There is a consensus among economic theorists that investment in research and development activities, technological development, and a continuous innovation process is crucial to spur economic growth. In this era of modernization, the changing economic situation requires that innovative activities must also flourish at a great pace. In such a dynamic economic environment, innovations are considered the main catalyst to fulfill the demand for every economic sector. Solow (1956) highlighted the link between innovation and economic growth in the finance literature. Similarly, Schumpeter (1911) also shed light on the possible connection between innovation and economic growth, particularly the role of technological advancement in the economy. All the scientific, financial, technological, and commercial activities essential in refining and developing new products and services in the economy fall under the purview of innovations (Jänicke, 2012). Any innovation that can increase the efficiency of the financial system, promote the information channels, and improve the payment mechanisms is known as financial innovation (Zhang et al. 2021). In addition to the development of financial markets and technologies, the eruption of financial instruments and the efficient distribution of capital are the reasons behind financial innovation, which spur economic growth. In light of the above arguments, we deduce that technological and financial innovations also help promote green growth. In the light of the above arguments, we have constructed the following long-run model.
$${\text{G}\text{G}}_{ \text{t}}= {{\rho }}_{0}+ {{\rho }}_{1}{\text{G}\text{E}\text{T}}_{\text{t}}+{{\rho }}_{2}{\text{F}\text{I}}_{\text{t}}+{{\rho }}_{3}{\text{E}\text{R}}_{\text{t}}+{{\rho }}_{4}{\text{R}\text{E}\text{C}}_{\text{t}}+{{\rho }}_{5}{\text{E}\text{d}\text{u}\text{c}\text{a}\text{t}\text{i}\text{o}\text{n}}_{\text{t}}+{{\epsilon }}_{\text{t}} \left(1\right)$$
Where green growth is a function of green environmental technology (GET), financial innovation (FI), environmental regulation (ER), renewable energy consumption (REC), school enrolment tertiary (Education), and random error term (\({{\epsilon }}_{\text{t}}\)). The analysis is not limited to the long-run estimates only; hence, the above long-run equation is re-specified in the form of an error correction format given below:
Equation (2) can simultaneously produce short and long-run estimates, known as the ARDL model of Pesaran et al. (2001). In Eq. (2), we can get the short-run estimates from the first-differenced variables and the long-run estimates from the \({{\rho }}_{2}-{{\rho }}_{5}\)normalized on \({{\rho }}_{1}\). Pesaran et al. (2001) introduce the bounds F-test to check the co-integration among the long-run variables. While all other time series techniques such as Engle and Granger (1987) and Johansen and Juselius (1990) only work if the variables are stationary after differencing once, the ARDL model can work efficiently even if some of the variables are stationary at the level and other are stationary at first difference. Another advantage of the ARDL method is its efficient performance in the case of a small sample size. Since it adds a short-run dynamic process, it is a superior technique because of its power to deal with endogeneity and serial correlation (Pesaran et al. 2001). However, asymmetric analysis is the primary focus of the analysis; therefore, we use the partial sum technique of Shin et al. (2014) and divide the variables such as GET, FI, and ER into their positive and negative components.
$${{\text{G}\text{E}\text{T}}^{+}}_{\text{t}}= \sum _{\text{n}=1}^{\text{t}}{{\varDelta \text{G}\text{E}\text{T}}^{+}}_{\text{t}}= \sum _{\text{n}=1}^{\text{t}}\text{m}\text{a}\text{x} ({{\varDelta \text{G}\text{E}\text{T}}^{+}}_{\text{t}}, 0\left) \right(3\text{a})$$
$${{\text{G}\text{E}\text{T}}^{-}}_{\text{t}}= \sum _{\text{n}=1}^{\text{t}}{{\varDelta \text{G}\text{E}\text{T}}^{-}}_{\text{t}}= \sum _{\text{n}=1}^{\text{t}}\text{m}\text{i}\text{n} ({{\varDelta \text{G}\text{E}\text{T}}^{ -}}_{\text{t}}, 0\left) \right(3\text{b})$$
$${{\text{F}\text{I}}^{+}}_{\text{t}}= \sum _{\text{n}=1}^{\text{t}}{{\varDelta \text{F}\text{I}}^{+}}_{\text{t}}= \sum _{\text{n}=1}^{\text{t}}\text{m}\text{a}\text{x} ({{\varDelta \text{F}\text{I}}^{+}}_{\text{t}}, 0\left) \right(3\text{c})$$
$${{\text{F}\text{I}}^{-}}_{\text{t}}= \sum _{\text{n}=1}^{\text{t}}{{\varDelta \text{F}\text{I}}^{-}}_{\text{t}}= \sum _{\text{n}=1}^{\text{t}}\text{m}\text{i}\text{n} ({{\varDelta \text{F}\text{I}}^{ -}}_{\text{t}}, 0\left) \right(3\text{d})$$
$${{\text{E}\text{R}}^{+}}_{\text{t}}= \sum _{\text{n}=1}^{\text{t}}{{\varDelta \text{E}\text{R}}^{+}}_{\text{t}}= \sum _{\text{n}=1}^{\text{t}}\text{m}\text{a}\text{x} ({{\varDelta \text{E}\text{R}}^{+}}_{\text{t}}, 0\left) \right(3\text{e})$$
$${{\text{E}\text{R}}^{-}}_{\text{t}}= \sum _{\text{n}=1}^{\text{t}}{{\varDelta \text{E}\text{R}}^{-}}_{\text{t}}= \sum _{\text{n}=1}^{\text{t}}\text{m}\text{i}\text{n} ({{\varDelta \text{E}\text{R}}^{ -}}_{\text{t}}, 0\left) \right(3\text{f})$$
The positive series are given in equations 3a, 3c, and 3e, whereas the negative series are shown in equations 3b, 3d, and 3f. Replacing these partial sum variables in place of the original variables in Eq. (2) will make it the NARDL model of shin et al. (2014), as shown below:
Equation (4) is a non-linear model, which is an advanced form of Eq. (2). Shin et al. (2014) suggested that a non-linear model does not need any special treatment and can be dealt with the same estimation technique and tests as the linear model. However, the short and long-run Wald asymmetric tests are to be conducted before concluding whether the effects of the GET, FI, and ER on green growth are symmetric or not. To prove asymmetry in the short run, we need to confirm that the sum of estimates attached to ∆GET+, ∆FI+, and ∆ER+ are different from the estimates connected to ∆GET−, ∆FI−, and ∆ER−. Similarly, the difference between the estimates of GET+, FI+, and ER+ and ∆GET−, ∆FI−, and ∆ER− confirms the long-run asymmetric impacts of these variables.
Data
The dependent variable used in the analysis is green growth, measured through environmentally adjusted multifactor productivity. Among the independent variables, green environmental technology is calculated through environment-related technologies as a % of total technologies. Similarly, financial innovation is measured by research and development expenditure as a % of GDP. Environmental-related taxes as a % of total revenues are used as a proxy for environmental regulations. Renewable energy consumption is proxied through total energy consumption from nuclear, renewables, and others in quad BTU. Finally, education is measured through School enrollment, tertiary as a % of the total. The data on green growth, green environmental technology, financial innovation, and environmental regulations are obtained from OECD, the data on renewable energy consumption is obtained from energy information administration (EIA), and the data on education is gathered from world development indicator (WDI). The detailed data description and definition of the variables are provided in Table 1.
Table 1
Definitions and data description
Variables
|
Definitions
|
Mean
|
Median
|
Maximum
|
Minimum
|
Std. Dev.
|
Skewness
|
Kurtosis
|
Jarque-Bera
|
Probability
|
GG
|
Environmentally adjusted multifactor productivity growth
|
9.181
|
8.673
|
13.13
|
7.103
|
1.570
|
1.292
|
3.823
|
8.273
|
0.016
|
GET
|
Environment-related technology, % of all technologies
|
9.795
|
9.847
|
11.99
|
7.387
|
1.508
|
-0.059
|
1.676
|
1.987
|
0.370
|
FI
|
Research and development expenditure (% of GDP)
|
1.339
|
1.369
|
2.192
|
0.299
|
0.618
|
-0.139
|
1.673
|
2.068
|
0.356
|
ER
|
Environmentally related taxes, % total tax revenue
|
3.225
|
2.980
|
6.360
|
0.200
|
1.763
|
0.189
|
2.053
|
1.170
|
0.557
|
REC
|
Total energy consumption from nuclear, renewables, and other (quad Btu)
|
7.153
|
4.457
|
21.02
|
1.508
|
6.078
|
0.930
|
2.563
|
4.110
|
0.128
|
Trade
|
Trade (% of GDP)
|
44.17
|
39.46
|
64.47
|
32.42
|
10.04
|
0.709
|
2.202
|
2.978
|
0.226
|
Education
|
School enrollment, tertiary (% gross)
|
22.23
|
20.21
|
53.76
|
2.890
|
16.42
|
0.615
|
2.112
|
2.591
|
0.274
|