Does Primary and Secondary Education Contribute to Environmental Degradation? Evidence from the EKC Framework

Abstract

This paper investigates the impact of education on the Environmental Kuznets Curve (EKC) hypothesis using a balanced panel dataset of 167 countries over 21 years. By employing three econometric models with CO₂ emissions, NOx emissions, and total greenhouse gas emissions as dependent variables, we analyze the role of primary and secondary education in shaping environmental outcomes. Our results confirm the presence of an N-shaped EKC, suggesting that economic growth initially worsens environmental degradation, followed by an improvement, and later a potential rebound in emissions. More importantly, we find that education plays a significant role in environmental dynamics: higher enrolment in both primary and secondary education is associated with increased emissions, particularly in developing economies, possibly due to the expansion of industrial activity and energy consumption linked to a more skilled workforce. However, at higher levels of economic development, education may contribute to environmental awareness, innovation, and policy implementation that foster sustainable practices. These findings highlight the need for targeted educational policies that integrate environmental sustainability to ensure long-term ecological benefits.

Keywords: Environmental Kuznets Curve (EKC), Education, CO₂ Emissions, Nox Emissions, Greenhouse Gases