{"title":"当受教育机会比收入不平等更重要时:气候适应和减缓的结构方程建模分析","authors":"Marcelo Furlan , Walter Leal Filho","doi":"10.1016/j.envdev.2025.101309","DOIUrl":null,"url":null,"abstract":"<div><div>This paper aims to assess the effects of the educational level of a country on the climate actions (adaptation and mitigation) that it adopts, and measure the extent to which social inequality, educational quality and access to schooling contribute to such actions. To achieve this aim, the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique was applied to a sample of 195 countries from 18 indicators related to education, income inequality, adaptation and mitigation that exist in global databases. The main results are a) the level of education has a positive effect on adaptation (.824) and mitigation (.927) actions; b) inclusion of the quadratic term for educational level further underscores its central importance in explaining mitigation action (.460); c) Likewise, the quadratic effect of income inequality emerges only as a propensity to mitigate carbon emissions (−.140); d) in absolute values, the difficulty of accessing education has an indirect effect (−.721) that is greater than that of educational quality (.302). These results indicate that, in addition to the need to guarantee education for all, countries also need to reduce their inequalities. Furthermore, developing countries should prioritize actions to include children and young people in climate change education initiatives, so that the indirect effects of climate change adaptation are realized, while reducing inequality can help to foster carbon emissions mitigation efforts. The policy implications of this paper are twofold. First, the paper highlights that improving access to education is more impactful than reducing income inequality for climate adaptation and mitigation. Second, policymakers should prioritize expanding educational opportunities, particularly in vulnerable regions, to enhance climate resilience and sustainable practices. Investments in education can drive long-term climate action more effectively than income redistribution alone.</div></div>","PeriodicalId":54269,"journal":{"name":"Environmental Development","volume":"57 ","pages":"Article 101309"},"PeriodicalIF":5.3000,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"When access to education matters more than income inequality: a structural equation modelling analysis of climate adaptation and mitigation\",\"authors\":\"Marcelo Furlan , Walter Leal Filho\",\"doi\":\"10.1016/j.envdev.2025.101309\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>This paper aims to assess the effects of the educational level of a country on the climate actions (adaptation and mitigation) that it adopts, and measure the extent to which social inequality, educational quality and access to schooling contribute to such actions. To achieve this aim, the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique was applied to a sample of 195 countries from 18 indicators related to education, income inequality, adaptation and mitigation that exist in global databases. The main results are a) the level of education has a positive effect on adaptation (.824) and mitigation (.927) actions; b) inclusion of the quadratic term for educational level further underscores its central importance in explaining mitigation action (.460); c) Likewise, the quadratic effect of income inequality emerges only as a propensity to mitigate carbon emissions (−.140); d) in absolute values, the difficulty of accessing education has an indirect effect (−.721) that is greater than that of educational quality (.302). These results indicate that, in addition to the need to guarantee education for all, countries also need to reduce their inequalities. Furthermore, developing countries should prioritize actions to include children and young people in climate change education initiatives, so that the indirect effects of climate change adaptation are realized, while reducing inequality can help to foster carbon emissions mitigation efforts. The policy implications of this paper are twofold. First, the paper highlights that improving access to education is more impactful than reducing income inequality for climate adaptation and mitigation. Second, policymakers should prioritize expanding educational opportunities, particularly in vulnerable regions, to enhance climate resilience and sustainable practices. Investments in education can drive long-term climate action more effectively than income redistribution alone.</div></div>\",\"PeriodicalId\":54269,\"journal\":{\"name\":\"Environmental Development\",\"volume\":\"57 \",\"pages\":\"Article 101309\"},\"PeriodicalIF\":5.3000,\"publicationDate\":\"2025-08-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Environmental Development\",\"FirstCategoryId\":\"93\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2211464525001757\",\"RegionNum\":2,\"RegionCategory\":\"环境科学与生态学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"ENVIRONMENTAL SCIENCES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Environmental Development","FirstCategoryId":"93","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2211464525001757","RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"ENVIRONMENTAL SCIENCES","Score":null,"Total":0}
When access to education matters more than income inequality: a structural equation modelling analysis of climate adaptation and mitigation
This paper aims to assess the effects of the educational level of a country on the climate actions (adaptation and mitigation) that it adopts, and measure the extent to which social inequality, educational quality and access to schooling contribute to such actions. To achieve this aim, the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique was applied to a sample of 195 countries from 18 indicators related to education, income inequality, adaptation and mitigation that exist in global databases. The main results are a) the level of education has a positive effect on adaptation (.824) and mitigation (.927) actions; b) inclusion of the quadratic term for educational level further underscores its central importance in explaining mitigation action (.460); c) Likewise, the quadratic effect of income inequality emerges only as a propensity to mitigate carbon emissions (−.140); d) in absolute values, the difficulty of accessing education has an indirect effect (−.721) that is greater than that of educational quality (.302). These results indicate that, in addition to the need to guarantee education for all, countries also need to reduce their inequalities. Furthermore, developing countries should prioritize actions to include children and young people in climate change education initiatives, so that the indirect effects of climate change adaptation are realized, while reducing inequality can help to foster carbon emissions mitigation efforts. The policy implications of this paper are twofold. First, the paper highlights that improving access to education is more impactful than reducing income inequality for climate adaptation and mitigation. Second, policymakers should prioritize expanding educational opportunities, particularly in vulnerable regions, to enhance climate resilience and sustainable practices. Investments in education can drive long-term climate action more effectively than income redistribution alone.
期刊介绍:
Environmental Development provides a future oriented, pro-active, authoritative source of information and learning for researchers, postgraduate students, policymakers, and managers, and bridges the gap between fundamental research and the application in management and policy practices. It stimulates the exchange and coupling of traditional scientific knowledge on the environment, with the experiential knowledge among decision makers and other stakeholders and also connects natural sciences and social and behavioral sciences. Environmental Development includes and promotes scientific work from the non-western world, and also strengthens the collaboration between the developed and developing world. Further it links environmental research to broader issues of economic and social-cultural developments, and is intended to shorten the delays between research and publication, while ensuring thorough peer review. Environmental Development also creates a forum for transnational communication, discussion and global action.
Environmental Development is open to a broad range of disciplines and authors. The journal welcomes, in particular, contributions from a younger generation of researchers, and papers expanding the frontiers of environmental sciences, pointing at new directions and innovative answers.
All submissions to Environmental Development are reviewed using the general criteria of quality, originality, precision, importance of topic and insights, clarity of exposition, which are in keeping with the journal''s aims and scope.