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Item type:Publication, Reimagining the future through the co-creation of social entrepreneurship in higher education: A multivariate prediction model approach(Emerald Publishing, 2024-01-01)This remastered analysis focuses on the impact of entrepreneurial interventions in higher education institutions (HEI), particularly in social entrepreneurship. The study evaluated the effectiveness of such interventions through a pre-and post-test approach, examining various skill sets in students. The primary goal was to analyze the influence of entrepreneurial training programs on students' competencies in social entrepreneurship by analyzing changes in personal behavior, leadership, innovation, social value and management skills before and after the educational interventions. Design/methodology/approach: The study employed a quasi-experimental design, analyzing pre-and post-test results in three distinct social entrepreneurship training experiences. The sample consisted of 304 participants, providing a comprehensive view of the impact of these interventions. Findings: The main findings were: (1) Educational interventions in social entrepreneurship must emphasize strategies for self-awareness, emotional intelligence and personal development improvement. The analysis revealed significant improvements in these areas, indicating that targeted strategies in these domains are essential for enhancing the effectiveness of social entrepreneurship education. (2) The impact of educational interventions on these capabilities can be effectively evaluated using machine learning methods such as ordinary least squares (OLS) regression. This approach allows for the inclusion of variables such as gender, age or location, providing a comprehensive assessment of the interventions' impact. (3) The interventions were particularly effective in improving students' innovation and leadership competencies. The analysis demonstrated substantial enhancements in these areas, underscoring the success of the interventions in developing these critical skills. (4) The study highlighted the need for a more focused approach in future interventions, emphasizing the importance of management, social value and personal skills. Additionally, it pointed out the necessity of developing and utilizing appropriate tools to create and evaluate these interventions effectively. Practical implications: The study provides insights into improving educational interventions in social entrepreneurship to better develop essential skills in students. Originality/value: This research introduces a significant approach to educational interventions for educational communities and decision-makers by demonstrating the effectiveness of entrepreneurial training for competencies in innovation and leadership, which are crucial for societal and economic development. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Enhancing college students' financial literacy skills: An empirical investigation of complex thinking competency(Elsevier Ltd, 2026-12-01)Background Strengthening the financial literacy skills of college students is vital for their responsible financial decision-making and economic well-being. Aim This study investigated the relationship between participation in a financial literacy game environment and complex thinking competency among university students. Method The research utilized a survey method research design to analyze the experiences of 88 university students who participated in science clubs. The intervention involved using a financial literacy game as an educational tool. The collected data were analyzed using descriptive statistics and thematic analysis. Results The findings indicate (a) the relationship between digital games and financial literacy appears multifaceted; (b) observable associations were identified between digital proficiency and complex thinking skills; (c) observable differences in financial knowledge scores were identified across scholarship status and institutional contexts; and (d) participants who regularly used banking services demonstrated higher average financial knowledge scores. Conclusions This study contributes to interdisciplinary financial literacy research by proposing a Multidisciplinary Model of Financial Literacy Development integrating cognitive, technological, educational, and contextual dimensions. The findings also highlight the potential of gamified learning environments to support complex thinking competency and financial literacy development among university students.1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Redefining education: educational trajectories for complex thinking skills(Palgrave Macmillan, 2025-12-01)The future of education requires high-capacity training to prepare competent citizens to solve complex problems. What are the teacher training practices that promote complex thinking in university students? This article aims to delineate the trajectories of teaching practices in order to identify insights into educational trends, using strategies of intentional integration and implementation applicable to higher education institutions. We used sequential explanatory mixed methods, applying big-data analysis tools and interviews with expert teachers to develop reasoning-for-complexity competencies and analyze significant documents. The study population consisted of 1980 students and ten teachers and administrators from higher education institutions. The units of analysis were training practices, trajectories, and trends. We used sequential explanatory mixed methods, applying big-data analysis tools such as Python for data processing and analysis. Additionally, we conducted interviews with expert teachers and analyzed significant documents, including institutional reports, curriculum guidelines, and academic publications to develop reasoning for complexity competencies. The findings report on (a) Educational institutions that implement strategies for complex thinking unintentionally, without its explicit integration into their models; (b) Students demonstrating interdisciplinary, innovative, and critical problem analysis skills related to complex thinking; (c) Teachers employing active learning strategies using complex thinking sub-competencies for problem analysis and understanding; and (d) Trajectories for educational models to bring students closer to real-world problems, analyzing with diverse perspectives and integrating critical, scientific, systematic, and innovative thinking. This study aims to be of value to academic, business, and governmental communities interested in developing high capacities such as complex thinking.9