Mitigations pathways towards sustainable development: assessing the influence of higher education on environmental quality in BRICS economies

Education plays a significant role in the development of economies. This study empirically contributes to the literature by examining the impacts of higher education on CO2 emissions of BRICS economies over the period 1998-2020. For empirical analysis, we used the ARDL bound testing approach. The findings of the study show that higher education significantly and negatively contributed to the CO2 emissions of China and confirm the education-CO2-led hypothesis in the long run. The results of the study also reveal that higher education in Russia, India, and South Africa exerts a positive impact on CO2 emissions in the long run and rejects the education-CO2-led hypothesis. Moreover, financial inclusion has a negative impact on CO2 emissions in China, Russia, and South Africa, while financial inclusion positively affects CO(2 )emissions in only India in the long run. Based on findings, authorities should extend financial and social support for higher academic activities aimed at the mitigation of environmental pollution. Policymakers should also consider the synergy influence of financial inclusion in designing carbon mitigation policies.

Automated summary

Education has a significant impact on economic development, and this study examines the effects of higher education on CO2 emissions in BRICS economies. The findings show that higher education has varying impacts on CO2 emissions, with a negative effect in China and positive effects in Russia, India, and South Africa. Financial inclusion also plays a role in CO2 emissions, with negative effects in China, Russia, and South Africa, and a positive effect in India.