The relationship between educational and scientific regulatory interventions and socio-economic development in military conflict-affected countries: A Sustainable Development Goals perspective
Type of the article: Research Article AbstractThis study investigates the structural relationships between educational and scientific regulatory interventions and socio-economic development in countries affected by armed conflict and political instability, using the framework of Sustainable Develop...
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LLC "CPC "Business Perspectives"
2025-08-01
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| author | Dariusz Krawczyk Nadiia Artyukhova Dmytro Svynarenko Anna Vorontsova Artem Artyukhov Robert Rehak Tetiana Vasylieva |
| author_facet | Dariusz Krawczyk Nadiia Artyukhova Dmytro Svynarenko Anna Vorontsova Artem Artyukhov Robert Rehak Tetiana Vasylieva |
| author_sort | Dariusz Krawczyk |
| collection | DOAJ |
| description | Type of the article: Research Article
AbstractThis study investigates the structural relationships between educational and scientific regulatory interventions and socio-economic development in countries affected by armed conflict and political instability, using the framework of Sustainable Development Goals (SDGs), specifically SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 9 (Industry, Innovation and Infrastructure). Rather than focusing on regulatory interventions in a narrow administrative sense, SDG 4 is conceptualized as a reflection of national efforts to improve access to and quality of education, including institutional reforms, policy initiatives, and capacity-building measures in post-conflict settings. The analysis covers 16 countries affected by conflict and instability across Eastern Europe, including Ukraine; the Balkans (Albania, Bosnia and Herzegovina, Croatia, Montenegro, North Macedonia, Serbia, Slovenia); the Middle East (Israel, Jordan, Lebanon, Syrian Arab Republic, Turkey); and the South Caucasus (Armenia, Azerbaijan, Georgia), using data from 2011 to 2020. Employing multivariate confirmatory factor analysis (CFA), the study reveals statistically significant and conceptually meaningful covariances between the selected SDGs. The strongest relationship is observed between SDG 8 and SDG 9, underscoring the interdependence of economic growth, industrial development, and innovation. Moderate but significant correlations between SDG 4 and both SDG 8 and SDG 9 highlight the foundational role of education in enabling socio-economic recovery and technological advancement. Key indicators such as primary school completion, secondary and tertiary enrollment, employment in industry and services, and high-tech value-added production serve as measurable proxies for these dynamics. The findings emphasize the importance of aligning education policy with broader development strategies to support resilience and sustainable growth in fragile contexts.
Acknowledgments and research fundingThis research was funded by the European Union grants “NextGenerationEU through the Recovery and Resilience Plan for Slovakia” (No. 09I03-03-V01-00130) and “Immersive Marketing in Education: Model Testing and Consumers’ Behavior” (No. 09I03-03-V04-00522/2024/VA). This research was also prepared as part of project 0124U000545. |
| format | Article |
| id | doaj-art-89527f0dc26b4e62a6dcabec4ec80154 |
| institution | Kabale University |
| issn | 1727-7051 1810-5467 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | LLC "CPC "Business Perspectives" |
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| series | Problems and Perspectives in Management |
| spelling | doaj-art-89527f0dc26b4e62a6dcabec4ec801542025-08-20T03:41:01ZengLLC "CPC "Business Perspectives"Problems and Perspectives in Management1727-70511810-54672025-08-0123319120410.21511/ppm.23(3).2025.1422665The relationship between educational and scientific regulatory interventions and socio-economic development in military conflict-affected countries: A Sustainable Development Goals perspectiveDariusz Krawczyk0https://orcid.org/0000-0003-1823-0309Nadiia Artyukhova1https://orcid.org/0000-0002-2408-5737Dmytro Svynarenko2Anna Vorontsova3https://orcid.org/0000-0003-0603-3869Artem Artyukhov4https://orcid.org/0000-0003-1112-6891Robert Rehak5https://orcid.org/0000-0002-0303-9379Tetiana Vasylieva6https://orcid.org/0000-0003-0635-7978Ph.D,, Department of Applied Social Sciences, Faculty of Organization and Management, Silesian University of Technology, PolandPh.D., Associate Professor, University of Economics in Bratislava, Slovakia; Department of Marketing, Sumy State University, UkrainePh.D., Associate Professor, Educational and Methodological Department of Educational Quality Assurance and Accreditation, University of Customs and Finance, UkrainePh.D., Senior Researcher, Department of International Economic Relations, Sumy State University, UkraineDSc, Associate Professor, Senior Researcher, Department of Marketing, Sumy State University, Ukraine; University of Economics in Bratislava, SlovakiaPh.D., Associate Professor, Faculty of Commerce, University of Economics in Bratislava, SlovakiаDr., Professor, Department of Financial Technologies and Entrepreneurship, Sumy State University, UkraineType of the article: Research Article AbstractThis study investigates the structural relationships between educational and scientific regulatory interventions and socio-economic development in countries affected by armed conflict and political instability, using the framework of Sustainable Development Goals (SDGs), specifically SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 9 (Industry, Innovation and Infrastructure). Rather than focusing on regulatory interventions in a narrow administrative sense, SDG 4 is conceptualized as a reflection of national efforts to improve access to and quality of education, including institutional reforms, policy initiatives, and capacity-building measures in post-conflict settings. The analysis covers 16 countries affected by conflict and instability across Eastern Europe, including Ukraine; the Balkans (Albania, Bosnia and Herzegovina, Croatia, Montenegro, North Macedonia, Serbia, Slovenia); the Middle East (Israel, Jordan, Lebanon, Syrian Arab Republic, Turkey); and the South Caucasus (Armenia, Azerbaijan, Georgia), using data from 2011 to 2020. Employing multivariate confirmatory factor analysis (CFA), the study reveals statistically significant and conceptually meaningful covariances between the selected SDGs. The strongest relationship is observed between SDG 8 and SDG 9, underscoring the interdependence of economic growth, industrial development, and innovation. Moderate but significant correlations between SDG 4 and both SDG 8 and SDG 9 highlight the foundational role of education in enabling socio-economic recovery and technological advancement. Key indicators such as primary school completion, secondary and tertiary enrollment, employment in industry and services, and high-tech value-added production serve as measurable proxies for these dynamics. The findings emphasize the importance of aligning education policy with broader development strategies to support resilience and sustainable growth in fragile contexts. Acknowledgments and research fundingThis research was funded by the European Union grants “NextGenerationEU through the Recovery and Resilience Plan for Slovakia” (No. 09I03-03-V01-00130) and “Immersive Marketing in Education: Model Testing and Consumers’ Behavior” (No. 09I03-03-V04-00522/2024/VA). This research was also prepared as part of project 0124U000545.https://www.businessperspectives.org/images/pdf/applications/publishing/templates/article/assets/22665/PPM_2025_03_Krawczyk.pdfeconomic growtheducationfair workinnovationregulatory interventionsscience |
| spellingShingle | Dariusz Krawczyk Nadiia Artyukhova Dmytro Svynarenko Anna Vorontsova Artem Artyukhov Robert Rehak Tetiana Vasylieva The relationship between educational and scientific regulatory interventions and socio-economic development in military conflict-affected countries: A Sustainable Development Goals perspective Problems and Perspectives in Management economic growth education fair work innovation regulatory interventions science |
| title | The relationship between educational and scientific regulatory interventions and socio-economic development in military conflict-affected countries: A Sustainable Development Goals perspective |
| title_full | The relationship between educational and scientific regulatory interventions and socio-economic development in military conflict-affected countries: A Sustainable Development Goals perspective |
| title_fullStr | The relationship between educational and scientific regulatory interventions and socio-economic development in military conflict-affected countries: A Sustainable Development Goals perspective |
| title_full_unstemmed | The relationship between educational and scientific regulatory interventions and socio-economic development in military conflict-affected countries: A Sustainable Development Goals perspective |
| title_short | The relationship between educational and scientific regulatory interventions and socio-economic development in military conflict-affected countries: A Sustainable Development Goals perspective |
| title_sort | relationship between educational and scientific regulatory interventions and socio economic development in military conflict affected countries a sustainable development goals perspective |
| topic | economic growth education fair work innovation regulatory interventions science |
| url | https://www.businessperspectives.org/images/pdf/applications/publishing/templates/article/assets/22665/PPM_2025_03_Krawczyk.pdf |
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