Introduction: This study explored the extent to which a Syrian child with autism spectrum disorder (ASD) in Türkiye could access inclusive, community-based settings. Particular attention was given to the potential for exclusion from education and social life arising from the child’s dual status as both disabled and a refugee. Method: A qualitative case study design with an interpretive approach was employed. Participants included 11 individuals (e.g. parents, teachers, physician, grocery staff), men and women aged 15-55, from the child’s educational/social/healthcare environments. Data were collected through semi-structured interviews conducted in Turkish and, for Arabic-speaking participants, via an interpreter. The data were analysed thematically using an inductive approach within the framework of Ecological Systems Theory. Findings: Three key themes emerged: educational engagement, social acceptance, and planning for the future. Overall, several barriers were identified, including limited educational access, language barriers, and insufficient school-parent collaboration. Disability was perceived as more influential than refugee status in shaping social acceptance. Participants also drew attention to frequent teacher turnover and the requirement of citizenship for access to certain special education services. Discussion: The findings demonstrate that the child experienced unique difficulties arising from the intersection of disability and refugee status. The barriers indicated above exacerbated the challenges associated with ASD. Early intervention in special education is critical, yet in this case, access to rehabilitation was only possible after citizenship was obtained, representing another delay. Implication: Being both disabled and a refugee underscores the need for early, consistent, and inclusive systemic approaches to ensure equitable access to education and support services.

Introduction Research on ethnoracial inequality in Trinidad and Tobago has principally focused on intergroup comparisons using broad census categories to examine differential access to key outcomes. Fewer studies, however, have examined how colorism—the systemic conferral of (dis)advantages based on one’s rank on a skin shade gradient—shapes life chances. Using skin shade, an embodied cue used in the ascription of race, may offer more nuanced and comprehensive understandings of inequality. Conceptualizing colorism as a continuum bounded both between and within racialized groups, this study offers a unique lens on how skin shade structures socioeconomic outcomes. Method Using nationally representative data from the 2010–2023 AmericasBarometer surveys, I examine the impact of interviewer-rater skin color on two key indicators of socioeconomic wellbeing—educational attainment and relative wealth—both inter- and intraracially. I also assess the relative effects of intraracial colorism by ethnoracial group. Results Findings show that darker skin is significantly associated with reduced odds of attaining higher levels of education and reduced access to household amenities. Intraracially, color-based disparities persist across all groups: East Indians are most affected in terms of educational access, while mixed-race individuals show the largest disparities in household amenities. Discussion The study highlights the multidimensionality of colorism by integrating intraracial and interracial analyses. By centering the case of Trinidad and Tobago, the findings highlight the enduring power of embodied cues—i.e., skin shade—in structuring social outcomes. Moreover, this study emphasizes the need for increased recognition of colorism as an active and salient racialized stratifier that shapes life chances, apart from more commonly centered “racial” divisions.

Educational inequality persists across ASEAN despite improvements in enrollment and literacy, reflecting structural rather than merely access-related challenges. This study examines how governance structures, financing mechanisms, institutional capacity, and socio-economic stratification interact to produce disparities in educational access, participation, and progression. Using a qualitative-dominant mixed-methods design with cross-national comparative policy analysis, the research integrates macro-level quantitative indicators with in-depth qualitative evaluation of policy frameworks across ASEAN member states. Findings reveal that while primary enrollment approaches universality, secondary and tertiary education exhibit pronounced attrition, particularly among rural, low-income, and minority populations. Centralized governance, equitable public financing, and targeted support correlate with higher retention and reduced disparities, as evidenced in high-performing systems such as Singapore, whereas decentralized or under-resourced systems exacerbate structural inequities. Moreover, digital access and institutional capacity emerge as critical factors influencing educational trajectories. The study underscores that addressing inequality requires systemic reforms integrating governance coordination, progressive financing, institutional strengthening, and equity-focused interventions. By foregrounding structural determinants and cross-national variation, this research contributes to theoretical and policy debates on educational equity, providing evidence-based guidance for ASEAN strategies aimed at achieving inclusive, high-quality education across diverse socio-economic and geographic contexts.

This study aims to develop an Artificial Intelligence (AI)-based digital learning media to improve students' civic literacy at SMA Muhammadiyah Purbalingga. The development of this media is motivated by the growing digitalization in education, which demands innovative learning tools that are adaptable to technological advances while remaining focused on forming intelligent and virtuous citizens (good and thoughtful citizens). This research employs a Research and Development (R&D) approach using the ADDIE model, which comprises five stages: analysis, design, development, implementation, and evaluation. The focus of this study is on the analysis and development stages to produce a feasible and effective learning media product. The results indicate that integrating Artificial Intelligence (AI) in the learning process has positive impacts, such as increasing efficiency, effectiveness, and accessibility in civic education. Moreover, the use of AI encourages students to think critically, creatively, and adaptively in responding to technological advancements within the context of citizenship education. However, potential adverse effects, including overdependence on technology and reduced critical thinking skills, must be anticipated by instilling digital ethics consistent with Islamic values. Therefore, the development of AI-based digital learning media is expected to serve as an innovative solution for effectively and ethically enhancing students’ civic literacy at SMA Muhammadiyah Purbalingga.

This paper explores how education and healthcare policies can reduce ongoing inequalities in the Middle East and North Africa (MENA). We focus on different types of inequality, particularly educational disparities and healthcare access gaps, and examine how social policies in these areas have affected these issues. Using a comparative literature review approach, this study conducts a policy-oriented analysis of inequality in education and healthcare across MENA. Drawing on recent data and research, it evaluates the effectiveness of various reforms and programmes. The findings suggest that while economic growth has generally improved living standards in the region, the distribution of these gains remains highly uneven, with persistent gaps between affluent and marginalized groups. Policies that target education and health are crucial for closing these gaps: investing in quality education and expanding healthcare access can increase social mobility and fairness. The paper offers a set of coordinated policy suggestions—including expanding educational opportunities for disadvantaged populations and improving healthcare financing and coverage—to reduce inequalities. Ultimately, a comprehensive social policy framework, guided by human capital theory and social determinants of health, is vital for promoting inclusive development in MENA countries.

The COVID-19 pandemic significantly impacted cancer education across specialties. Radiation oncology, with its highly technical nature and multidisciplinary approach, faced unique challenges in maintaining training quality while adapting to pandemic restrictions. This subanalysis of a nationwide survey on oncological training quality during the pandemic examines gender-specific differences within radiation oncology specialist training. We analyzed survey responses from 85 radiation oncologists (58 females, 27 males) conducted between February and November 2022, focusing on workload changes, educational access, digital learning adaptation, and training quality assessment. Male radiation oncologists experienced more frequent work disruptions, including temporary departmental relocation (48.1% vs. 24.1%, p = 0.027) and significant work assignment changes (categories 4 + 5: 55.5% vs. 17.2%, p = 0.002). Males reported better access to digital learning alternatives, including e-learning platforms (37.0% vs. 8.6%, p = 0.001) and live online teaching (51.9% vs. 20.7%, p = 0.004), while females more frequently lacked alternatives for clinical training (55.2% vs. 25.9%, p = 0.012). Gender differences emerged in perceived negative training factors, with males more concerned about team meeting disruptions (categories 4 + 5: 51.8% vs. 41.4%, p = 0.022) and females about personal work absences (categories 4 + 5: 31.0% vs. 22.2%, p = 0.015). Despite these operational differences, overall training and work quality assessments remained comparable between genders. The pandemic affected male and female radiation oncologists through different pathways, with males experiencing more work deployment changes and better digital access, while females faced greater gaps in training alternatives. These findings highlight the importance of gender-sensitive crisis response planning to ensure equitable training opportunities during future health emergencies.

This study examines the relationship between national open educational resource (OER) policies and Sustainable Development Goal 4 (SDG4) outcomes across 187 countries between 2015 and 2024, with particular attention to the moderating role of artificial intelligence (AI) readiness. Despite widespread optimism about digital technologies as catalysts for universal education, systematic evidence linking formal OER policy frameworks to measurable improvements in educational access and completion remains limited. The analysis employs fixed effects and difference-in-differences estimation strategies using an unbalanced panel dataset comprising 435 country-year observations. The research investigates how OER policies associate with primary completion rates and out-of-school rates while testing whether these relationships depend on countries’ technological and institutional capacity for advanced technology deployment. The findings reveal that AI readiness demonstrates consistent positive associations with educational outcomes, with a ten-point increase in the readiness index corresponding to approximately 0.46 percentage point improvements in primary completion rates and 0.31 percentage point reductions in out-of-school rates across fixed effects specifications. The difference-in-differences analysis indicates that OER-adopting countries experienced completion rate increases averaging 0.52 percentage points relative to non-adopting countries in the post-2020 period, though this estimate remains statistically imprecise (p equals 0.440), preventing definitive causal conclusions. Interaction effects between policies and readiness yield consistently positive coefficients across specifications, but these associations similarly fail to achieve conventional significance thresholds given sample size constraints and limited within-country variation. While the directional patterns align with theoretical expectations that policy effectiveness depends on digital capacity, the evidence should be characterized as suggestive rather than conclusive. These findings represent preliminary assessment of policies in early implementation stages. Most frameworks were adopted between 2019 and 2022, providing observation windows of two to five years before data collection ended in 2024. This timeline proves insufficient for educational system transformations to fully materialize in aggregate indicators, as primary education cycles span six to eight years and implementation processes operate gradually through sequential stages of content development, teacher training, and institutional adaptation. The analysis captures policy impacts during formation rather than at equilibrium, establishing baseline patterns that require extended longitudinal observation for definitive evaluation. High-income countries demonstrate interaction coefficients between policies and readiness that approach marginal statistical significance (p less than 0.10), while low-income subsamples show coefficients near zero with wide confidence intervals. These patterns suggest that OER frameworks function as complementary interventions whose effectiveness depends critically on enabling infrastructure including digital connectivity, governance quality, technical workforce capacity, and innovation ecosystems. The results carry important implications for how countries sequence educational technology reforms and how international development organizations design technical assistance programs. The evidence cautions against uniform policy recommendations across diverse contexts, indicating that countries at different stages of digital development require fundamentally different strategies that coordinate policy adoption with foundational capacity building. However, the modest short-term effects and statistical imprecision observed here should not be interpreted as evidence of policy ineffectiveness, but rather as confirmation that immediate transformation is unlikely given implementation complexities and temporal constraints. The study contributes systematic cross-national evidence on aggregate policy associations while highlighting the conditional nature of educational technology effectiveness and establishing the need for continued longitudinal research as policies mature beyond the early implementation phase captured in this analysis.

The integration of Artificial Intelligence (AI) in higher education offers a potential solution to the scalability of personalized learning, yet empirical frameworks connecting diagnostic data with teacher-mediated interventions remain limited in developing contexts. This study adopts a sequential multi-phase research design to address this gap. Phase 1 comprised a diagnostic quantitative analysis of the National Survey on Access and Permanence in Education (ENAPE 2021), involving a representative sample of 3422 Mexican undergraduate students. Using Exploratory Factor Analysis (KMO = 0.96) and Pearson correlations, the study established a structural baseline. Phase 2 implemented a quasi-experimental exploratory pilot (N = 23) across two academic clusters (Civil Engineering and Nutrition) using “ActivAI”, a custom GPT configured with Retrieval-Augmented Generation (RAG). Results from Phase 1 revealed a strong, statistically significant correlation (r=0.72, p<0.01) between the perceived impact of education on daily life and the perception of equity, identifying “relevance” as a key driver of accessibility. Phase 2 results demonstrated high student satisfaction with AI-driven personalization (M = 4.49, SD = 0.64), although disciplinary variations in engagement were observed (SD = 0.85 in Nutrition versus 0.45 in Engineering). The study concludes by proposing the Dynamic Integration Model, which leverages AI not as a replacement for instruction but as a scalability toolkit for teacher-led orchestration, ensuring that personalization addresses dynamic student needs rather than static learning styles.

To examine the implementation of evidence-based psychotherapy across international healthcare contexts and identify barriers to clinical delivery. We conducted an international, cross-sectional, web-based survey of psychiatrists from October 2024 to March 2025. The questionnaire assessed familiarity with 10 evidence-based psychotherapy modalities, frequency of use, delivery confidence, perceived barriers, and clinical workload. Responses from 16 countries were analyzed across five geographic regions using chi-squared tests and effect sizes. Among 424 respondents, 201 (47.4%) demonstrated low composite familiarity with evidence-based psychotherapies. Cognitive behavior therapy maintained moderate familiarity across regions, while other modalities remained largely unfamiliar. Japan exhibited the most constrained practice environment, with 48.3% reporting consultations under 10 min compared to 15.1% in other regions, and 30.0% seeing 40 or more patients daily. Major time constraints were reported by 63.3% of Japanese psychiatrists, significantly higher than other regions (P = 0.015). Frequent use of evidence-based psychotherapy was lowest in Japan (20.0%) and highest in the Middle East (60.0%). Despite these challenges, 77.4% of all respondents rated these approaches as highly important. Respondents identified improved postgraduate training (54.0%), continuing education access (38.2%), and enhanced supervision (36.0%) as priorities. Implementation varies across healthcare contexts, with Japan exemplifying system-level constraints where brief consultations and high patient volumes override practitioner knowledge and motivation. While psychiatrists value evidence-based approaches and seek to implement them, organizational barriers ultimately determine actual practice patterns. Findings indicate that training initiatives without concurrent structural reforms cannot bridge implementation gaps. Effective integration requires alignment of education, healthcare delivery structures, and payment systems. Not applicable.

Abstract Objectives To establish a UK-specific consensus on improving standards of care for patients with psoriatic arthritis (PsA) and axial spondyloarthritis (axSpA) through patient empowerment, education, access, and optimal treatment approaches. Methods A modified Delphi methodology was employed. A Steering Group of UK rheumatologists and pharmacists developed 56 consensus statements across four domains: patient empowerment, patient and healthcare professional (HCP) knowledge, access to healthcare, and treatment principles. These statements were tested with a panel of 100 UK rheumatologists using a 4-point Likert scale. Consensus was predefined as ≥ 75% agreement. Results Consensus was achieved for 98% (55/56) of statements; 93% (52/56) reached strong consensus (≥90%). Statements supported embedding patient empowerment tools (e.g. Patient-Reported Outcome Measures [PROMs], Patient Activation Measure [PAM]), implementing patient-initiated follow-up, and ensuring shared decision-making. Respondents strongly endorsed multidisciplinary care, tailored educational resources, psychological support, and timely access to physiotherapy and biologics. Treatment decisions should prioritise clinical need and patient goals rather than cost alone. Conclusion This UK Delphi consensus highlights expert agreement that best practice care for PsA and axSpA should centre on patient empowerment, supported by multidisciplinary teams, education, and equitable access to treatments. Implementing personalised, holistic care models has the potential to improve patient outcomes and reduce healthcare burden. Further research should validate these recommendations with patients and explore strategies for their integration into NHS practice.

ABSTRACT Although gender equality is crucial for sustained economic growth, persistent disparities in educational access continue to hinder its full realization. This study examines the effect of clan culture on the gender gap in educational attainment. Using data from China’s 2005 and 2015 intercensal population surveys and 2010 population census, we find that in regions with strong clan culture, women are significantly less likely than men to receive upper secondary and higher education. Specifically, both rural and urban women exhibit lower high school enrolment rates, whereas urban women face greater constraints in accessing tertiary education when exposed to strong clan culture. The mechanism analysis reveals that clan culture exacerbates gender disparities in education through three channels: (1) intensifying marriage and fertility pressures on women, (2) reducing returns to education for women, and (3) weakening women’s educational aspirations. This study provides new insights into how cultural factors shape the gender gap in educational attainment, and offers important implications for policies aimed at promoting gender equality in education, particularly in the context of fertility-promoting policy frameworks.

ABSTRACT The AMACA project (‘Astronomy education with a Multi-sensory, Accessible, and Circular Approach’) develops multi-sensory activities for accessible education and engagement in astronomy. Despite promising innovations, existing resources are often poorly documented, designed for one-time events, expensive, and lack interdisciplinary collaboration, user testing, and broad dissemination. AMACA addresses these challenges by creating multi-sensory activities for education and outreach, with a particular focus on accessibility for people with sensory disabilities. A circular approach informs its educational structure: (1) a PhD course on multi-sensory astronomy outreach develops hands-on activities with the support of astronomers, psychologists, and organizations for the visually impaired and the deaf; (2) PhD candidates teach High School (HS) students how to deliver the activities; (3) HS students lead the activities at the Astronomy Festival ‘The Universe in All Senses’; (4) HS students train teachers to implement the activities in their classrooms. AMACA also develops tools to guide project development and track participants’ learning. Key findings show improved communication and accessibility awareness among PhD candidates, increased emotional engagement with astronomy among HS students, enhanced public engagement with research and accessibility awareness, and high teacher satisfaction with the flipped-roles, hands-on approach. Overall, AMACA enhances accessibility and engagement in astronomy education across audiences.

In the quiet rural corners of South Africa, where digital signals fade and determination endures, women continue to chase the promise of education through screens they can barely access. This paper aims to evaluate the effects of digital exclusion on the educational participation and success of rural South African women in Open Distance and Electronic Learning (ODEL) institutions. It is also aimed at demonstrating how intersecting factors such as gender, geography, cultural expectations, and socioeconomic inequalities shape their engagement with online higher education. The study employed a qualitative analytical method, supported by thematic coding, to interpret in-depth interviews conducted with eighteen (18) female students enrolled in ODEL programmes across KwaZulu-Natal, Limpopo, and the Eastern Cape. This dataset offered nuanced insights into the lived realities of women navigating learning under resource-scarce, patriarchal, and digitally disconnected environments. Findings of the study demonstrate that (i) ODEL systems often assume digital fluency and urban connectivity, inadvertently excluding rural learners; (ii) the lack of culturally responsive and localised support structures intensifies academic isolation, emotional fatigue, and technological disadvantage; and finally, (iii) rural women exhibit extraordinary resilience and agency, yet remain structurally invisible in institutional policy frameworks. The study concludes that achieving true equity in South Africa’s ODEL landscape requires a shift towards hybrid, humanized learning models that integrate offline academic support, vernacular communication, and community-based mentorship. By centring the voices of rural women, this paper challenges prevailing assumptions about access, inclusion, and digital justice in higher education.

ABSTRACT This article explores the impact of tariff reductions on exports under the 2001 US–Vietnam Bilateral Trade Agreement (BTA) on intra‐household resource allocations through the channels of labor hours supplied, expenditure, and child human capital investment. The central hypothesis is that trade liberalization, by expanding labor market opportunities, would increase adult market work hours, raise household consumption, but may simultaneously reduce investments in children's schooling due to the higher opportunity costs of education. Utilizing panel data from nationally representative surveys between 2002 and 2004, and dealing with potential omitted variable biases, the findings confirm the hypothesis that workers in regions more exposed to trade experienced an increase in market work hours but a decline in domestic labor hours, driven by occupational reallocation effects. Additionally, households in these regions exhibited prolonged increases in consumption, while the likelihood of children dropping out of school also increased, suggesting that opportunities created by the BTA are not merely limited to traded industries. These results remain robust across specifications that include and exclude tradable and non‐tradable sectors, as well as alternative regional measures of tariff reductions in a panel data framework. By contributing to the literature on trade shocks and household behavior, this study underscores the need for policies that support trade‐displaced workers, mitigate risks of child labor, and improve educational access.

Millions of children worldwide are experiencing prolonged symptoms after SARS-CoV-2 infection, yet social risk factors for developing long COVID are largely unknown. As child health is influenced by the environment in which they live and interact, adverse social determinants of health (SDOH) may contribute to the development of pediatric long COVID. To identify whether adverse SDOH are associated with increased odds of long COVID in school-aged children and adolescents in the US. This cross-sectional analysis of a multicenter, longitudinal, meta-cohort study encompassed 52 sites (health care and community settings) across the US. School-aged children (6-11 years; n = 903) and adolescents (12-17 years; n = 3681) with SARS-CoV-2 infection history were included. Those with an unknown date of first infection, history of multisystem inflammatory syndrome in children, or symptom surveys with less than 50% of questions completed were excluded. Participants were recruited via health care systems, long COVID clinics, fliers, websites, social media campaigns, radio, health fairs, community-based organizations, community health workers, and existing research cohorts from March 2022 to August 2024, and surveys were completed by caregivers between March 2022 and August 2024. Twenty-four individual social determinant of health factors were grouped into 5 Healthy People 2030 domains: economic stability, social and community context, caregiver education access and quality, neighborhood and built environment, and health care access and quality. Latent classes were created within each domain and used in regression models. Presence of long COVID using caregiver-reported, symptom-based, age-specific research indices. The mean (SD) age among 4584 individuals included in this study was 14 (3) years, and 2330 (51%) of participants were male. The number of latent classes varied by domain; the reference group was the class with the least adversity. In unadjusted analyses, most classes in each domain were associated with higher odds of long COVID. After adjusting for many factors, including age group, sex, timing of infection, referral source, and other social determinant of health domains, economic instability characterized by difficulty covering expenses, poverty, receipt of government assistance, and food insecurity were associated with an increased risk of having long COVID (class 2 adjusted odds ratio [aOR], 1.57; 95% CI, 1.18-2.09; class 4 aOR, 2.39; 95% CI, 1.73-3.30); economic instability without food insecurity (class 3) was not (aOR, 0.93; 95% CI, 0.70-1.23). Poorer social and community context (eg, high levels of discrimination and low social support) was also associated with long COVID (aOR, 2.17; 95% CI, 1.77-2.66). Sensitivity analyses stratified by age group and adjusted for race and ethnicity did not alter or attenuate these results. In this study, economic instability that included food insecurity and poor social and community context were associated with greater odds of pediatric long COVID. Those with food security, despite experiencing other economic challenges, did not have greater odds of long COVID. Further study is needed to determine if addressing SDOH factors can decrease the rate of pediatric long COVID.

The rapid advancement of digital technologies has reshaped education, yet significant barriers persist in ensuring equitable access for students with disabilities. Digital accessibility in education extends beyond technological solutions, requiring institutional commitment, policy reform, and faculty preparedness. This study examines the challenges and opportunities associated with digital accessibility in higher education and workplace inclusion, emphasizing systemic barriers such as inadequate assistive technologies, inaccessible Learning Management Systems (LMSs), and insufficient faculty training. The findings highlight the transformative potential of adaptive learning strategies, including artificial intelligence (AI), extended reality (XR), and human-computer interaction (HCI), in fostering personalized and inclusive learning environments. However, ethical concerns, algorithmic biases, and inconsistent implementation pose substantial obstacles to their effectiveness. The COVID-19 pandemic further exposed critical shortcomings in digital accessibility policies, disproportionately affecting students and employees with disabilities and underscoring the need for inclusive digital literacy initiatives. Addressing these challenges necessitates a holistic approach that integrates universal design principles, strengthens faculty training programs, and fosters interdisciplinary collaboration between educators, policymakers, and technologists. Through this review, sustained investment in assistive technologies is advocated, along with regulatory frameworks mandating digital inclusivity, and the development of digital learning ecosystems. By embedding accessibility as a fundamental component of educational and employment policies, institutions can mitigate the digital divide and advance equitable opportunities for all learners.

We live in an age where education is considered as a universally recognised fundamental right and an important objective of the development of the world and yet millions of children living in certain conflict-driven countries are stuck in an educational distress that alarms to put them in an infinite loop of conflict, instability and poverty. This paper targets the examination of the issues which has led to the disconnection between multiple international educational commitments like Millennium Development Goals and Sustainable Development Goals from the brutal realities of different countries in the South Asian region like Afghanistan, Bangladesh and Sri Lanka. These nations have been not only been experiencing their own unique issues of political instability and corruption but also economic disasters, natural calamities, institutional failure and many more, which ultimately explains how this fragility has demolished the educational infrastructure, leading to total collapse of hopes for the future generations to enjoy their fundamental right to learn and grow. This paper seeks to demonstrate by the analysis of these three states that although the international community has produced thorough and detailed frameworks for addressing educational difficulties by these governments, there is still a significant implementation gap. The paper finally calls for a fundamental reconstruction of how education is protected and provided in contexts of complete failure and fragility, arguing that current approaches, despite the evolution from MDGs to SDGs, fail to adequately address the complex interrelation between political instability, security threats, economic collapse and educational access.

Blinded comparative evaluation of GPT-generated, online search-derived, and guideline-based answers for HPV-associated oropharyngeal cancer.

Social risk factors of recurrent croup.

ABSTRACT Ghana faces a persistent infrastructure financing gap, prompting the exploration of alternative funding models such as Public–Private Partnerships (PPPs), green bonds, and blended finance instruments. This study uses macroeconomic and sectoral indicators as proxies to evaluate the long‐term impact of these models on economic performance in Ghana. Using quarterly time‐series data from 2003 to 2023, the paper applies a Dynamic Ordinary Least Squares (DOLS) model to estimate the long‐run relationship between real GDP and selected infrastructure‐related indicators. The results reveal that per capita income, employment, and road infrastructure have a significant and positive impact on economic performance, while educational attainment and access to electricity exhibit unexpected negative effects. These results highlight that it is critical to prioritize high‐impact sectors that are often addressed with alternative infrastructure funding models and to streamline delivery, especially in social infrastructure. This study contributes to the growing discourse on infrastructure finance in Sub‐Saharan Africa and provides implicit policy lessons that can be applied to the strategic application of sustainable non‐traditional funding mechanisms in Ghana.