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One of the serious problems caused by the Lombok earthquake on July 28, 2018 was the cessation of people's productive activities, so that their survival was threatened. The purpose of this research was to build a model of economic recovery post earthquake in Lombok, West Nusatenggara that can be used as a model for post earthquake regional economic recovery in Indonesia. The analytical methods used were SAST (Strategic Assumption Surfacing and Testing) and AHP (Analytical Hierarchy Process). The results of study showed that the mental recovery of the community after the earthquake was the most important problem before economic recovery. To recover the community's economy, the development of coconut sugar and handicraft-based home industries was the most potential productive activity to ensure the sustainability of people's lives. The conclusion of this study was mental recovery and the development of productive activities based on regional superior natural resources were the main keys to economic recovery post earthquake.

UNESCO-UNEVOC has reported that the levels of awareness towards the implementation of green skills amongst TVET teacher are at low level. Meanwhile, studies have shown that teacher have lack of skills and weak of knowledge about the concept of sustainable development. The study used quantitative approach and the structural equation model was used to measure the effect of the three indicators which are teaching strategy, networking and reflecting towards learning of sustainable development. These indicators have been adapted from the Model of CSCT. The population of this study consisted of 202 TVET teacher trainee from the Institute of Teacher Education. Meanwhile the sample technique used is disproportionate stratified random sampling method and the sample size is 144. Findings show that networking and reflection were found to be positively related to learning for sustainable development, while teaching strategy was not significantly related to learning for sustainable development. The indicator of model was observed to be sufficiently solid and flexible to incorporate and measure the four construct which are cognitive, technology, emotional intelligence and action competency. Finally, the results show that networking indicator have the strongest relationship to learning for sustainable development in order to develop green skills competency in industrial 4.0 amongst TVET teacher trainee.