Tertiary Education Research Articles

Feasibility and Determinants of Performance for a Tablet-Based Cognitive Assessment Tool in Rural and Urban Southeast Nigeria.

Cognitive assessment is a key component of clinical evaluations for patients with dementia and Alzheimer's disease in primary health care (PHC) settings. The need for well-validated, culturally appropriate, and easy-to-use assessments is especially urgent in low- and middle-income countries (LMICs) that are experiencing rapid growth in their older adult populations. To examine the feasibility and demographic determinants of performance for a tablet-based cognitive assessment tool (TabCAT) battery, which includes subtests for four cognitive domains, among older PHC patients in southeastNigeria. A cross-sectional mixed-method descriptive study evaluating the useability and performance of TabCAT. We enrolled 207 participants (mean age of 64.7±13.5 years; 52% with only primary, 41% secondary, and 7% tertiary education). Most (91%) who initiated the assessment were able to complete it, requiring 10-15 minutes to complete. More years of education was associated with better test scores across all tests (p < 0.001). Living in a rural location was also associated with better performance (p < 0.05). Male compared to female sex did not associate with performance on any of the tests (all ps > 0.05). Tablet-based cognitive assessment was feasible in rural and urban settings of Nigeria. Better performance on cognitive subtests linked to more education and residing in a rural area; however, sex did not predict performance. Digital cognitive assessment tools hold potential for widespread use in healthcare and educational contexts, particularly in regions with varying levels of urbanization and educational access.

Parental Educational Homogamy and Children’s Tertiary Education in Europe

In this paper, we examine (1) whether parental educational homogamy is associated with children’s tertiary educational attainment in different European countries and (2) whether this association is moderated by families’ educational backgrounds. Using data from the European Social Survey and multilevel logistic regression models, we find that parental homogamy is important for children’s tertiary educational attainment. In particular, children of more highly educated homogamous parents are more likely to obtain a tertiary degree themselves. This parental homogamy association varies across countries. While the association is below the European average in Czechia, Austria, Hungary, Italy, Switzerland, and Germany, it is equal or close to average in Slovenia, Estonia, France, Poland, Ireland, Sweden, and Lithuania, and above average in Spain, Finland, the Netherlands, Portugal, the United Kingdom, Norway, and Belgium. Our findings suggest that parental educational constellations should be examined more closely in further education inequality research. * This article belongs to a special issue on “Changes in Educational Homogamy and Its Consequences”.

Depression among general outpatient department attendees in selected hospitals in Somalia: magnitude and associated factors

BackgroundDepressive disorders are among the common mental health conditions in the general outpatient setting and affect patients’ load and treatment outcomes. People who suffer from depression frequently consult general practitioners and prefer to attribute their symptoms to physical illness rather than mental illness. Little is known about the magnitude and associated factors of depression among patients attending general outpatient services in Somalia. The study aimed at determining the prevalence and associated factors of depression among them.MethodsThis is an institution-based cross-sectional study among randomly selected 422 patients who attended general outpatient services of two hospitals in Mogadishu. We applied three standardized instruments, such as the Somali version of the Patient Health Questionnaire (PHQ-9), the Oslo Social Support Scale (OSSS-3), and the Perceived Stress Scale-10 (PSS-10). We analyzed data using the statistical software SPSS version 29. We calculated prevalence and its 95% Confidence Interval (CI) and identified associated factors by bivariate and Multivariate analysis. We considered the association significant when p value is < 0.05.ResultsThe prevalence of depression symptoms was found to be 55% (95% CI 50–60%). The result also showed that 55.0% were females, 50.7% were aged between 26 and 44 years, 44.3% were single, 29.9% achieved tertiary education, and 44.3% were unemployed. Multivariate analysis established that age of between 26 and 44 years (aOR = 2.86, 95%CI:1.30–6.29, p = 0.009), being separated/divorced (aOR = 2.37, 95%CI: 1.16–4.82, p = 0.018), income level of ≤$100 (aOR = 3.71, 95% CI:1.36–10.09, p = 0.010), and high stress levels (aOR = 20.06, 95%CI:7.33–54.94, p < 0.001) were independent factors that significantly associated with depressive symptoms.ConclusionThis study found high levels of depression among patients attending outpatient clinics, with age, marital status, education level, income level, family history of psychiatry disorder, and stress level being key predictors. Regular screening among patients in outpatient clinics and proper referral are crucial in ensuring that those at high risk of depression are managed effectively.

Dietary intake knowledge and reasons for food restriction during pregnancy among pregnant women attending primary health care centers in Ile-Ife, Nigeria

The study investigated dietary intake knowledge and reasons for food restriction during preg-nancy among pregnant women attending antenatal clinics in Ile-Ife, Nigeria. This cross-sectional survey involved 530 pregnant women visiting 35 primary health care (PHC) centers in Ile-Ife. Interview-er-administered questionnaire used to collect data included a 30-point knowledge scale and food restric-tion related questions. Data were analyzed using descriptive statistics and chi-square at P = 0.05. Mean age was 27.0 &amp;plusmn; 5.3 years, 44.5% had tertiary education and 11.1% earned above ₦50,000 monthly (ap-proximately US$315). Mean knowledge score was 23.6 &amp;plusmn; 4.2 and 75.5% had good knowledge. Higher education was significantly associated with good knowledge of dietary intake. Reasons for food restric-tion during pregnancy included cultural taboos (36.5%) and religious beliefs (12.1%). Major foods that were restricted or avoided for cultural reasons were protein and vitamin-rich foods such as snail (97.5%) and walnut (84.0%). Foods avoided based on religious beliefs included pork (87.4%) and dog (76.9%). A higher proportion (94.8%) of respondents who earn more than ₦50,000 avoided foods due to cultural taboos (94.8%) compared with those without monthly income (58.3%) (P&amp;le;0.05). The proportions of respondents who avoided foods due to cultural taboos with no formal, primary, secondary, and tertiary education were 95.5%, 93.8%, 79.8%, and 86.4% respectively (P&amp;le;0.05). Overall, respondents were knowledgeable about dietary intake. However, cultural taboos and religious beliefs were major reasons for food restriction among pregnant women and were more pronounced among women with low educa-tion and low monthly income. Nutrition education interventions are needed to address the phenomenon.&amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp;&amp;nbsp;

Constraints limiting the effectiveness of extension agents in disseminating climate-smart agricultural practices among rice farmers in north-Central Nigeria

Climate-smart agricultural practices play a crucial role in achieving national food security and development goals, and the significance of extension agents in this endeavor is invaluable. In view of this, this study investigated the constraints limiting the effectiveness of extension agents in disseminating climate-smart agricultural practices to rice farmers in North-central, Nigeria. The study specifically examined the socioeconomic characteristics of the extension agents, the dissemination pathways employed by them, constraints limiting the extension agents from effectively disseminating climate-smart agricultural practices, and the factors that influence their constraints. Data for the study were collected using a well-structured questionnaire administered to a total of 88 respondents selected through a multistage sampling procedure. Data analysis was done using descriptive statistics and Pearson product–moment correlation. The result showed that the respondents had a mean age of 48 years, the majority were males (93.2%), married (95.5%), and (85.2%) had tertiary education. Dissemination pathway/ method mostly used by the extension were; farm and home visits (𝑥̅ = 1.73), result demonstration (𝑥̅ = 1.66), and methods demonstration (𝑥̅ = 1.58). The constraints impeding the extension agents in disseminating CSA practices were; insufficient number of extension workers to provide services for a large number of farmers (𝑥̅ = 1.87), lack of incentives for staff motivation (𝑥̅ = 1.83), inadequate means of transportation (𝑥̅ = 1.83), were ranked 1st,2nd, and 3rd, respectively. There was a negative significant correlation (p = 0.05) between the number of training and personal constraints, as well as institutional constraints (p = 0.017) in the dissemination of climate-smart agricultural practices. Therefore, it is recommended that extension agents receive periodic training and incentives such as awards, cash rewards, promotions, and staff recognition from government bodies to enhance their performance.

Links between the sustainable development goals: An analysis for Italy

AbstractThe article reviews the links between the Sustainable Development Goals (SDGs), examining how progress in one is related to the others and what factors determine the progress. While most previous work is at the national level, this article focusses at the sub‐national level for one country, namely Italy. After reviewing the evidence from the literature, the paper utilizes an unbalanced panel data collected for Italian provinces, covering the period 2004–2022 and reports descriptive statistics. On the positive side, we see a decline in ambient air pollution, and an increase in indicators of gender equality. There are also big gains in tertiary education and a decline in occupational injuries. These are common to almost all provinces. On the health side, life expectancy has risen across the country. Less positive are the changes in endocrine, metabolic, and nutrition disease rates and in availability of hospital beds. The inter‐province indicator of inequality has also increased. Furthermore, the overall level of inequality has gone up and the difference in inequality between provinces has not fallen. There has been no increase in green spaces or efficiency of courts. There has been progress in poverty reduction but not enough to meet the SDG target by 2030 and regional differences in poverty remain stark. The Italian data are subjected to estimation of causal linkages between indicators using a system of equations. Two‐stage least squares estimation is carried out on the panel data set for provinces in Italy. The empirical modeling finds a positive impact of wealth on life expectancy and of income on poverty. There is an effect of an increase in income on poverty at the sub‐national level. There is also a negative impact of NGOs on land under construction, which is something not observed elsewhere as far as we are aware.

Does vocational education pay off in China? Evidence from city-level education supply shocks

China hosts the world’s largest secondary education sector: more than 14 million adolescents enrol in secondary academic and vocational schools every year. Despite the large literature on returns to education, little evidence exists as to how these two streams compare in the country. Using 2013 China Household Income Project data, we estimate the returns to secondary vocational education both at the mean and along the conditional wage distribution. We use instrumental variables based on the considerable variation in education provision across cities and years (and a 1995 policy reform). We find that vocational education generates a large wage premium (up to 54%), especially for those of lower earnings potential. Our findings indicate that vocational education can be a good option for those who do not wish to enter tertiary education, especially the less well-off.

Examining workplace affordances within work-study programmes for becoming an engineer

PurposeWork-study programmes aim to support young adults transitioning from tertiary education to work and contribute to enhancing their employability. The purpose of this study is to provide a detailed analysis of the learning experiences of trainees in work-study programmes within the broad field of engineering.Design/methodology/approachThe data gathering procedures used interviews with participants of a specific work-study programme and conducting thematic analyses to identify and understand the motivations of these adults for enrolling in work-study programmes and their associated workplace learning experiences. Fifty-two alumni of electrical and logistics engineering programmes completed 12 months of a separate work-study programme and consented to participate in an hour-long interview. They elaborated upon their work-learn experiences to explicate their work-learn needs and challenges in those interviews.FindingsFindings include workplaces facilitated skills development through providing combinations of work tasks comprising both routine and novel work assignments; challenging circumstances at the workplace provided trainees with opportunities to develop adaptive capacities; and engaging in non-routine work processes fosters integration into the engineering workplace community.Originality/valueThe findings contribute to the existing literature by exemplifying how routine engineering activities are practical affordances through which engineering trainees construct knowledge and dispositions for engaging in challenging, non-routine engineering work. Such experiences are crucial in preparing trainees for advanced roles in logistics or electronic sectors.

Unveiling the social media landscape: exploring factors influencing usage patterns among tertiary education students in Ghana

AbstractThis research assessed the factors affecting social media usage by tertiary education students in Ghana. The technology acceptance model underpinned the study. A total of 513 tertiary education students selected from across the country completed a set of questionnaires using Google Forms. Frequencies, percentages, means, independent samples t-test, and ANOVA were used as the analytical framework for the study. Although respondents were very highly aware of social media platforms such as Facebook, Instagram, and WhatsApp, they were less aware of platforms such as Flicker, SoundCloud, Evernote, Pinterest, 2go, and MySpace. In addition, respondents reported that the extent to which social media was used for information sharing, entertainment, education, interpersonal connectivity, and social bonding was high. The level at which social media was used for self-promotion, impression management, self-disclosure, and self-documentation, and displaying creativity was moderate. The major factors respondents considered when using social media platforms were the convenience of the platforms, their experience with the platforms, their perceived usefulness, social influence, and the cost of the platforms. Despite their importance, legal risks and privacy issues did not strongly feature in the factors respondents considered before using social media platforms. Significant differences existed in the respondents’ views on the factors affecting their social media platform usage based on age. Tertiary education students in Ghana are advised to maximise their use of social media platforms for educational purposes. Finally, to avoid inconveniences, Ghanaian tertiary education students should pay increased attention to the legal implications and privacy issues associated with social media adoption.

Determinants of Fertility in Arid Regions of Kenya: A Case of Westpokot County

The world's population has continued to increase and is expected to reach 10.8 billion by 2025. Population growth has negative consequences, including unemployment, food insecurity, and poor quality of life. The Kenyan government has implemented programs over the years aimed at reducing fertility, leading to a reduction in total fertility from 8.2 in the 1970s to 3.9 in 2014. However, counties in the arid and semi-arid regions of Kenya have recorded instances of a rise in fertility, derailing the government's efforts to reduce population and improve quality of life. This study, therefore, investigated the determinants of fertility in West Pokot County and the sociodemographic drivers of fertility. The study used a Poisson regression to analyze the estimates and found that a woman's education had a significant impact on the fertility rate in West Pokot. Women with secondary and tertiary education were more likely to have fewer children than women with no formal education. These findings corroborate previous studies, such as those by Kwame (2002) [35] and Longwe et al. (2012) [37], which also observed that women with higher levels of education tend to have fewer children. The study's recommendations emphasize the continued advocacy for girl-child education as a means of reducing the fertility rate in Kenya. Investing in girls' education, particularly at the secondary and tertiary levels, can empower women, delay marriage and childbearing, and ultimately contribute to the government's efforts to manage population growth and improve the quality of life for its citizens. By addressing the educational disparities and promoting access to higher education for women in the arid and semi-arid regions of Kenya, policymakers can leverage this key determinant of fertility to achieve more sustainable population dynamics and development outcomes.

SISTEM LAPORAN PERILAKU SANTRI PONDOK PESANTREN AL-IHSAN BOARDING SCHOOL BERBASIS WEBSITE

Education is a conscious and planned effort to form a learning atmosphere and learning process that is able to activate the potential of students in developing spiritual dimensions, religion, self-control, personality, intelligence, noble character, and skills needed for the benefit of self, society, nation and state. Although formal education such as elementary school to tertiary education has become a common form of education, non-formal education such as the Al-Ihsan Boarding School Islamic Boarding School also has an important role in shaping the character and values of the students. Currently, reporting of violations of students' behavior is done manually by recording them in a report book which results in several problems, such as inconsistencies in violation data, and non transparency in providing information to parents of students. To overcome this problem, a website-based student behavior reporting system is needed with the aim of building a website-based student behavior reporting system that is capable of managing student behavior data accurately, as well as providing notifications via the whatsapp application to parents of students so that parents can easily receive and monitor behavior and violations committed by their children. The research flow method used is as a reference for conducting research in order to have structured and systematic results by covering several stages by identifying problems, studying literature, designing systems, developing systems, testing systems, implementing systems and evaluating systems. Thus, the results of this study are that a web-based student behavior reporting system can contribute and has great potential to increase efficiency, accuracy, and accessibility in managing student behavior data and this will help the Al-Ihsan Boarding School Islamic Boarding School in managing and monitoring behavior. students effectively.

HIV prevalence and associated factors among adolescent boys and young men in South Africa: 2017 nationally representative household-based population survey

IntroductionThere is growing recognition that adolescent boys and young men (ABYM) have been left behind in the HIV response and are under-represented in HIV services, leading to poor outcomes across...

Temporal changes and educational disparities in the frequent consumption of sugar-sweetened beverages among Estonian adults during 2006–2022

ObjectivesExcessive consumption of sugar-sweetened beverages (SSBs) contributes to adverse health outcomes but is differentiated by socio-economic indicators. The study analyses the educational disparities in adults frequent consumption of sugar-sweetened beverages (SSBs) in Estonia and its temporal changes between 2006 and 2022. Study designRepeated cross-sectional survey. MethodsNationally representative data from 9 biennial cross-sectional surveys on 25–64-year-old Estonian residents (n = 20396) was used for the study. Changes in frequent (on 6–7 days per week) consumption of SSBs by study year, sex, age, and education is analysed using descriptive statistics and binomial logistic regression. Prevalence and odds ratios (OR) with 95 % confidence intervals (CIs) are presented focusing on temporal and educational patterns in frequent SSB consumption. ResultsThe prevalence of frequent SSB consumption among Estonian adults declined consistently from 2006 (14.0 %) to 2018 (5.2 %), followed by statistically non-significant increases in 2020 (6.8 %) and 2022 (7.1 %). Prevalence of frequent SSB consumption was significantly (p < 0.01) higher among adults with primary or lower education (12.4 %) compared to tertiary education group (4.8 %). The educational differences in SSB consumption (12.4 % in primary or lower vs. 4.8 % in tertiary education) were nearly three-fold after adjusting for sex, age, and period effects (OR 2.84, 95 % CI 1.71–4.74) and have been consistent since 2010. ConclusionsAlthough frequent consumption of SSBs has been generally decreasing among Estonian adults, the findings illustrate the persisting educational gradients in exposure that expectedly translates into socio-economic inequalities in adverse health outcomes resulting from excessive SSB consumption.

Extensive Writing in Tertiary Education

The current study seeks to find out whether Extensive Writing (EW) practices has an effect on attitudes of students towards writing and if their attitudes towards writing differ by gender. The study was conducted with two groups of intermediate level English language preparatory class students at a state university in Turkey. In the study, explanatory sequential design of mixed methods research was used for data collection and analysis procedures. In order to collect data, a four-week research lesson cycle was planned. Together with learners’ written works, a questionnaire and learning reflection questions were used. The findings of the study revealed a notable improvement of writing performance in the experimental group. As for gender differences in attitudes and writing scores, there appeared significant differences in test scores of the control group, with males outperforming females. In the experimental group, however, there was no indication of gender-based difference neither in test scores nor in their attitudes regarding writing. By analyzing learning reflection questions, it was concluded that the participants were mostly positive about this new practice. These findings collectively suggest that while observable gains in writing skills are evident, the treatment did not have an effect on gender-related differences in writing.

Teacher practices regarding teaching presence in Vietnamese tertiary online distance education programmes

This study explored how teachers adapt their agentic teaching practices in the context of online distance education programmes in Vietnam. A single-institution case study design was used to collect data through online individual semistructured interviews that were conducted via Zoom with five teachers from a variety of disciplines who had been teaching in online distance education programmes at the Centre for E-Learning at a Vietnamese higher education institution. Data analysis highlighted the role of teachers’ agentic teaching presence in the pedagogy used in online distance education programmes. Specifically, the teachers exhibited acceptance of an approach to organising their practice that involved adherence to course outlines that had previously been designed and approved without questioning and modifications. However, the results further revealed the agentic direct instruction strategies used by teachers in terms of the varied delivery of course content, student feedback and assessments, which exhibited a stronger emphasis on facilitating online classroom discourse and interactions via various channels with the goal of enhancing students’ learning support, experience, and engagement. The findings of this research thereby affirm the pivotal role played by teaching presence in the setting investigated in this research in particular as well as in the context of online distance education in general. The study highlights the need for further interconnections to be established to link multiple aspects of social, cognitive and teaching presence to the practices that teachers use to enhance students’ engagement and learning experience. The study also has pedagogical implications with regard to teaching in online distance education programmes that pertain not only to teachers’ classroom practices but also to their professional development.

GenAI in the Context of African Universities: A Crisis of Tertiary Education or Its New Dawn?

The rapid progression of generative artificial intelligence (GenAI) tools has raised significant interest and concern in academia. Instances of students submitting AI-generated assignments prompt investigations into implications for teaching, learning, and academic integrity. Recent publications highlight concerns such as a lack of conceptual understanding, threats to academic integrity, and disruptions to traditional assessment methods. While recognizing benefits like automated scoring and personalized learning, authors stress the responsible use of GenAI, emphasizing the educator's role in guiding students. This commentary identifies opportunities and threats of GenAI in African university contexts. Opportunities include increased operational efficiency, content generation, automated assessment, recognition of accessibility needs, overcoming language barriers, and accelerated research. However, these tools require human correction and cautious consideration of job displacement concerns. Threats encompass job displacement, privacy and security issues, threats to academic integrity, hallucinations/confabulations of GenAI, access and infrastructure challenges, technological overemphasis, lack of customization for local needs and cultural contexts, dependency on external providers, and unaffordable costs. The need for robust guidelines that balance technological advances with traditional teaching methods in African universities is emphasized. Given digital transformation initiatives like the African Union's Agenda 2063 and Botswana's SmartBots strategy, integrating GenAI could shape the future of African tertiary education. Proactive policies should address ethical concerns, ensure access, and make GenAI tools available, requiring a collaborative effort to navigate its impact responsibly.

Factors associated with long-acting reversible contraceptives usage among sexually active adolescent girls and young women in Zimbabwe.

Despite the benefits of long-acting reversible contraceptives (LARCs), they are not being utilized in Zimbabwe as much as the short-acting reversible contraceptives (SARCs). The aim of the study was to explore factors associated with LARC usage among Zimbabwean adolescent girls and young women, using data from the 2015 Zimbabwe Demographic and Health Survey. Cross tabulations and chi-square tests were used initially to describe associations. Odd ratios were then used to measure the strength of association between LARCs usage and the independent variables using stepwise multinomial logistic regression. From the 2132 sexually active females included in the study 9.1% were LARCs users and 42% were SARCs users at the time of the survey. Secondary and primary education had increased odds of not using any method (OR: 5.032, 95% CI: 2.136-11.8512 and OR: 5.799, 95% CI: 2.327-14.453 respectively) compared to tertiary education. Women with no living children had increased odds of not using any method (OR 66.543, 95% CI: 25.784-171.7381). Being not married was associated with decreased odds of SARCs usage (OR 0.399, 95% CI: 0.285-0.558). Desire for no more children was associated with reduced odds of SARCs usage (OR: 0.448, 95% CI: 0.304-0.66). Being a member of the Apostolic Faith church was associated with increased odds of not using any method (OR 1.423517, 95% CI: 1.018-1.990309). In conclusion, acquiring a tertiary education, having children, a desire to cease bearing children altogether, being unmarried and belonging to the highest wealth class were generally associated with an increased likelihood of using LARCs. Being a member of the Apostolic Faith church was associated with a decreased likelihood of LARCs usage. Findings from the study are relevant in the Zimbabwean context and highlights the relevant factors essential to focus on, when carrying out interventions aimed at increasing LARCs uptake in the country.

If You Choose Not to Decide: A Survey of Online Field Experiences for Canadian Teacher Preparation Programs

Despite the rapid growth in online and distance learning in Canada, there does not appear to be much interest on the part of teacher education programs to evolve to meet the needs of future generations of teacher candidates. While understanding the notion that systemic change in tertiary education takes time, the steady growth of online and blended learning in Canada–and globally–combined with raised awareness of distance learning stoked by the COVID-19 pandemic should make educators and policymakers worry about failing to respond to a rapidly changing educational landscape. This paper highlights the status of distance and online field experiences provided by Canadian teacher education programs. In addition, we review program offerings to support in-service teachers, such as graduate certificate, degree, and diploma programs, as well as MOOCs offering free professional development. This study, a replication of a mixed-method study originally conducted in the United States and published as a technical report by Archibald et al. (2020)[1], found that a minority of teacher education programs offered online or blended field experiences. Further, we found that programs were slow to change these deficiencies due to institutional lack of resources, limited knowledge base, perceived lack of usefulness for their teachers’ future careers, and regulatory bodies discouraging online field experiences. This study highlights the dramatic need for programming in distance and online education. [1] This article is original, with some exceptions in the “Results” section.

Understanding congruence of values: a phenomenographic data analysis

This study focuses on understanding the concept of congruence of values. Congruence indicates that there is alignment between the values of an employee and those of the organization. It is a condition where an employee embraces, adheres, and develops a deep understanding of the significance of the organizational core values. The focus of this study is the core values of a tertiary higher education institution located in Manila, Philippines. Congruence is key to the success of the institution as it ensures that the behaviors exhibited by employees in the workplace are strategically aligned with the organizational vision, mission, goals, and objectives. Through phenomenographic data analysis, metaphors have been identified to create a more comprehensive view of congruence of values. As a phenomenon, other meanings may be derived in order to establish a clearer conceptualization of congruence of values. A Phenomenographic Outcome Space of Congruence of Values is presented to provide a complete picture of the phenomenon. The Phenomenographic Outcome Space ties together the metaphors associated with congruence of values, namely: timeline, imprint, compass, light, and legacy.

Institutional Quality in Green and Digital Transition of EU Regions – A Recovery and Resilience Analysis

AbstractThis paper assesses the National Recovery and Resilience Plans (NRRPs) of EU member states and regions to uncover commonalities and differences between green and digital transitions, focusing on the role of institutions, among additional socio‐economic drivers, in modeling them. To that end, relevant indicators have been assembled, and several econometric models have been developed and tested to evaluate institutional performance in relation to green and digital transformations. The study reveals discrepancies in the two explored transition fields and highlights the power of institutional factors in boosting them. Specifically, the findings demonstrate that the green transition in EU regions is positively associated with variables such as life expectancy, institutional quality, tertiary education attainment, and small and medium enterprises (SMEs) with innovative activities, while the fruits of digitalization are mainly allied to population with higher studies, core creative class employment, accountability of institutions, and innovative SMEs. These insights offer valuable guidance for decision‐makers to draw lessons from high‐performing or successful regions and strategically assign resources. This includes paying attention to regional financial allocations and their alignment with territorial planning and long‐term policies.