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This article aims to present the results of an exploratory pilot study that demonstrates the validity of a self-created implementation methodology to develop the students' level of perceived achievement of the social entrepreneurship competency and explain how this is equally valid in developing the perceived achievement of the complex thinking competency.

Based on a multivariate descriptive statistical analysis, this article offers the results of an educational intervention carried out on a sample group of students from a Mexican university before and after a training program in social entrepreneurship.

The favorable results showed that the proposed methodology is valid for scaling social entrepreneurship and complex thinking competencies and their subcompetencies.

These results are not only academically valuable, as they highlight the need to delve into the relationship between these two competencies, but they also allow us to appreciate the ample opportunities for practical implementation of entrepreneurship programs by universities and other institutions to work directly with social entrepreneurs and seek alternatives to develop skills through devising, proposing and developing social entrepreneurship projects.

The aim of this study is to analyse teachers’ perceptions of information and communication technologies (ICT) and the effect they have on their students, comparing male and female teachers in rural and urban areas of Mexico.

This is a quantitative study with a validated questionnaire that records the perception of school teachers from a state in the northeast of Mexico. The questionnaire was designed by interviewing 20 teachers who have had problematic situations in the use of technology by students. The main problems that were perceived in their students were cyberbullying, cyberviolence, online pornography, excessive use of videogames and also lack of ability to use digital technology. Hypothesis testing was applied to identify differences between gender (female or male) and region (rural or urban), considering these problems and the efforts made by the school to address these issues.

Both the gender of the teaching staff and the region where the school is located are variables that are influencing the willingness to incorporate ICT issues that are affecting the well-being of students into the educational agenda. While teachers are the main actors in preparing their students on how to face these challenges, students in schools with mostly male teachers, or located in rural areas, will be in a situation of greater vulnerability to be victims of the problems that arise as part of ICT risks in a digital society

This article only offers a first approach to ICT and teachers’ perceptions. It is necessary to broaden the scope of this type of research to include different educational contexts and to ask questions that reveal in greater detail how schools are dealing with ICT and its possible risks and the factors that have influenced the successes or failures they are having in these attempts.

This finding can help schools to promote programs focused to apply ICT for student flourishment and help them to deal with the risk that digital technology is generating in young students.

Although multiple research have been conducted to address teachers’ perception about diverse topics, there has been no specific research on the self-perception of teachers in dealing with technology and preparing students for the problems presented by ICT and its risks. This research contributes to the literature on the impact that teachers’ perceptions can have on the adoption of technology in education, and how this can be different by gender and region.

The aim of this article is to analyze the relationship between the personal life situation and marital status of the worker and how this relates to organizational citizenship behavior (OCB) and job flexibility. The study has been carried out with a group of Mexican employees from a commercial company located in the northeast of the México.

The research is a nonexperimental empirical study using t-test, Levene’s test and Cohen’s test to analyze the significant relationship between the variables under study for 419 employees. The questionnaire was applied only once without a control group against which to compare. The study was carried out in a commercial company located in a city in northeastern Mexico, covering four municipalities in the conurbation area.

The research reveals that those workers who participated in the study and who have direct family responsibilities show greater OCB and value job flexibility more highly. The tests also found that a flexible working policy is valued by all those with direct family responsibilities, regardless of their marital status. It is also shown that there is a positive relationship between job flexibility and OCB, although not a strong one.

Decent work implies labor policies that support women and men to have an adequate work–life balance. Companies seeking work–family balance through the implementation of policies such as flexible working arrangements should consider the domestic background of their employees, as this has a direct impact on competitive advantage and is of importance when recruiting and retaining human talent. These findings may also be useful for companies interested in implementing flexible working policies to retain employees with family responsibilities who value the ability to reconcile work and family life.

This research demonstrates the relevance of OCB and job flexibility for employees. If the company wants to enhance OCB, they must consider that personal situation as well as the employee's marital status influences OCB. They should also consider that work flexibility is highly valued by those employees who have children or family dependents.

To analyze financial inclusion through digital banking in order to identify how digital banking is including or excluding different types of populations in an emergent economy.

Chi-square statistical tests were conducted to test the relationship between demographic variables (i.e. gender, region, locality and age) with having a digital banking account, types of services and reasons for not using them. As an example of an emergent economy, the Mexican Financial Inclusion Survey database was used, which includes stratified and clustered sampling.

Having a bank account with digital banking is related to gender. Women are more excluded than men, demonstrating a gender gap in access to digital banking accounts. Moreover, having a bank account with digital banking depends on the region. In regions where digital banking is more developed, the population uses a wide variety of digital banking services, in contrast to less developed regions. About the size of the locality, the lack of financial inclusion via digital banking is more common in rural contexts or small cities, demonstrating the exclusion of this type of population.

This study is conducted with data from the latest Mexican Financial Inclusion Survey. Since the National Institute of Statistics and Geography (NISG) in Mexico previously conducted the study for exploratory purposes, it was not possible for the researchers to modify the variables.

The results might be considered on similar emergent economies to promote financial inclusion of vulnerable groups such as women, people living in underdeveloped regions, rural areas, small cities and elders. These findings may provide criteria for both government agencies and banking institutions to make efforts focused on including these population groups that have not been financially included through digital banking.

Identifying the barriers that affect financial inclusion, such as gender, region, size of the city and age can help to guide efforts to achieve greater economic freedom and quality of life for diverse types of populations. Although the study is carried out in an emerging economy, the results can also shed light on how to address these forms of exclusion that occur in different types of economies. It is understood that the lack of financial inclusion is a limitation to the economic freedom and quality of life to which everyone should have access, hence the relevance of the article.

This article aims to investigate whether there is a relationship between education for the labor market in the post-pandemic stage and the educational quality of universities, taking as a sample a group of Latin American countries and their main trading partners. Reference is made to the Global Competitiveness Report 2020 of the World Economic Forum (WEF) and the Quacquarelli Symonds (QS) index, which evaluates the quality of universities.

Correlations, clusters and T-tests were generated to test for significant differences, resulting in two blocks of countries being identified with statistically significant differences in educational efforts to prepare their citizens for the labor market and the quality of their universities.

It is concluded that there are examples of Latin American countries that, although they are emerging economies, are updating their educational systems at an accelerated pace to meet the needs demanded by the labor market, such as Chile and Argentina. In addition, there are some particular cases of Latin American QS universities that although they are not at a high level in their overall educational quality as a university, compared to North American and Asian universities, their graduates do show a high employability index. This means that in the graduate profile, these universities are also accelerating efforts to position them at a high level of preparedness to respond to the jobs and markets of tomorrow, just as the universities in developed economies do.

Although the sample size is a limitation of this work, since it is based on secondary information reported by the WEF (2020) and the QS World University Rankings (2021), it contributes value by analyzing specific cases. Despite its limitations, the study yields meaningful results that put the challenges of post-pandemic employment and the role that universities play in a comprehensible framework.

These results put special attention on the work of universities as a crucial entity to prepare citizens to develop the competencies needed for the post-pandemic labor market, especially in terms of critical thinking and digital skills. Human capital formation will drive the post-pandemic recovery process of leading countries and universities.

This article aims to analyze the anthropocentrism vs ethics of care positions of a group of undergraduate students at a private university in Mexico to test gender variable differences in their perspectives. There are two hypotheses: (1) there is a statistically significant difference between male and female genders related to anthropocentrism vs ethics of care positions, and if so, (2) the differences are attributable to women having a more ethics of care position than men. Participants were 561 undergraduate students from a private university in Mexico (257 female, 304 male). The findings demonstrated that both hypotheses were supported by the ethics of care, where the individual rights perspective is set aside to seek collective and holistic well-being.

T-tests were performed to test gender differences in anthropocentrism and ethics of care.

The results showed statistical differences based on gender (sig.000) and that women are less anthropocentric (or more oriented toward an ethics of care than men (female:1.64 and male:1.94). Ethics of care of female position is more defined than that of men. As a conclusion, men are more oriented to anthropocentrism, which reflects a lack of environmental connection by not assuming themselves as part of it and by defending the right of resources exploitation. On the contrary, women tend to respond from an ethic of care that means a more harmonious relationship with nature. In addition, women tend to assume a relationship with the environment, without hierarchy or supremacy towards it, and tend to reject the demand for the exploitation of the planet's resources as part of a right that human beings have historically assumed.

One of the limitations of this study is that it has been carried out in a university educational context with exclusively undergraduate students. It would be interesting to validate these anthropocentric vs ethics of care positions in different university groups, including professors and academic managers. Studying this concept in diverse contexts such as business, government and civil society would also be engaging. In addition, the authors recognize that the study is limited by its small population, which means that a balance between men and women or disciplines could not be guaranteed. However, the authors believe that although the results may not be considered exhaustive or conclusive, the results shed light for possible new studies in which the population is expanded. This is an exploratory study.

These results have practical implications for universities. In the classroom and in the university environment, students can learn to question the way they relate to the environment. Anthropocentrism (more accentuated in men) is assumed to be separate from the environment and with the right to its exploitation. Contrary to anthropocentrism, it is necessary to explore other positions such as the ethics of care or feminine ethics, more pronounced in women. Universities can develop environmental sustainability projects under the leadership of women, without claiming to be exclusive to them. In this way, the ethic of care approach can be put into practice and thus begin the necessary change for a new environmental relationship perspective.

Universities are required to provide an educational orientation towards Sustainable Development Goal (SDG) particularly those that respond to the climate crisis. To this end, it is necessary to promote a new environmental awareness that critically question anthropocentric models based on the supremacy over the environment. The ethics of care or feminine ethics, contrary to the previous position, assumes that the person is part of the environment and is oriented to its care and healing of the damage caused to restore this network of the human being with nature. The originality of this study lies in demonstrating how women exhibit a different relationship with the environment, oriented to the ethics of care, and how their posture shows a difference with anthropocentrism, which is stronger in men.

The study aims to assess students' perceived mastery of reasoning-for-complexity competency and its sub-competencies in a sample of students in a Latin American university. The intention was to identify statistically significant differences between a population of men and women with similar sociocultural characteristics, assessing whether gender could be a factor for educational institutions to consider when implementing strategies to develop this competency.

The eComplexity instrument was applied to 370 undergraduate students in their first to ninth semesters in a private university in Western Mexico. Descriptive statistics were analyzed to determine the mean and standard deviation indicators and were tested for statistical significance. The convenience sampling methodology ensured that there were students from all semesters and a diversity of majors. The sampling aimed for a balance of men and women, resulting in 189 women and 181 men.

The results confirmed no statistically significant evidence to indicate differences between men and women in their perceived mastery of the reasoning-for-complexity competency in general. However, statistically significant differences were found in the perceived achievements of the sub-competencies of systems, critical and scientific thinking, which comprise the overall competency. Women presented a higher average perception of systemic and critical thinking achievement, and men had a higher perception of scientific thinking. The authors concluded that social and cultural elements influence the perception of achievement that men and women develop in thinking and solving problems.

Governments and educational institutions must establish training programs that do not follow gender stereotypes and promote reasoning-for-complexity skills equitably in men and women. It is necessary to create more scientific and academic spaces and projects involving women in the sciences; countries must emphasize this to improve their scientific competency. Only in this way will it be possible to reverse the perception that men and women have of their problem-solving skills and abilities, which, as this study shows, are more a matter of culture than capabilities.

Unlike previous studies, which analyze the competency of complex thinking in a particular way among its sub-competencies, this research sought comprehensive measurement. Furthermore, beyond measuring competency development, this study aimed to measure the perception of achievement. The authors believe this is the first step towards identifying elements of the social imagination that limit the formation of scientific thinking among women in Latin America.

The aim of this paper is to discuss the importance of multidisciplinary training in the perceived development of social entrepreneurship competence. By means of a sample of an ethics class, this study seeks to argue the relevance of new social entrepreneurs having a broad training, beyond the knowledge they receive from the business area.

This paper is based on a quantitative analysis methodology. Based on the application of a validated questionnaire measuring the perceived development of social entrepreneurship competence, a longitudinal measurement was carried out at two points in time, at the beginning and at the end of an ethics course, in a sample population of 132 undergraduate students. Based on these results, a multifactorial diagnosis was made using a Z-test.

Overall, the sample results did not show a significant improvement in their level of perception of students' development of the social entrepreneurship competence. However, the individual results of the perceived development of sub-competences that make up this competence did reflect some development, especially the sub-competence of social innovation. Thus, this study demonstrates that there is a measurable impact of the contribution of other disciplines, in this case the ethical education, in the training of new entrepreneurs, arguing the importance of multidisciplinary training.

The results of this study contribute to the work of universities in developing social entrepreneurship competence. Based on its findings, institutions will be able to recognize the relevance of multidisciplinary training in the generation of new social entrepreneurs, valuing other disciplinary areas, such as humanities and social sciences, beyond training based exclusively on business knowledge. A key point to capitalize on in training practices for social entrepreneurship is “social innovation”, due to the sense of transcendence and impact that universities should seek, precisely because of their social responsibility to create value.

This research provides empirical evidence of the impact of ethics education on social entrepreneurship education. It argues the importance of reflecting on multidisciplinary education as a complementary element in the perceived development of social entrepreneurship competence in students.

The purpose of this study is to analyze how university men and women in different disciplines of study in Mexico perceive social entrepreneurship competencies, using a multifactorial analysis to find possible areas of opportunity to reduce the gender gap in social-entrepreneurship-project proposals.

This is a quantitative study with a validated questionnaire that records the perception levels of five social entrepreneurship subcompetencies. The survey, which includes 28 indicators, was applied to 140 university students from different disciplines. Hypothesis testing was applied to identify significant differences between men and women in each subcompetency by disciplinary area.

In the global sample, significant differences by gender were observed only in the social value subcompetency. In the disciplinary analysis, significant differences were found in architecture and design, business, and engineering and science.

The questionnaire only gathered data about the students' perceptions. To the extent that perception is triangulated with other instruments, it is possible to increase knowledge regarding how to train in social entrepreneurship.

The results can be useful for university training and increasing the envisioning and formulating of government projects by young people who create new businesses.

This research contributes to the literature on the role of gender-specific perceptions of social entrepreneurship in Mexico.

The objective of the study was to analyze the perception of knowledge and experience development in social entrepreneurship in students of a university certified by Ashoka as a Changemaker campus and to identify data that argue for equitable training among all students regardless of gender and discipline studied.

The authors evaluated the perception of knowledge about social entrepreneurship of a group of students from a university certified as Ashoka Changemaker Campus to check if there are differences by gender and disciplinary area. The population was 140 students, to whom a validated instrument was applied.

The results shed light on the few differences among students in the business, engineering and health sciences disciplines compared to those enrolled in the humanities and social sciences concerning knowledge and experience in social entrepreneurship. The findings also indicate gender equality in the perception of knowledge and experience of innovation and social entrepreneurship.

The sample size in the different disciplinary areas is a limitation of this research. However, the findings are valuable in terms of gender and the study being conducted in the first university certified as a Changemaker Campus in Latin America.

Underlying the statistics and the hypotheses is important in improving students' experience and expanding their equitable opportunities to learn about and implement innovative proposals for social entrepreneurship projects.

Training in equality and inclusion contributes to an equitable and socially just society, especially when this training aims to bring new possibilities to society. This study links with those that have been conducted in other institutions, where conscious efforts have been made to reduce the gender gap or differences by disciplinary area when undertaking social entrepreneurship projects that connect sectors for social benefit. This research also argues for the need to identify the impact of other cultural elements, in addition to the knowledge provided by universities, that reduce the gap among their students.

This study is original because of its hypotheses about university students' social entrepreneurship projects, being conducted in a special environment (Ashoka Changemaker campus) in Latin America. The data were analyzed under hypothesis testing, contrasting the empirical evidence with the theoretical assumptions.