A more sustainable society and economy also implies more sustainable behavior in terms of the consumption of financial products. A possible change in this behavior can be brought about when there is a change in the demand. In other words, more sustainable consumption of financial products is directly related to financial literacy. However, the latter’s definition, object, and scope are far from being agreed upon internationally. One objective of this work was to explore the different interpretations of financial literacy in academic literature. In this exploration we delved into the evolution of the term, and how, in what context, and with what other concepts the term is used in social networks. Scientometric techniques were used for the analysis and review of the literature. The NLP technique was used to analyze comments on social networks. With this technique, ten feelings that were specially selected were analyzed. Positivity, confidence, and anticipation predominated among them. We conclude that it is important to emphasize that greater attention must be given to financial literacy, from both private and public sectors, so that it can be used to drive more sustainable behavior by individual consumers. Finally, a new definition of financial literacy is proposed.

The technological revolution we have been witnessing over the last 30 years is bringing about important changes in business management, specifically in the conception, development, and management of its financial aspects. How to face these challenges is a particularly critical question for individual entrepreneurs who have to assume a much greater responsibility for decisions than in other corporate environments. In this sense, it is very important to understand the financial capabilities and skills and their limitations of this type of entrepreneurship, which is so important for the renewal and extension of the business community in any developed economy. Based on an extensive official survey of this type of entrepreneurship, this research proposes a logistic regression modeling, in order to find out the level of financial knowledge of this business group. One of the findings of this research is that individual entrepreneurs have a higher level of financial knowledge than salaried workers, with a higher qualification in this respect in the case of individual entrepreneurs with employees. This study analyses the link between individual entrepreneurs or self-employed workers – with or without employees – and financial literacy. In addition, we investigated the relationship between this group with their socio-demographic characteristics, financial product holdings, financial planning, and financial fragility. Different binary logistic regression models with maximum likelihood were estimated using a sample of individual entrepreneurs and self-employed workers from the Survey of Financial Competences database conducted in Spain to achieve this. The results of the study show that individuals who choose to be individual entrepreneurs or self-employed, and in particular those with hired workers, had a higher level of financial literacy than salaried workers. Moreover, it was confirmed that financial literacy complements the explanatory power of the other variables analyzed with respect to sole proprietors without employees, although not to a significant degree. The limitations of this work are due to the use of data from the Financial Skills Survey, so some dichotomous variables offer very generic information. In addition, the database is cross-sectional and we cannot analyze variations between different periods. No research before had applied the relationships between the behavior of individual entrepreneurs, with and without employees, and financial competencies using logistic functions and on the basis of a rigorous and comprehensive formal questionnaire. The conclusions provide a valuable perspective for developing training programs for this type of human capital aimed at raising the financial skills of individual entrepreneurs to improve personal and business management.

The twin transition combines digital transformation and the green transition and is a core pillar of the European agenda for the Digital Decade. This study examines how digital transformation and digital human capital relate to labor productivity and greenhouse gas (GHG) intensity across European industries. We compile a country–sector dataset covering 26 European Union Member States and ten NACE A*10 sectors for 2023 using harmonized Eurostat sources. We employ a path-analytic framework based on composite indicators to assess direct, indirect, and context-dependent associations among digital transformation, digital human capital, labor productivity, and environmental performance. The results indicate a positive association between digitalization and digital human capital. While digital skills are positively related to labor productivity, their mediating role between digitalization and labor productivity appears limited. The available evidence also suggests that artificial intelligence plays only a small moderating role in the relationships analysed. On the environmental side, higher levels of digitalization and digital skills are associated with a slight reduction in GHG intensity, although effects are modest and display sectoral heterogeneity. Overall, the findings provide disciplined empirical evidence that can inform discussions on policies and strategies aimed at fostering a competitive, digitally advanced, and lower-emissions economy in the European Union.

Objective: This study aims to empirically analyse the relationship between gender and financial education. In addition, the study examines whether certain socio-demographic characteristics, the financial product portfolio itself, financial planning and savings attitudes can explain behavioural differences between men and women. Our approach stands out for its originality in using a representative dataset and statistical learning techniques. Methodology: To carry out this research work, data from the Survey of Financial Competences conducted by the Bank of Spain and the National Securities Market Commission, on a representative sample of 8,554 individuals in Spain, is analysed. Statistical learning methods, based on classification trees and gradient boosting, are used to identify the variables that best explain the gender difference in this context, and to obtain a statistical classification of the observed population. Results: Financial competencies provide a partial explanation for the gender gap. Employment status stands out as an explanatory factor for said gap. Limitations: The limitations of this work are due to the use of the variables present in the Survey of Financial Competences, some of which are dichotomous and, therefore, offer very generic information. Moreover, the study is cross-sectional, and we cannot analyse changes over time. Practical implications: The findings provide valuable input for implementing differentiated programs and strategies targeting women to help mitigate gender inequalities.

A more sustainable society and economy also implies a more sustainable behavior in the consumption of financial products. A possible change in focus can come from the demand side, so that more sustainable consumption of financial products have to go hand to hand with financial literacy. However, financial literacy, potential favoring of this sustainable behavior, is far from reaching an international consensus about its definition, object and scope. Two objectives are analyzed; the different interpretations of financial literacy in the academic literature, as well as its evolution and how, in what context and with what other concepts the term is used in social networks. Scientometric techniques and content analysis have been used to carry out a systematic review of literature and also NLP to analyze the comments on Social Networks. Critical moments are identified in the definition of financial literacy. Also ten sentiments are analyzed in social networks in wich positivity, trust, and anticipation predominate. Greater attention to this issue is necessary both from the private initiative and from public policies, so that financial literacy is an effective tool for a more sustainable behavior by consumers. Finally, a new definition is proposed based on our findings.

La investigación que se presenta como tesis doctoral se construye a partir del análisis de la educación financiera desde una perspectiva pionera que la contempla como capital humano específico y de carácter transversal, que afecta al bienestar financiero personal y al conjunto de la sociedad y, en consecuencia, incide en el ecosistema de las finanzas sostenibles. Se analiza la ausencia de homogeneidad tanto en la definición de educación financiera como en los criterios de medición de los niveles de competencias financieras, motivos que dificultan la puesta en práctica de programas e iniciativas, tanto públicas como privadas, que permitan potenciar los conocimientos y las habilidades que proporcionen a los individuos una buena salud financiera presente y futura. Además, se plantea este tipo de aprendizaje como una herramienta vital para promover la inclusión financiera, la digitalización y la integración de la sostenibilidad en las decisiones financieras, cuestión imprescindible para un crecimiento sostenido e inclusivo. Como consecuencia del envejecimiento demográfico y de la creciente complejidad del entorno financiero, los individuos, y en particular los más jóvenes, van a verse obligados a asumir cotas de responsabilidad cada vez mayores en sus determinaciones. En este contexto, la educación financiera favorece, fundamentalmente en escenarios inciertos, un comportamiento más resiliente. Por consiguiente, se hace necesario elevar los niveles de esta competencia para que la toma de decisiones financieras informadas individuales facilite por extensión, la consecución de los Objetivos de Desarrollo Sostenibles adoptados en la Agenda 2030. Hasta comienzos de este siglo, esta área de investigación apenas había suscitado interés en la literatura académica, el salto cuantitativo se produce a partir de 2008 coincidiendo con la crisis de 2008. Así, esta tesis contribuye a la producción académica existente a través del estudio de la educación financiera desde una perspectiva global e innovadora y mediante el empleo de metodologías vinculadas con la ciencia de datos. Para una mejor comprensión de la presente tesis, resulta necesario efectuar unas breves consideraciones que aluden a cada una de las publicaciones compendiadas, a tal efecto se cuenta del propósito de la investigación, de la metodología empleada para su elaboración y de las conclusiones más significativas. En el primer artículo, se realiza un análisis exhaustivo de la producción académica especializada para examinar cómo se caracteriza la educación financiera y cómo se vincula al ámbito universitario. Para tal fin, se utiliza una metodología basada en el análisis bibliométrico, mediante el cual se utilizan técnicas cuantitativas para medir y describir la literatura científica de este tópico desde 1976 hasta 2021; así como para examinar su marco conceptual con el propósito de detectar las áreas temáticas con las que se relaciona, lo que permite realizar un análisis desde un enfoque holístico. Este trabajo de investigación permite identificar a la educación financiera como un campo de conocimiento relativamente reciente, de carácter transversal y todavía, en la actualidad, poco consolidado desde un punto de vista conceptual. Por otro lado, se comprueba que se requiere una profunda revisión respecto a las políticas educativas que permitan a los estudiantes alcanzar el bienestar financiero a partir de una buena gestión de la economía personal, familiar o empresarial. En el siguiente artículo, a través de una interpretación de la Declaración PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses), se analiza de forma exhaustiva las producciones académicas que presentan datos, tanto empíricos como teóricos, relativos a la medición de los niveles de educación financiera de la población. Como resultado, se proporciona una recopilación de los cuestionarios empleados para tal fin desde 1940, y se examina la evolución temporal de las fuentes de donde proceden, de los objetivos perseguidos, así como de los resultados más significativos extraídos de tales estudios. Del análisis realizado se detecta que no existen indicadores generalizados mensurables que permitan valorar los niveles de esta competencia, lo que imposibilita un análisis riguroso y dificulta la puesta en práctica de planes de acción efectivos, que permitan la consecución de un futuro mejor para todos y que se encuentran recogidos en la Agenda 2030. Además, se comprueba que los evaluados, mayoritariamente estudiantes, manifiestan insuficientes conocimientos financieros y que en general son más evidentes estas carencias en las mujeres, los grupos de menor edad y aquellos que disponen de menos recursos y presentan menos formación educativa. En el tercer artículo, se resalta el papel que ejerce la educación financiera como una pieza clave para impulsar un comportamiento más sostenible. Para ello, se examinan las diferentes interpretaciones que se han efectuado en la literatura académica respecto a su definición conceptual, así como la evolución de las mismas, el contexto en el que se emplea y los términos con los que se relaciona en su aparición en la red social Twitter. La combinación del enfoque académico con uno más informal permite la propuesta de una nueva definición que contempla las diferentes ópticas en función de las distintas fuentes utilizadas. Para ello, se emplean técnicas cienciométricas y de análisis de contenido,...