This study investigates whether gender differences exist in the levels of sustainable project management competencies and awareness of the Sustainable Development Goals (SDGs), specifically SDG 9 (Resilient Infrastructure) and SDG 11 (Sustainable Cities and Communities), among College of Business students at Prince Sattam bin Abdulaziz University. A questionnaire was employed to assess six key sustainable competencies: communication, leadership, management, cognitive ability, effectiveness, and professionalism. The sample consisted of 63 students from diverse business disciplines, including accounting, finance, management information systems, and human resources. The questionnaire was developed based on an extensive review of the literature and validated by experienced educators. Data analysis included descriptive statistics and the Mann-Whitney U test to examine gender differences in competency levels and SDG awareness. The findings reveal significant gender differences, with female students demonstrating higher mean ranks across all competencies and SDG awareness compared to their male counterparts. These results suggest that gender may play a significant role in the development of sustainable project management competencies and the understanding of global sustainability challenges. This study contributes to the literature by offering valuable insights into how gender influences students’ potential to engage with SDGs, particularly SDG 9 and SDG 11. The findings emphasize the importance of incorporating sustainable project management competencies into academic curricula to enhance students' awareness of SDGs, and they highlight the need for gender-sensitive educational strategies that promote inclusive sustainability education.

This study assesses the green project management competencies of students in the College of Business at Prince Sattam bin Abdulaziz University. This study uses a structured questionnaire to evaluate ten competencies: teamwork, leadership, communication, conflict management, achievement motivation, cognitive skills, adaptability, self-control, negotiation, and social awareness. The Principal Component Analysis (PCA) and Cronbach Alpha results revealed that effective communication was the strongest competency, explaining 71.6% of the variance, followed by leadership (65.3%) and teamwork (60.6%). Self-control demonstrated the highest reliability (α = 0.966), emphasizing students’ ability to manage stress effectively. Conflict management explained 48.9% of the variance, while adaptability accounted for 57.4%, reflecting students’ resilience and flexibility. Cognitive skills explained 51.7%, highlighting critical thinking and problem-solving abilities. Negotiation explained 63.8%, emphasizing stakeholder collaboration, and social awareness accounted for 50.1%, reflecting cultural sensitivity and empathy. Achievement motivation explained 54.8%, underscoring students’ proactive and goal-oriented behaviors. These findings provide valuable insights into strengths and gaps in student competencies, offering a basis for targeted improvements. Green project management competencies are vital for advancing Sustainable Development Goals (SDGs). Green project management competencies are integral to advancing the Sustainable Development Goals (SDGs). Cognitive skills, teamwork, and communication enhance critical thinking and innovation, supporting SDG 4 (Quality Education). Leadership and adaptability drive sustainable initiatives, aligning with SDG 8 (Decent Work and Economic Growth) and SDG 9 (Industry, Innovation, and Infrastructure). Additionally, teamwork and social awareness foster inclusive urban development (SDG 11), while self-control and resilience enable effective climate action (SDG 13). By aligning academic training with industry demands, this study supports the global sustainability agenda and Saudi Vision 2030. The study provides policymakers in Saudi Arabia with valuable insights into aligning educational strategies with industry demands, highlighting key gaps in green project management competencies. By addressing these gaps, policymakers can enhance curriculum design to develop sustainability-focused skills, advancing Saudi Vision 2030 goals for workforce readiness, economic growth, and global sustainability leadership

In the dynamic field of cybersecurity within intelligent vehicle systems, the sophistication of threats necessitates continual advancemenThe purpose of this study is to: (1) evaluate the technological skills of the final-year undergraduate students, (2) how such abilities influence their likelihood of getting employed and (3) student opinions on whether a computer lab-based specialization in software training can boost employability. This study is a survey-based methodology. The sample size encompasses 140 final year students in the College of Business Administration at Prince Sattam bin Abdulaziz University during the academic year 2023-2024. Descriptive statistical analyses indicate that most students believe they have sufficient technical skills but not enough for securing better jobs. Moreover, it is clear among them that expertise in specialized software packages enhances career prospects significantly. The research results also show a huge gap between technological competencies learners have now and what employers demand currently. In response, this study suggests that PSAU should establish software laboratories in their colleges for specialized training on software as required by the job market and workplace. The Vice Rectorate for Academic and Educational Affairs launches a program called “Graduate and Professional Skills Development Program (PSAU-GPSDP)”, which emphasizes student employability as it develops, implements, and evaluates mechanisms to enhance students’ chances of getting jobs upon graduation. The results of this study are in line with SDG No. 8 (Decent Work and Economic Growth), SDG No. 4 (Quality Education), and Saudi Vision 2030. Therefore, this study has practical implications for decision-makers at the Ministry of Education and university levels, university professors, researchers on how employability skills of students could be enhanced in the higher education institutions.