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Access type: UnknownAuthor: search.filters.author.María Soledad Ramírez-Montoya

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    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.
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    Transformative economies and complex Thinking: Enhancing sustainability competencies in business education
    (Elsevier BV, 2025-12-01)
    This study presents a pedagogical innovation that integrates agile methodologies, transformative economies, and complex thinking to enhance sustainability competencies in graduate business education. Using a multiple case study design, we examined the experiences of 58 Master of Business Administration students enrolled in a course on disruptive innovation and new business models at a business school in Peru. Students applied the Scrum framework and principles from circular, green, and solidarity economies to develop sustainability-focused projects. Quantitative results from a validated instrument showed significant gains in scientific, critical, and innovative thinking. Qualitative analysis of student reflections and project artifacts confirmed increased awareness of systemic challenges and responsible decision-making. The findings demonstrate how agile, interdisciplinary, and action-oriented pedagogies can foster the competencies needed to address complex sustainability issues. This study contributes to responsible management education by offering an empirically grounded and context-sensitive model that prepares students to lead sustainable innovation in diverse business environments.
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