Score contribution per author:
α: calibrated so average coauthorship-adjusted count equals average raw count
The goal of this study is to empirically assess the impact of education on energy poverty through the lens of the human capital theory. To this end, a sample of 30 developing economies, spanning the period 2001–2016 was used, while GMM estimators were employed to effectively deal with cross-sectional dependence and endogeneity. The empirical results clearly document that education generates a negative impact on energy poverty. The findings remain robust under different approximations of energy poverty, incurring significant implications for policymakers and government officials.