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Advisor(s)
Abstract(s)
The relationship between education and societal development is unquestionable. Education
contributes to achieving both societies’ and individuals’ social and economic goals. Quality education
is recognized as one of the Sustainable Development Goals (SDGs), which, jointly with other behaviors
and attitudes, could impact the development of societies in other fields like health and well-being,
cultural preservation, environmental sustainability, and even peace and stability—all of them also
listed as SDGs. However, the capacity, or not, to reach higher levels of compliance with quality in
education (SDG 4) varies from country to country, according to the 2023 Sustainable Development
Report results. Thus, the present study aims to identify the sufficient conditions for achieving higher
levels of quality education (SDG 4) globally and to analyze how these conditions vary across different
world regions. Applying a fuzzy set qualitative comparative analysis and using data from the 2023
Sustainable Development Report, we focus our analysis on four SDG 4 indicators—early education,
primary education, lower secondary education, and literacy rate—across 117 countries, in order to
assess the conditions for attaining higher levels of quality education. The results reveal there are
specific and identifiable conditions that are sufficient for achieving higher levels of quality education
on a global scale, with significant regional variations. These insights contribute to understanding
the complex dynamics of educational quality and could be used as guidance for policymakers and
educators aiming to improve educational outcomes worldwide.
Description
Keywords
sustainable development goals quality education development fuzzy set qualitative comparative analysis regional analysis
Citation
Publisher
MDPI