In the present work, a new protocol was developed for the synthesis of 2,4,5-triaryl imidazoles via three component condensation of aryl aldehyde, benzil and ammonium acetate in the presence of 1-butyl-3-methyl-imidazolium hexafluoro phosphate ([BMIM][PF6]) as a catalyst under reflux in ethanol. The present protocol has many beneficial advantages such as excellent yields, easy workup procedure, green catalyst and purification of the targeted molecules without the use of column chromatography which increases the green chemistry value of the present work.

Wide range of 2,4,5-trisubstituted imidazoles were synthesized using eco-friendly, readily available, inexpensive Zn(OAc)2•2H2O (5 mol%) under solvent-free conditions in moderate to excellent yields by condensation from aldehyde, ammonium acetate and benzil at 70 0C. The optimized reaction parameters were successfully applied for the synthesis of divergent 1,2,4,5-tetrasubstitued imidazoles using aromatic amine as fourth component. All the imidazole derivatives were sufficiently characterized by IR, NMR and Mass spectral analyses.

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