Synthesizing the impacts of information and communication technology advancement and educational developments on environmental sustainability: A comparative analyses of three economic blocs—BRICS, MINT, and G7 economies

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dc.contributor.authorGyamfi, Bright Akwasi
dc.contributor.authorOnifade, Stephen Taiwo
dc.contributor.authorOfori, Elvis Kwame
dc.date.accessioned2023-01-23T09:23:12Z
dc.date.available2023-01-23T09:23:12Z
dc.date.issued2022en_US
dc.departmentRektörlük, İslam Ekonomisi ve Ekonomik Sistemler Uygulama ve Araştırma Merkezien_US
dc.description.abstractIn the wake of the growing threats to humanity from climate change, we analyzed the information and communications technology (ICT)/education—environmental nexus from three distinct blocs including BRICS, MINT, and the G7 economies between 1990 and 2020. Two models were examined to reach the study's objectives. The first model evaluates whether education and ICT are essential for environmental sustainability via potential reduction in carbon emission. On the other hand, the second model fills an existing gap in extant studies by examining the prospect of education and ICT in influencing citizens on the importance of transition to renewable energy usage. Driscoll and Kraay estimator was employed as a panacea tool for cross-sectional dependence and slope homogeneity while the fixed effect approach provides sufficient robustness checks on the findings. While some outcomes vary per bloc, others are relatively similar across the three blocs. Education level in school enrollment perspectives shows a negative significant pollution reduction effect across the three blocs, while only the G7 bloc performed better from human capital perspectives. The combined sample bloc shows that ICT also significantly reduces carbon emission, however, an individual bloc analysis refutes this stance for the MINT bloc. Additionally, while renewable energy cushions emissions in all the blocs, rapid urbanization, shows a positive CO2 emission impact except in the G7 bloc. Last, ICT and education significantly boost renewable energy usage only in the G7. Hence, governments and stakeholders in the blocs should gravitate toward greater investments in quality education and greener ICT infrastructures for a sustainable environment.en_US
dc.identifier.doi10.1002/sd.2416en_US
dc.identifier.scopus2-s2.0-85138575987en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.urihttps://hdl.handle.net/11467/6139
dc.identifier.urihttps://doi.org/10.1002/sd.2416
dc.identifier.wosWOS:000857985700001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherJohn Wiley and Sons Ltden_US
dc.relation.ispartofSustainable Developmenten_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/embargoedAccessen_US
dc.subjectBRICS; education; environmental sustainability; G7; ICT; MINTen_US
dc.titleSynthesizing the impacts of information and communication technology advancement and educational developments on environmental sustainability: A comparative analyses of three economic blocs—BRICS, MINT, and G7 economiesen_US
dc.typeArticleen_US

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