Higher Education, Technological Innovation, and Regional Sustainable Development: Insights from a VAR Model

Abstract

Sustainable development has increasingly become a primary concern of governments in the stage of high-quality economic development. Taking as an example Guangdong Province, China, where development and polarization coexist, this study uses a Vector Autoregressive(VAR) model to examine the relationship between higher education, technological innovation, and economic growth, and then uses the Coupling Coordination (CC) model to evaluate the developing coordination of subsystems where the above three elements are located; furthermore, it summarizes the mechanisms and corresponding paths of higher education on the quantity and quality of economic growth and illustrates the interactive relationships, the dynamic mechanisms, and the influencing factors. The results show that there is a dynamic interaction mechanism between higher education, technological innovation, and regional economy. The effect of this mechanism is enhanced in developed areas and with an obvious circle cumulative effect, while partly inhibited in undeveloped areas and with less or no circle cumulative effect. Therefore, on the path towards high-quality development, endogenous development models should be formulated and strengthened by developing higher education and constructing an innovation system, especially in the undeveloped areas. Higher education should be more in the regional development framework and targeted at the interaction and synergy in the regional socioeconomic system.

Comparison of Higher Education in Pakistan and China: A Sustainable Development in Student’s Perspective

“…The influence of technological growth on sustainable development programs is generally recognized and supported by Pakistani students, but Chinese students oppose it vehemently. Nonetheless, the concept is reinforced by regional research by Li and Liu [95][96][97], which found a continuous linkage between higher education, technological innovation, and sustainable development. The results of this investigation have several theoretical and methodological repercussions.…”

The Impact of Digitization to Ensure Competitiveness of the Ha’il Region to Achieve Sustainable Development Goals

“…Then, we adopted the Granger causality to test the causality between the variables. Finally, we tested the effect of the sudden variation of the digitization variable on the other variables and on the sustainable development of the Ha'il region; moreover, the VAR model considers every endogenous variable in the system as a function to verify the above relationships [40]. The VAR model is as follows:…”

“…• Y t : is the column vector of the K-dimensional endogenous variable (SDGs H ); µ: is the matrix to be estimated; • ε t : is the K-dimensional perturbed column vector [40]. Nevertheless, in Table 5, we have determined the descriptive statistics of the time series of the variables (mentioned in Table 4) for the Ha'il region.…”

Trends in Educational Research for Sustainable Development in Postgraduate Education Programs at a University in Peru

“…Undoubtedly, educational innovation with ICT requires complementing individual, institutional, and social elements, and its repercussions transcend school spaces, having social, environmental, and human impacts. Hence, studies highlight the articulation between the green economy, educational development, and technological innovation [77] in the same way that other studies emphasize the relationship between technological innovation and sustainable regional development [78], establishing challenges in the path of technological innovation of artificial intelligence in productive and educational integration [79], the modernization of the industrial structure [80], and industry 4.0 [81].…”