Energy poverty and education: Fresh evidence from a panel of developing countries

The goal of this study is to empirically assess the impact of education on energy poverty through the lens of the human capital theory. To this end, a sample of 30 developing economies, spanning the period 2001-2016 was used, while GMM estimators were employed to effectively deal with cross-sectional dependence and endogeneity. The empirical results clearly document that education generates a negative impact on energy poverty. The findings remain robust under different approximations of energy poverty, incurring significant implications for policymakers and government officials.

Automated summary

This study empirically assesses the impact of education on energy poverty using the lens of human capital theory. The findings suggest that education has a negative impact on energy poverty, which remains robust under different approximations of energy poverty. These results have significant implications for policymakers and government officials.