文献类型：期刊文献

英文题名：Research on the development of new energy vehicles under the dual credit policy: a multi-level perspective analytical framework

作者：Peng, Liangui[1];Li, Ying[2]

机构：[1]Hubei Univ Automot Technol, Sch Automot Business, Shiyan 442002, Peoples R China;[2]East China Univ Sci & Technol, Sch Business, Shanghai 200237, Peoples R China

年份：2025

外文期刊名：ENVIRONMENT DEVELOPMENT AND SUSTAINABILITY

收录：;WOS:【SCI-EXPANDED(收录号:WOS:001605246300001)】；

基金：Thanks for the support from the National Natural Science Foundation of China (72074076) and the Doctoral Scientific Research Foundation of Hubei University of Automotive Technology (BK202442).

语种：英文

外文关键词：New energy vehicles; Dual-credit policy; Multi-level perspective analytical framework

摘要：The dual-credit policy has served as a key instrument in fostering a low-carbon transition in China's transport sector, playing a pivotal role in promoting new energy vehicles and electrifying the industry. This study conducts a systematic review of 92 peer-reviewed articles published between 2018 and 2025, identified through the Web of Science (WoS) database, by developing an innovative multi-level perspective (MLP) analytical framework. The findings reveal that the dual-credit policy has effectively driven green innovation and product upgrading in the automotive industry, accelerating the market penetration of new energy vehicles. However, most existing research evaluates policy outcomes under static equilibrium assumptions, resulting in a high degree of methodological convergence. Empirical evidence and in-depth case studies remain scarce, while the literature largely overlooks the synergistic mechanisms between the dual-credit policy and other carbon emission regulations. Future research should address these limitations by advancing the dynamic evaluation of both direct and indirect policy effects, exploring policy coherence and multi-policy interactions, and improving the management of multi-period credit trading to ensure a more adaptive and sustainable policy ecosystem.