Scholarlink

<p>In an era characterized by mounting ecological challenges, tertiary education establishments confront the imperative to execute Sustainable Development Goal 4. The potential of education fiscal investments in driving environmental development and preservation has emerged as a focal point in contemporary policy discourse. This research plans to analyze the interrelationship between tertiary education systems and environmental sustainability, with particular emphasis on how educational policy moderates the connection between carbon emissions and key educational parameters, including infrastructure, student enrollment, and resource allocation. Partial least squares structural equation modelling is employed alongside a panel autoregressive distributed lag model and fixed effects regression with Driscoll–Kraay standard errors for robustness testing. The findings reveal that tertiary educational student enrollment and infrastructure are linked to reduced carbon emissions over time. In contrast, increased tertiary educational resource allocation aligning with policy is positively associated with carbon emissions in the short term. Educational policy plays a dual role, either reinforcing or mitigating these effects depending on its design and enforcement. This study contributes to the literature by clarifying the dynamic interplay between education systems and environmental outcomes. It offers practical guidance for policymakers, emphasizing the need to align education policies with environmental goals. Specifically, integrating sustainability into campus development and leveraging student engagement is critical to advancing both SDG 4 and SDG 13.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Assessing the moderating effects of tertiary education policy on the relationship between education system factors and carbon emissions in China

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年9月30日

查看全文
  • Liya Xu,
  • Yuyao Li,
  • Jing Cui,
  • Faiza Saleem

摘要

In an era characterized by mounting ecological challenges, tertiary education establishments confront the imperative to execute Sustainable Development Goal 4. The potential of education fiscal investments in driving environmental development and preservation has emerged as a focal point in contemporary policy discourse. This research plans to analyze the interrelationship between tertiary education systems and environmental sustainability, with particular emphasis on how educational policy moderates the connection between carbon emissions and key educational parameters, including infrastructure, student enrollment, and resource allocation. Partial least squares structural equation modelling is employed alongside a panel autoregressive distributed lag model and fixed effects regression with Driscoll–Kraay standard errors for robustness testing. The findings reveal that tertiary educational student enrollment and infrastructure are linked to reduced carbon emissions over time. In contrast, increased tertiary educational resource allocation aligning with policy is positively associated with carbon emissions in the short term. Educational policy plays a dual role, either reinforcing or mitigating these effects depending on its design and enforcement. This study contributes to the literature by clarifying the dynamic interplay between education systems and environmental outcomes. It offers practical guidance for policymakers, emphasizing the need to align education policies with environmental goals. Specifically, integrating sustainability into campus development and leveraging student engagement is critical to advancing both SDG 4 and SDG 13.