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Financial literacy as a key to entrepreneurship education: a multi-case study exploring diversity and inclusion
(MDPI, 2023-11-10) Medina Vidal, Adriana; Buenestado Fernández, Mariana; Molina Espinosa, José Martín; Tecnológico de Monterrey; https://ror.org/046ffzj20; https://ror.org/03ayjn504; Xiaoling, Shu
This article presents the results of the financial literacy assessment of young Mexican students between the ages of 17 and 24 enrolled in public and private institutions in five Mexican cities. This study’s objective was to approach the financial knowledge, behaviors, and attitudes of young Mexicans through focus groups and questionnaires to identify their perceptions of complex thinking and its use for financial products and services. The most relevant findings suggest that (a) most of the young participants in the study use banking services through their parents, (b) there are significant gender differences in financial knowledge and behaviors, (c) critical thinking significantly and positively correlates with financial behaviors and attitudes, and (d) the level of critical thinking predicts financial behavior. There is a need to develop women’s critical thinking to discern between the financial behavior they socially imitate and their capabilities to become more involved in financial issues, thus decreasing the gender gap.
Digital competency as a key to the financial inclusion of young people in complex scenarios: A focus groups study
(Sage, 2023-04-19) Buenestado Fernández, Mariana; Ramírez Montoya, María Soledad; Ibarra Vázquez, Gerardo; Patiño Zúñiga, Irma Azeneth; Instituto Tecnológico y de Estudios Superiores de Monterrey
Young people’s financial and digital literacy have been studied independently and in-depth during the last decades. However, digital financial literacy as a compound concept is novel and still needs to be explored in the scientific literature. This work investigated young people’s perception of their digital financial culture, identified factors that hinder or facilitate it, and explored their preferences in the training modalities for improvement. Twenty-two focus groups were carried out in different Mexican educational institutions based on diversity criteria. The evidence shows that: (1) young people perceive the need for digital financial education linked mainly to the understanding of critical concepts, the use of mobile applications, online financial operations, and digital financial security; (2) some voluntarily exclude themselves from online finance, this being one of the main obstacles in the development of digital financial culture; (3) the digital financial culture gap is accentuated more among young people in public educational institutions and upper secondary education; (4) they have a preference for emerging technological and digital resources for their training in digital finance. These findings make it possible to contextualize training proposals that favor the financial inclusion of young people in complex scenarios brought about by the digital transformation of the economy and society.

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