Cutcu Ibrahim, Ozkok Yildiz, Golpek Filiz
Department of Economics, Hasan Kalyoncu University, Gaziantep, Turkey.
Environ Sci Pollut Res Int. 2023 Jan;30(3):7474-7497. doi: 10.1007/s11356-022-22674-w. Epub 2022 Aug 30.
Among the most fundamental problems today are environmental problems. As people earn higher incomes as a result of getting a good education, their sensitivity to environmental problems increases. As the income level of both the consumers who have received quality education and the producers who make conscious production increases, their demand for environmental quality and their sensitivity to environmental problems will also increase so it is thought that educational expenditures and policies can affect the number and cost of environmental problems. On the other hand, economic activities comprehensively consume natural resources and impact the ecological quality adversely. Therefore, GDP and the educational expenditures variables are used in the model. The aim of this study is to analyze the relationship between environment, education, and economy during the period of 1998-2017 from selected EU countries (Austria, Italy, the Netherlands, Norway, Poland, Portugal, Romania, and Slovakia). As a result of the panel data analysis, according to the Durbin-Hausman cointegration test result, a long-run relationship between the variables was determined at the level of 1%. According to the results of the Dumitrescu-Hurlin causality test, a unidirectional causality relationship from educational expenditures to ecological footprint at the level of 5%, a unidirectional causality relationship from ecological footprint to renewable energy at the level of 1%, and a bidirectional causality relationship at the level of 1% between ecological footprint and GDP were determined. According to the results of Granger causality test based on the VEC model, a unidirectional causality relationship from ecological footprint to educational expenditures at the level of 5%, and bidirectional causality relationship between ecological footprint and renewable energy (from ecological footprint to renewable energy at the level of 10%; from renewable energy to ecological footprint at the level of 1%) were determined. Based on the findings, it can be concluded that economic and educational policy makers should be aware that they have important consequences on environment.
当今最基本的问题之一是环境问题。随着人们通过接受良好教育获得更高收入，他们对环境问题的敏感度会增加。随着接受过优质教育的消费者和进行有意识生产的生产者的收入水平提高，他们对环境质量的需求以及对环境问题的敏感度也会增加，因此人们认为教育支出和政策会影响环境问题的数量和成本。另一方面，经济活动全面消耗自然资源并对生态质量产生不利影响。因此，模型中使用了国内生产总值（GDP）和教育支出变量。本研究的目的是分析1998年至2017年期间选定欧盟国家（奥地利、意大利、荷兰、挪威、波兰、葡萄牙、罗马尼亚和斯洛伐克）的环境、教育和经济之间的关系。根据面板数据分析，根据杜宾 - 豪斯曼协整检验结果，变量之间在1%的水平上确定了长期关系。根据杜米特雷斯库 - 赫林因果关系检验结果，在5%的水平上确定了从教育支出到生态足迹的单向因果关系，在1%的水平上确定了从生态足迹到可再生能源的单向因果关系，以及在1%的水平上生态足迹与GDP之间的双向因果关系。根据基于向量误差修正（VEC）模型的格兰杰因果关系检验结果，在5%的水平上确定了从生态足迹到教育支出的单向因果关系，以及在生态足迹与可再生能源之间的双向因果关系（从生态足迹到可再生能源在10%的水平；从可再生能源到生态足迹在1%的水平）。基于这些发现，可以得出结论，经济和教育政策制定者应该意识到他们对环境有重要影响。
