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Do Democracy and Education Drive Environmental Sustainability? Evidence From Nordic Countries and Implications for SDG 4 and SDG 16

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  • Ayoub Zeraibi
  • Ye Liu

Abstract

Nordic countries, despite leading in global environmental performance, face unresolved sustainability challenges, revealing a paradox where strong democratic institutions (SDG 16) and education systems (SDG 4) coexist with ongoing ecological pressures. This study examines how democracy and education jointly influence environmental sustainability across Nordic nations (2000–2023) using the Method of Moments Quantile Regression. Results show that environmental policy stringency enhances sustainability, while freedom of expression and education spending unexpectedly hinder it. Dumitrescu‐Hurlin causality tests confirm bidirectional relationships between environmental sustainability and factors such as environmental policy, freedom of expression, education spending, and population. We recommend three SDG‐aligned policies: (1) integrating circular economy principles into education curricula (SDG 4); (2) restructuring current education spending to better align with sustainability goals; and (3) strengthening participatory environmental governance (SDG 16).

Suggested Citation

  • Ayoub Zeraibi & Ye Liu, 2026. "Do Democracy and Education Drive Environmental Sustainability? Evidence From Nordic Countries and Implications for SDG 4 and SDG 16," Sustainable Development, John Wiley & Sons, Ltd., vol. 34(4), pages 4754-4771, August.
    • Handle: RePEc:wly:sustdv:v:34:y:2026:i:4:p:4754-4771
    DOI: 10.1002/sd.70496
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