Alicia Fernanda Galindo-Manrique

Business and accounting curricula build environmental awareness but rarely develop environmental citizenship: the competences and willingness to act for sustainability. This study describes the environmental citizenship profile of final-semester accounting and finance students in Mexico and examines their experience of a multimodal, virtual reality (VR)-supported session embedded in a ten-week challenge-based course with an industry partner. A convergent mixed-methods design combined a single administration of an adapted Environmental Citizenship Questionnaire (ECQ; n = 123), an exploratory comparison of conceptually parallel pre- and post-session self-reports (n = 102), and thematic analysis of 103 open-ended reflections. The adapted ECQ was internally consistent (alpha = 0.956), but convergent validity was uneven, and two blocks repeating the same activities were merged, so its nine-factor structure is provisional. The profile showed a disposition–action gap: values (M = 3.54 of 4) and intentions to act as agents of change (M = 3.49) were high, whereas past environmental action was limited (42% had ever taken part in an environmental activity and 24% in any listed activity in the past six months). Self-reported knowledge and confidence did not change measurably, which high baselines, non-equivalent items, and a single session could each explain. In the reflections, the two authors coded engagement as predominant (83%), 12% referred to professional or sustainability-performance content, and expressions of intention to act were rare (2%). Without a control group, the findings describe this instructional package rather than an effect of VR.

This study investigates the critical role of income inequality as a structural mediator between multi-dimensional Digital Financial Inclusion (DFI) and innovation development in the context of global turbulence. We employ four DFI indices—Formal Financial Access (FFA), Mobile Money Index (MMI), Direct Credit & Transfers (DCT), and Rural Financial Index (RFI). Our findings confirm that digital financial inclusion enhances innovation primarily by improving formal financial services, reinforcing the importance of institutionalized digital channels in fostering technological advancement. However, mobile money usage exhibits a contrasting dynamic: it increases notably in countries with higher inequality and lower development levels, suggesting that mobile money acts more as a compensatory mechanism against financial exclusion than as a driver of innovation, offering a vital resilience mechanism during turbulent periods. These insights offer policy implications for creating inclusive digital ecosystems that balance innovation, equality, and resilience amid global economic turbulence.

This study examines the combined impact of fintech and financial inclusion on achieving the United Nations’ Sustainable Development Goals (SDGs). Previous research has emphasized the role of financial inclusion in reducing poverty, strengthening resilience, and promoting economic stability; however, its interaction with fintech in advancing sustainability remains less examined. Using four composite indices incorporating updated variables, expanded country coverage, and a broader temporal scope, this analysis evaluates digital financial channels, including formal access, mobile money, digital credit, transfers, and rural finance, across SDGs 3, 4, 8, and 9. The findings indicate that formal access is associated with lower maternal mortality (SDG 3) and contributes positively to decent work and economic growth (SDG 8), as well as industry, innovation, and infrastructure (SDG 9). Digital credit and transfers help ease liquidity constraints in high-inequality regions, while mobile money enhances education outcomes (SDG 4) under robust governance, supporting informal labor markets. Rural finance strengthens innovation and infrastructure development in underserved areas, reinforcing SDG 9. A simultaneous equation model provides evidence of bidirectional relationships among financial inclusion, fintech adoption, and sustainable development, underscoring their mutual reinforcement rather than strict causality. Overall, the study highlights the systemic interconnection between finance and sustainability and emphasizes the importance of governance, infrastructure, and regulation in maximizing developmental benefits.

Women in emerging economies face unique constraints rooted in cultural norms, socio-economic disparities, and limited access to education and technology. Narrowing the digital gender gap by ensuring access to financial services may reduce the economic inequalities for women in these countries. This study examines the influence of digital finance in narrowing the gender gap, guided by the research question: To what extent do digital financial services contribute to narrowing the gender gap in access to and usage of financial services in low-and middle-income economies? Gender inclusion was measured by the ratio of accounts owned by women over the total number of accounts. Digital financial inclusion was constructed based on eight components: mobile money account, storing money in financial institutions, Internet access, mobile phone owned, savings, savings in financial institutions, making or receiving a digital payment, and mobile phone or use of the Internet for shopping. A Bayesian regression approach was computed using the Global Findex Database data for 73 countries classified as low and lower-middle-income economies from 2011 to 2022. The Machine Learning approach evaluates the model’s ability to predict women’s autonomy and the role of digital finance. The results show that digital financial services would reduce the gender gap in low-income economies while augmenting the number of open accounts, especially for women. The results aid in the establishment of policies to reduce the gender gap. These results are relevant to the UNSDG agenda, mainly Goal 5 and Goal 10.

The evolution of the Metaverse in Higher Education (HE) in Mexico can potentially enhance pedagogy, develop skills, and improve the learning experience. This research aims to estimate the factors guiding the adoption of the Metaverse in a Business School context in Mexico. A survey analysis was conducted to gauge insights from stakeholders on the Metaverse in HE. A total of 117 respondents, comprising students, professors, and staff members, completed the 21-item questionnaire. To determine the relationship between data, a quantitative analysis was performed using a structural equation model (SEM), and a path analysis was computed to illustrate the relationship among the adoption components of the UTAUT model. The study found no correlation between age, gender, and previous experience toward adopting the Metaverse. On the other hand, performance expectancy, effort expectancy, social influence, and facilitating conditions significantly impact the stakeholders' attitudes toward adopting this technology. The R² coefficient of 94% obtained explains the model's accuracy. The research reveals that a practical learning exercise in the Metaverse improved student knowledge acquisition. Implementing this model is to be at the service of concerned HE authorities to create an adequate environment for adopting the Metaverse in Universities in Mexico.

Climate change, the accelerated industrialization of emerging countries, as well as the growing demand for transparency from stakeholders, are all factors that influence the environmental performance of companies. Thus, eco-efficient behavior can improve financial performance by increasing wealth generation and decreasing the volatility of listed financial assets. There is a lot of previous literature showing diverse results of the effect of eco-efficiency on corporate profitability, but this is not the case when we refer to risk. This study analyzes the relationship between eco-efficient behavior and the share price volatility of companies traded in emerging markets. For this purpose, a sample of 346 companies listed in 24 countries was studied for the period between 2010 and 2017. The results show a positive effect. Thus, the recommendation is that a clear commitment to eco-efficient investment can improve the environmental impact of companies, from the private, public, and institutional spheres.

Multicultural teams represent a key strategic action that generate significant competitive advantages and innovation. The authors address the question of how transformational leadership, cultural orientation, and emotional conflict impact on multicultural teams focused on innovation. The methodology used has a quantitative and transversal approach because the measurement is carried out in a specific moment. The sample is composed by 415 multicultural-team members working in multinational companies. Results indicate that the dimension of intellectual stimulation and a horizontal hierarchy are factors that influence the team innovation. In contrast, the emotional conflict did not show a significant relationship. The positive moderating effect of organizational support on intellectual stimulation and team innovation´s relationship is proven. This study contributes significantly to international human resource management domain by leading to a better understanding of the functioning of work teams to ensure business innovation and the need for internationalization. Request access from your librarian to read this chapter's full text.

En la actualidad, las tendencias y mejores prácticas internacionales en materia de cambios regulatorios fiscales y su incorporación a la legislación local están amenazando el rumbo estratégico de las empresas sino se cuenta con un robusto marco de identificación, análisis, control y gestión de riesgos fiscales que ayuden a la alta dirección en: (1) la toma de decisiones informadas y razonadas y (2) en mitigar y minimizar estos riesgos en la consecución del cumplimiento del plan estratégico de las empresas y su desempeño financiero. Por ello, la investigación que proponemos es determinar los riesgos que originan los cambios fiscales en nuestro país. En este sentido, se utilizan las series mensuales del rendimiento del índice de Precios y Cotizaciones de México y el Rendimiento del S&P 500, de manera mensual del 2004 a marzo de 2020. Además, analizamos a través de Google Trends el sentimiento que se experimenta en las noticias y sitios de internet de la palabra “Reforma fiscal en México” y posteriormente se usa el modelo de CAPM y el modelo de contagio financiero para determinar el impacto de este factor adicional en el mercado de valores. Los resultados muestran que efectivamente las reformas fiscales afectan el mercado de valores durante 2004 a la fecha y es muy fuerte y significativo el impacto, esto nos muestra que la incertidumbre de los empresarios e inversionista aumenta más en épocas de reformas fiscales que sin ellas.

This study focuses on the results obtained from the teacher's assessment of Project-Based Learning, a methodological approach that implies a change in the university pedagogical paradigm that affects both the teaching and learning processes. To this end, a study is carried out taking as a sample university teachers during the academic year 2018-2019. Among the results obtained, it is worth mentioning that the teacher considers the Project-Based Learning a methodology that favours in the classroom, constituting a valid alternative to improve the quality of learning in university students.

Universities, in their role of training and transforming people, play a key role in generating sustainable citizens to be agents of change by solving social and environmental complexities and safeguarding the future of generations. This chapter sets out the new challenges and trends of incorporating education for sustainable development into the business area, particularly in the subjects of Accounting and Finance. The incorporation of sustainability in the curricular map of universities can be implemented through curricular and university orientation. Both strategies are indispensable to generate a successful adoption in the curricula. Different conceptual frameworks on sustainability teaching are developed and pedagogical strategies are proposed to implement better learning practices.