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dc.contributor.authorBayar, Yilmaz
dc.contributor.authorGavriletea, Marius Dan
dc.contributor.authorCorpadean, Adrian-Gabriel
dc.contributor.authorSART, GAMZE
dc.date.accessioned2022-07-04T15:12:01Z
dc.date.available2022-07-04T15:12:01Z
dc.date.issued2022
dc.identifier.citationSART G., Bayar Y., Corpadean A., Gavriletea M. D. , "Impact of ICT and Globalization on Educational Attainment: Evidence from the New EU Member States", SUSTAINABILITY, cilt.14, sa.5, 2022
dc.identifier.issn2071-1050
dc.identifier.othervv_1032021
dc.identifier.otherav_a30e3f6d-9c1b-4064-9b81-15509d76f561
dc.identifier.urihttp://hdl.handle.net/20.500.12627/184031
dc.identifier.urihttps://avesis.istanbul.edu.tr/api/publication/a30e3f6d-9c1b-4064-9b81-15509d76f561/file
dc.identifier.urihttps://doi.org/10.3390/su14053039
dc.description.abstractEducation is a critical factor underlying the social and economic development of countries and their citizens. Therefore, the specification of factors affecting educational attainment is crucial for the planning and implementation of optimal educational policies. The objective of the article is to research the influence of information and communication technology (ICT), proxied by the ICT index and globalization index on educational attainment in the new EU Member States over the term of 2000-2018 by means of the causality and cointegration test. The causality test points out a unilateral causality from ICT to educational attainment and a bidirectional causality between ICT and globalization. In other words, ICT has a significant effect on educational attainment, but globalization influences educational attainment by way of ICT in the short term. On the other hand, the cointegration test uncovers a positive effect of ICT on educational attainment at panel level and in Croatia, Czechia, Poland, and Slovakia in the long term, while globalization has a positive effect on educational attainment in Bulgaria, Hungary, Lithuania, and Poland. The findings of the cointegration test also support those of the causality test and denote that both ICT and globalization can be effective instruments for improving educational attainment, depending on countries' current human and physical capital and education policies.
dc.language.isoeng
dc.subjectÇevre Mühendisliği
dc.subjectSosyal ve Beşeri Bilimler
dc.subjectSosyal Bilimler (SOC)
dc.subjectSosyal Bilimler Genel
dc.subjectMühendislik ve Teknoloji
dc.subjectAquatic Science
dc.subjectGeneral Social Sciences
dc.subjectNature and Landscape Conservation
dc.subjectEnvironmental Science (miscellaneous)
dc.subjectManagement, Monitoring, Policy and Law
dc.subjectSocial Sciences & Humanities
dc.subjectPhysical Sciences
dc.subjectSosyoloji
dc.subjectLife Sciences
dc.subjectTarımsal Bilimler
dc.subjectÇEVRE ÇALIŞMALARI
dc.subjectTarım ve Çevre Bilimleri (AGE)
dc.subjectÇevre / Ekoloji
dc.subjectÇEVRE BİLİMLERİ
dc.titleImpact of ICT and Globalization on Educational Attainment: Evidence from the New EU Member States
dc.typeMakale
dc.relation.journalSUSTAINABILITY
dc.contributor.departmentİstanbul Üniversitesi-Cerrahpaşa , Hasan Ali Yücel Eğitim Fakültesi , Eğitim Bilimleri Bölümü
dc.identifier.volume14
dc.identifier.issue5
dc.contributor.firstauthorID3401932


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