This study critically examines the existing legal regulations governing divorce suits initiated by wives on the grounds of the husband's failure to provide maintenance, within the Indonesian legal framework. Rooted in the principles of justice, this research seeks to identify discrepancies between current legal provisions and the normative values of fairness, equity, and human dignity, particularly concerning the economic vulnerability of wives post-divorce. Employing a normative legal research methodology, the study analyzes relevant statutory laws, Islamic jurisprudence (Fiqh), judicial circulars, and scholarly interpretations to uncover lacunae and inconsistencies. The findings reveal that while Indonesian marriage law acknowledges non-provision of maintenance as a ground for divorce, the practical application and interpretation by courts may not always fully embody the values of justice, potentially leaving wives in precarious financial situations. This research proposes a reconstruction of these regulations, advocating for clearer legal definitions, more robust enforcement mechanisms, and a broader interpretation of maintenance obligations that align with contemporary understandings of gender equality and economic justice. The aim is to ensure that divorce proceedings, particularly those initiated due to non-maintenance, genuinely uphold the principles of justice and protect the rights and well-being of all parties, especially the economically weaker spouse.

Climate change poses profound and escalating challenges for Fiji, affecting livelihoods, infrastructure, and social systems, including education. This paper examines the role of education as a critical driver of climate resilience by analysing how climate literacy, indigenous knowledge systems, and 21st-century competencies can be integrated to strengthen Fiji’s capacity to adapt to a rapidly changing environment. Drawing on regional policy frameworks, global climate education literature, and Pacific epistemologies, the paper argues that Fiji’s education system is uniquely positioned to generate long-term resilience through transformative teaching, culturally grounded knowledge, and future-focused skills development. It highlights how climate change directly disrupts learning, through displacement, extreme weather events, infrastructure vulnerabilities, and socio-economic pressures, while also demonstrating that well-designed education can empower communities with adaptive knowledge, problem-solving abilities, and intergenerational resilience. The analysis reveals that meaningful reform requires a synthesis of scientific climate literacy with indigenous ecological wisdom, supported by teacher capacity-building, curriculum reform, and community engagement. The paper concludes that repositioning education as a strategic climate adaptation tool is essential for Fiji’s sustainable development, national security, and the wellbeing of present and future generations.