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1 – 4 of 4Godwin Ahiase, Maya Sari, Denny Andriana, Nugraha Nugraha, Budi Supriatono Purnomo and Toni Heryana
This study examines the moderating role of debt sustainability on the nexus between financial and economic growth in African countries.
Abstract
Purpose
This study examines the moderating role of debt sustainability on the nexus between financial and economic growth in African countries.
Design/methodology/approach
This study utilised data from various sources, such as the World Bank and International Monetary Fund databases, specifically the World Development Indicators and Financial Access Survey. The data covered the period from 2004 to 2021 and focused on 53 African countries to examine the moderating effect of debt sustainability on the relationship between financial inclusion and economic growth using a two-step generalised method of moments system with forward orthogonal deviations.
Findings
The study findings indicate a direct link between financial inclusion and economic growth in African nations. In particular, the availability and utilisation of mobile money services are significant factors in promoting financial inclusion. Our study also highlights that excessive debt can impede economic growth by limiting the capacity of financial institutions to offer loans and other vital financial services.
Practical implications
Policymakers in Africa should promote economic growth by prioritising financial inclusion through mobile money and ATMs while ensuring sustainable debt levels.
Originality/value
This study adds to the ongoing discussion on the relationship between FI and economic growth in African countries. It explores how debt sustainability affects this relationship, and emphasises the importance of finding a balance between financial inclusion and debt management for long-term economic growth and development.
Peer review
The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-01-2024-0062
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Godwin Ahiase, Denny Andriana, Edinam Agbemava and Bright Adonai
The purpose of this paper is to investigate the influence of macroeconomic cyclical indicators and country governance on bank non-performing loans in African countries.
Abstract
Purpose
The purpose of this paper is to investigate the influence of macroeconomic cyclical indicators and country governance on bank non-performing loans in African countries.
Design/methodology/approach
Data was collected from the 53 African countries covering 2005–2021. The paper develops an empirical model to examine the impact of country governance in reducing macroeconomic cycle-induced adverse effects on bank credit risk. This research estimates Random Effects models and the General Method of Moment to examine the link between microeconomic and governance factors on bank non-performing loans. Stata version 15.1 was used to conduct panel regression analysis.
Findings
The findings of the study revealed that the generalized method of moments findings contributes valuable insights into the persistence of NPLs over time and the specific effects of variables on NPL levels. The study findings highlight that the debt-to-GDP ratio, unemployment, regulatory quality, government effectiveness and inflation have significant relationships with NPLs, shedding light on their specific contributions to credit risk dynamics.
Research limitations/implications
The focus on a specific set of determinants for NPLs, which may not capture all the factors that influence NPL levels. Thus, the study did not consider the impact of macroeconomic shocks, such as natural disasters or global economic crises, which can have a significant impact on NPLs.
Practical implications
Policymakers should prioritize maintaining sustainable debt levels, promoting employment growth and controlling inflation rates to mitigate credit risk and reduce nonperforming loans. Also, enhancing regulatory quality and government effectiveness is crucial in ensuring financial stability and minimizing non-performing loans in Africa.
Originality/value
This paper provides a new possible solution to minimise bank non-performing loans risk by examining interactions of country governance regarding the macroeconomic cycle behaviour.
Peer review
The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-11-2022-0729
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Godwin Ahiase, Nugraha Nugraha, Denny Andriana and Maya Sari
This study examines the effect of digital financial inclusion (DFI) on climate change in African countries, taking into account the moderating effect of income inequality.
Abstract
Purpose
This study examines the effect of digital financial inclusion (DFI) on climate change in African countries, taking into account the moderating effect of income inequality.
Design/methodology/approach
This study employs panel data from 53 African countries between 2004 and 2021 and utilises the random-effects model and two-step generalised method of moments (GMM) to estimate the relationships amongst DFI, income inequality, CO2 emissions and renewable energy consumption (REC).
Findings
Our findings reveal that increased accessibility to automated teller machines (ATMs) leads to a reduction in CO2 emissions and an increase in REC. However, the effect of ATMs on CO2 emissions is stronger for individuals with lower incomes, whereas REC is higher for those with higher incomes. Additionally, mobile cellular subscriptions (MCS) increase both CO2 emissions and REC; however, when income inequality is considered, it results in a reduction in CO2 emissions and an increase in REC. Furthermore, Internet usage reduces CO2 emissions and increases REC in Africa, with income inequality levels further improving its contribution.
Practical implications
ATM accessibility and energy efficiency are means to mitigate carbon dioxide emissions and encourage the adoption of renewable energy sources.
Originality/value
This study is one of the first to explore the effects of income inequality on DFI, CO2 emissions and REC, highlighting its importance in Africa and its potential impact on environmental sustainability.
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Ingo Karl Bosse, Daniela Nussbaumer and Dennis Christian Hövel
Digital inequalities are pressing concerns, especially for students in need of special educational support. In recent years, numerous reviews have been published on the use of…
Abstract
Purpose
Digital inequalities are pressing concerns, especially for students in need of special educational support. In recent years, numerous reviews have been published on the use of learning technologies (LT) in inclusive and special education. They mostly provide findings for specific groups, technologies, and countries. This systematic review aims to identify changes in the use of information and communication technologies (ICT) as LT that evolved globally in inclusive and special education over the last 12 years.
Design/methodology/approach
Web of Science, Scopus, and EBSCOhost were systematically searched for publications for 2012 to 2023. Only peer-reviewed English publications were included to ensure a comprehensive review. The findings of the 421 included papers were then analysed, reflecting diverse perspectives at the technology, learners, teachers, and institutional levels.
Findings
The most used devices were computers, iPads/tablets, and specifically designed apps. More studies were conducted in separate settings than in inclusive ones. The primary participant groups were students on the autism spectrum. More than half the research publications were related to technology use. Technology development was the most common research objective, with approximately 40% of test hypotheses based on standardised tests or observations.
Research limitations/implications
By shifting the focus from specific disabilities to a more usability-based approach, we can envision a future in which the quality of education for all students is substantially improved.
Practical implications
LT have the potential to significantly contribute to creating the least restrictive learning environment for students in need of special educational support. One step for practitioners is to consider the interdependencies between the different dimensions of heterogeneity relevant to digital inclusion. In order to solve these complex pedagogical tasks appropriately, multidisciplinary cooperation is necessary, involving experts in technical, pedagogical, didactic and inclusive education in digitalised societies.
Originality/value
All data were meticulously collected and analysed to ensure credibility and originality.
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