collaborative governance

This study examined sustainability-oriented school leadership, environmental management practices, and climate resilience among selected school heads in Sapa-Sapa I District, Tawi-Tawi, as a basis for developing a Sustainable School Governance Framework. Anchored in the Whole-Institution Approach to Education for Sustainable Development, Sustainable Educational Leadership, and Organizational Climate Resilience, the study employed a descriptive-correlational design using a structured five-point Likert-scale questionnaire. Descriptive statistics and Kendall's tau-b correlation were applied to 12 school-head response profiles. The illustrative results indicated High levels of sustainability-oriented leadership (M = 3.55) and environmental management practices (M = 3.43), while climate resilience was rated Moderate (M = 3.33). Limited financial resources (66.67%), insufficient training (58.33%), inadequate infrastructure (50.00%), and limited technological support (41.67%) emerged as major challenges. A significant positive relationship was observed between leadership and environmental management (τ = 0.467, p = 0.048), while relationships involving climate resilience were not statistically significant. A preliminary Sustainable School Governance Framework was proposed, emphasizing strategic leadership, environmental resource management, disaster preparedness, stakeholder engagement, and continuous improvement. The study recommends strengthening institutional monitoring, resource conservation, capacity-building initiatives, and learning continuity mechanisms, subject to validation using actual survey data. The study aligns with SDG 4 (Quality Education), SDG 12 (Responsible Consumption and Production), and SDG 13 (Climate Action). Its potential sustainability impact involves strengthening environmental responsibility, institutional resilience, collaborative governance, and climate-responsive educational management in island-based school communities.

Introduction This study examines the public visibility and documentary traceability of university co-creation and collaborative governance for sustainability, based on documentary evidence available on the institutional portals of a set of universities in Ecuador. It explores how publicly available records represent forms of territorial articulation that extend beyond traditional university extension models. Methods The research adopts a documentary case study design supported by a multi-criteria matrix of co-creation indicators, mapping the 59 institutions included in the defined universe. Data were gathered exclusively from verifiable public sources on official university websites, institutional repositories, sustainability reports, strategic plans, and digital documentation spanning the 2024–2025 period, with a standardized corpus closure date of July 24, 2026. Results Evaluated institutions exhibit heterogeneous institutional records regarding their engagement and sustainability initiatives. Five documentary cases were selected for analysis based on information availability, alongside candidate cases retained for sensitivity analysis using “Not Assessable” (NA) coding. The publicly documented cases provide evidence of varying degrees of participation, multi-actor coordination, knowledge-system dialogue, governance arrangements, documented results, project continuity, and articulation beyond traditional third-mission activities. Discussion The findings are restricted to the scope of public documentary visibility and traceability. They should be interpreted as patterns of documentary traceability rather than as direct evidence of the full implementation or effectiveness of co-creation practices in the institutions studied.