Green finance, innovation, and resource efficiency have gained significant traction recently, particularly in resource-rich countries. This study investigates the role of green finance and innovation in resource efficiency with the mediating lens of environmental regulations and market rules. The study employs a structural equation model on a panel of 15 resource-rich countries from 1995 to 2023. The findings illustrate a complicated interplay between the variables. First, the findings show that green financing positively and negatively affects resource efficiency. In contrast, green innovation constantly improves resource efficiency. Market rules have a favorable impact on resource efficiency. Environmental laws, however, hurt resource efficiency. Furthermore, the study reveals that green financing favors market regulations, implying that financial expenditures in green initiatives might strengthen regulatory frameworks that promote market efficiency. In contrast, green finance harms environmental rules, and green innovation harms both market and environmental regulations. In addition, we divided the sample into developed and developing nations and offered a sub-group analysis to take into consideration the variations in the degree of national development and green advances to further improve the analysis. Overall, the study emphasizes the multifaceted role of green finance and innovation in increasing resource efficiency within regulatory frameworks. These findings are critical for policymakers and stakeholders in resource-rich countries seeking to reconcile economic growth with sustainable development.

The objective of the current study is to test the impact of low-tech solutions during COVID-19 school closures on maths, Urdu, and English scores for students in the underdeveloped district of Bahawalnagar, which is situated in the southern part of Punjab in Pakistan. The target population for this study is Grade 8 students attending private schools. Simple random sampling technique is adopted for the selection of participants in the study. We have tested the impact of three interventions, namely: Teaching at the right level (TaRL), Fortnightly assessments (FAS), and Digital teacher training sessions (DTS). Our findings show a significant and positive ‘Intention to Treat’ (ITT) impact on Urdu and English scores of the students in the TaRL treatment group. The students increased their English and Urdu scores by 0.56 SD. However, we found no significant impact of the intervention on maths scores in the TaRL treatment group. Fortnightly assessments and digital teacher training sessions were also found to contribute to higher English scores of the students. However, we found no ITT impact on the maths and Urdu scores for these treatment groups. The Local Average Treatment Effect (LATE) analysis revealed positive and significant improvement in Urdu and English scores of the students in the TaRL treatment group. Key stakeholders whom we interviewed suggested that redesigning the curriculum and incorporating TaRL within this approach could facilitate enhancement in learning outcomes in students in deprived areas. Our findings are important to help inform policymakers on the importance of designing and implementing cost-effective, low-tech solutions to help reduce learning gaps.