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Purpose: The purpose of this paper is to empirically analyze the impact of remittance inflows on sustained economic growth in India. Design/methodology/approach: This study has taken a time series dataset for the period of 1976–2021, and a nonlinear autoregressive distributed lag model technique (NARDL) has been applied to check the impact of remittance inflows along with other control variables, including broad money and service sector performance, on the sustained economic growth of India. Findings: The results of the study indicated that in both the short and long runs, any positive shock in remittance inflows has a positive impact on the economic growth of India, while negative shocks do not affect economic growth. Practical implications: The economic policymakers of India can use the findings of the study by implementing remittance-friendly policies. Moreover, NITI Aayog, the body working toward achieving sustainable development goals (SDGs) in India, can also use this study as a reference while making strategies to achieve SDG. Originality/value: Economic growth has always been an area of interest among economists, researchers and policymakers. However, achieving sustained economic growth requires an analysis of those factors that themselves have sustained performance over a long period of time and have the potential to sustain it over the upcoming years. This study has taken remittance inflows as one such factor and investigated its impact on the sustained economic growth of India. At present, there is an evident gap in the literature that very little attention has been given to sustained Indian economic growth. Moreover, there is no study available in which the nonlinear impact of different variables has been tested on the economic growth of India. [ABSTRACT FROM AUTHOR]

Purpose: India is unique, having enshrined in law the teaching of sustainability education (SE) within all levels of formal education. This study aims to examine the integration and perceptions of SE within the higher education (HE) sector in India and identify any lessons that can be exported about the teaching of SE from the Indian HE environment. Design/methodology/approach: Focusing on a science-based teaching and research institute at a private university in India, a quantitative, cross-sectional study examined the extent to which SE was integrated into the university and how it was perceived by students and staff. Data were collected through two online questionnaires administered to lecturers and undergraduate students during the 2017 academic year. Findings: Most students reported that their university experiences had contributed significantly to their knowledge about sustainability. Results also showed there was a positive association between the teaching and learning about sustainability, although staff and students reported that this could be improved by including more active, student-centred teaching and learning approaches. However, students felt that they had learnt the most about sustainability from the informal "hidden" rather than the "formal" curriculum. This suggests that research is now required into ways to capitalise on this as a medium to further develop, not just Indian, but students' worldwide sustainability literacy. Originality/value: To the best of the authors' knowledge, this paper is the first to present a detailed study of the perceptions of the contribution of the "formal" and the informal "hidden" curriculum to SE by students and staff at an Indian university. [ABSTRACT FROM AUTHOR]