilience. There are two primary theoretical approaches to understanding education’s impact on human capital: the productivity approach and the capability approach. While the productivity approach views education as a means to enhance workforce productivity, the capability approach emphasizes broader cultural and social advancements, seeing increased productivity as an intermediate rather than an ultimate goal. Adopting a systematic qualitative literature review (SQLR) methodology, this study synthesizes peer-reviewed journal articles, policy reports, and scholarly books from reputable sources such as Google Scholar, JSTOR, Scopus, and institutional reports from UNESCO and the World Bank. A thematic analysis was conducted following Braun and Clarke’s (2006) six-step framework, identifying key themes such as education’s role in economic mobility, governance, and global competitiveness. Findings highlight that nations with well-designed educational systems, such as Japan and China, have achieved sustainable economic growth by leveraging high-tech and knowledge-based production. The study concludes that an appropriate educational system is a primary prerequisite for any country’s development, as it determines its position in the global economy. This review underscores the importance of context-specific educational policies that align with broader societal needs. It offers insights for policymakers seeking to bridge the development gap through strategic investments in education.