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This paper explores the dynamic relationship between CO2 emissions, urbanization, trade openness, and technology innovation based on the panel data of 13 Asian countries over the period of 1985–2019. The STIRPAT model is used as a framework for the analysis. For estimation purpose, panel cointegration and FMOLS techniques are utilized. The causality between the concerned variables is also examined by estimating a panel VECM model. The results of panel cointegration reveal the presence of long-run relationship among the variables. FMOLS estimations show that energy consumption increases CO2 emissions while technology change, urbanization, and trade openness compact it. Panel causality analysis indicates bidirectional causality between urbanization and emissions, technology and emissions, trade and emissions, and trade and technology in the long run. Overall findings support the idea that urbanization, technology innovation, and trade openness can play important role to achieve environmental sustainability. [ABSTRACT FROM AUTHOR]

The introduction of new energy technologies may lead to public resistance and contestation. It is often argued that this phenomenon is caused by an inadequate inclusion of relevant public values in the design of technology. In this paper we examine the applicability of the value sensitive design (VSD) approach. While VSD was primarily introduced for incorporating values in technological design, our focus in this paper is expanded towards the design of the institutions surrounding these technologies, as well as the design of stakeholder participation. One important methodological challenge of VSD is to identify the relevant values related to new technological developments. In this paper, we argue that the public debate can form a rich source from which to retrieve the values at stake. To demonstrate this, we have examined the arguments used in the public debate regarding the exploration and exploitation of shale gas in the Netherlands. We identified two important sets of the underlying values, namely substantive and procedural values. This paper concludes with two key findings. Firstly, contrary to what is often suggested in the literature, both proponents and opponents seem to endorse the same values. Secondly, contestation seems to arise in the precise operationalization of these values among the different stakeholders. In other words, contestation in the Dutch shale gas debate does not arise from inter- value conflict but rather from intra- value conflicts. This multi-interpretability should be incorporated in VSD processes. [ABSTRACT FROM AUTHOR]

In late 2006, the New Zealand Government embarked on a series of initiatives to explore how the resources and expertise of eight, small, state-owned science research institutes could be combined efficiently to support science teaching in schools. Programmes were developed to enable students and teachers to access and become involved in local science research and innovation, with the aim being to broaden their awareness of New Zealand science research contexts, adding authenticity and relevance to their school studies. One of these initiatives, known as Science-for-Life, partnered scientists with teachers and students in primary and secondary schools (K-12). A key output from the trial phase of Science-for-Life was the generation of a framework for guiding and coordinating the activities of the eight institutes within the education sector, to improve efficiency, effectiveness and promote sustainability. The framework, based on data gathered from a series of interviews with each institute's Chief Executive Officer (CEO), an online questionnaire, and informed by findings from trial partnership case studies published as institute technical reports and published articles, is presented in this paper. While the framework is developed from New Zealand data, it is suggested that it may be useful for coordinating interactions between multiple small science organisations and the school sector in other small-nation or state contexts. [ABSTRACT FROM AUTHOR]

Global warming remains the most devastating environmental issue embattling the global economies, with significant contributions emanating from CO2 emissions. The continued rise in the level of greenhouse gas (GHG) emissions serves as a compelling force which constitutes the core of discussion at the recent COP26 prompting nations to commit to the net-zero emission target. The current research presents the first empirical investigation on the roles of technological advancement, demographic mobility, and energy transition in G7 pathways to environmental sustainability captured by CO2 emissions per capita (PCCO2) from 2000 to 2019. The study considers the additional impacts of structural change and resource abundance. The empirical backings are subjected to pre-estimation tests consisting of cross-sectional dependence, second-generation stationarity, and panel cointegration tests. The model estimation is based on cross-sectional augmented autoregressive distributed lag, dynamic common correlated effects mean group, and augmented mean group for the main analysis and robustness checks. The findings reveal the existence of EKC based on the direct and indirect effects of the components of economic growth. The indicators of demographic mobility differ in the direction of influence on PCCO2. For instance, while rural population growth negatively influences PCCO2 in the short-run alone, urban population growth increases PCCO2 in the short-run and long-run periods. Nonrenewable energy, information computer technology (ICT) imports, and mobile cellular subscriptions serve as positive predictors of PCCO2, while ICT exports and renewable energy moderate the surge in PCCO2. Policy implications that enhance environmental sustainability are suggested following the empirical verifications. [ABSTRACT FROM AUTHOR]

Safe drinking water for all is unlikely to be achieved without major improvements in the sustainability of rural water supplies in sub-Saharan Africa. Despite heavy dependence on groundwater across the African continent, there is little empirical evidence on the relative reliability of different water-lifting technologies. This study comparatively evaluated the operational performance of the BluePump against the Afridev, India Mark II and PB Mark II handpumps. The field assessment took place in Turkana County (northern Kenya) and The Gambia, contexts with contrasting environmental, social and institutional characteristics. When controlling for other variables, in both study sites the BluePump had significantly lower odds of a breakdown occurring over a 12-month period compared with other handpumps. The BluePump also had significantly lower odds of a nonfunctional status relative to the Afridev in Turkana, though no significant effect on functionality was observed relative to the India Mark II in either study site or the PB Mark II in The Gambia. In Turkana, the impact of fewer breakdowns on operational uptime and point-in-time functionality may have been moderated by a subsidised maintenance service for which communities pay a fixed annual fee irrespective of handpump type and breakdown frequency. In The Gambia, the BluePump had significantly longer breakdowns than Mark II handpumps because of a problematic maintenance model. The results indicate that technological innovations such as the BluePump can lead to operational improvements, but technology alone is no panacea and the long-term sustainability of water supplies ultimately depends upon the effectiveness of maintenance services. [ABSTRACT FROM AUTHOR]

Pedagogical innovation—whether involving technology or not—is shaped by a complex interaction of the innovation with contextual factors such as school and school district policy, leadership, cultural norms and values, teacher attitudes and skills, and student characteristics. This study examined school and classroom contexts in which pedagogical innovations employing technology were successfully sustained. Data were obtained from 59 cases drawn from the Second Information Technology in Education Study—Module 2, a project that examined 174 cases of innovative pedagogical practice in schools in 28 countries. An explanatory model of sustainability was derived from a qualitative analysis of the cases using grounded theory techniques. Essential conditions for the sustainability of classroom innovation were teacher and student support of the innovation, teacher perceived value of the innovation, teacher professional development, and principal approval. Contributing factors for sustainability were supportive plans and policies, funding, innovation champions, and internal and external recognition and support. [ABSTRACT FROM AUTHOR]