The construction and development of economic education model in universities based on the spatial Durbin model

Abstract

Abstract This research presents the spatial Durbin method, which may be used to analyze the relationship between economic educational attainment and economic development in China. The method accounts for regional dependence and variety when calculating the impact of economic education on a province economic development. A pedagogical economic strategy has also taken into account how varied the education model is while implementing it. The study’s conclusions, which were based on data from Chinese provinces, showed that China’s distribution of postgraduates (PGs) was geographically autocorrelated and unstable. This work contributes to existing in two ways. It quantifies the influence of postgraduate education on technical innovation in a big, quickly rising economy. The research assesses direct and indirect impacts to comprehend postgraduate education. Overall, PG education has a big impact on technological innovation. Three geographical weighting matrices were utilized in the research study to assess spatial overflow, and it was shown that PG education in nearby provinces greatly boosted innovation. The spatial overflow effect of the economic matrix (EM) was stronger than that of the matrix adjacent to it. In both the EM and the economic-geographical matrix, the spatial overflow impact of postsecondary education was bigger than its direct influence. This research contributes to an improved considerate of the characteristics and goals of PG training in a rapidly changing market.