The objective is to present a proposal for a gender-sensitive risk analysis model using artificial intelligence (AI) within the framework of complex thinking that provides access to opportunities, specifically for vulnerable populations such as women from underprivileged sections. This international non-parametric study highlights the vulnerability of this population in Mexico through a sample of 2787 women. The methodological design included data analysis, the postulation of a proposed model, and a validation method for the credit risk analysis model. There is a correlation between the level of schooling of impoverished and vulnerable women with the possibility of self-employment and selling a product or service. In the framework of complex thinking, the perception of innovative thinking is related to the level of education and innovative decision-making in professional projects. Women with a higher level of schooling tend to think about their professional projects systematically. Promoting complex thinking involves innovative educational practices to encourage critical, systemic, scientific, and innovative thinking in entrepreneurship and sustainable development. Integrating reasoning for complexity benefits women and contributes to economic and social growth in vulnerable regions. In contrast to other models, our credit risk analysis model uses AI and variables for gender, vulnerability, and complex thinking to detect patterns in women's behaviors and attitudes in the venture start-up process. Our proposal is the starting point of many analyses to develop further about artificial intelligence based on complex thinking.

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.

Purpose: This article endeavors to detail the outcomes of an exploratory investigation into the perceived attainment levels of complex thinking competencies among business students at a technological university in western Mexico. It seeks to examine and contrast the students' self-assessed development of this critical competency, along with its associated sub-competencies, throughout their academic tenure.Design/methodology/approach: Our analysis focused on two distinct groups of students, one at the beginning of their academic journey and the other nearing its completion, to explore whether perceptions of competency development were equitable across genders. Utilizing multivariate descriptive statistical analysis, we were able to substantiate the existence of a gender gap in the perceived development of competencies.Findings: While both male and female students showed improvement in their self-perceived competencies, the results indicate that women outperformed their male counterparts in the area of complex thinking and its associated sub-competencies by the conclusion of their degree programs.Practical implications: The evidence suggests that there is a gender gap in the educational process for this group of students, highlighting the urgent need to minimise disparities in the perception between male and female business students about their competencies.Originality/value: This article presents findings that pave the way for future research aimed at exploring strategies to narrow the gap in perceived competency achievement throughout the educational journey in business studies, considering how the environment and cultural elements can be determining factors in how students perceive their abilities and skills.

In this chapter, the authors analyze the relevant socio-demographic aspects of the indigenous population in Mexico and examine young women's access to sexual and reproductive health information and education in rural areas, as well as the context of discrimination and violence they face throughout their lives for being young, female, indigenous and from a low socio-economic class. The authors discuss the case of the binnizá women of Juchitán, Oaxaca, to show how they experience multiple forms of violence within their communities and resist the violence of the hegemonic medical system, which undermines indigenous knowledge and weakens the traditional medical systems that are part of the cultural and social survival of the communities. Request access from your librarian to read this chapter's full text.

The objective is to present a proposal for a gender-sensitive risk analysis model using artificial intelligence (AI) within the framework of complex thinking, specifically for impoverished and vulnerable women. This international non-parametric study analyzed business and entrepreneurial activity in a sample of 2,787 women. The methodological design included data analysis, the postulation of a proposed model, and a validation method for the credit risk analysis model. There is a correlation between the level of schooling of impoverished and vulnerable women with the possibility of self-employment and selling a product or service. In the framework of complex thinking, the perception of innovative thinking is related to the level of education and innovative decision-making in professional projects. Women with a higher level of schooling tend to think about their professional projects systematically. Promoting complex thinking involves innovative educational practices to encourage critical, systemic, scientific, and innovative thinking in entrepreneurship and sustainable development. Integrating reasoning for complexity benefits women and contributes to economic and social growth in vulnerable regions. In contrast to other models, our credit risk analysis model uses AI and variables for gender, vulnerability, and complex thinking to detect patterns in women's behaviors and attitudes in the venture start-up process.

Purpose: This study aims to explore how systemic, scientific, critical and innovative thinking sub-competencies interact within the broader competency of complex thinking among undergraduate students from diverse international contexts. The purpose is to determine these sub-competencies’ mutual influences and examine regional variations, highlighting how distinct cultural and educational environments shape complex cognitive skills. The ultimate objective is to inform higher education practices, enabling educators and institutions to design tailored, culturally relevant interventions that effectively enhance complex thinking competencies in diverse student populations across different geographic regions and educational contexts. Design/methodology/approach: This study examines interactions among four sub-competencies of complex thinking – systemic, scientific, critical and innovative – using data from 435 undergraduate students across ten universities in eight countries (Chile, Colombia, Mexico, Pakistan, the Philippines, Finland, Spain and Serbia). A validated instrument (eComplexity) measured student perceptions and partial least squares structural equation modeling (PLS-SEM) with a multi-group comparative analysis assessed the strength and variability of relationships among these sub-competencies. The analysis aimed to identify differences between geographic regions to reveal contextual nuances shaping cognitive development, contributing to a deeper understanding of how complex thinking develops within diverse cultural and educational contexts. Findings: Significant regional differences were identified in interactions among sub-competencies of complex thinking. A strong correlation between systemic and scientific thinking emerged among students from Mexico and northern Spain, while a notable link between scientific and critical thinking was observed in Colombia. Moreover, Finland, Pakistan and Colombia displayed strong relationships between innovative and complex thinking. These findings demonstrate that cognitive development within complex thinking is strongly context-dependent, influenced by specific cultural and educational conditions. The study highlights the necessity of accounting for regional characteristics when developing educational programs aimed at effectively fostering complex thinking competencies in higher education contexts across diverse international settings. Research limitations/implications: The study’s primary limitation is reliance on students’ self-reported perceptions, potentially introducing subjective biases. Additionally, although geographically diverse, the sample’s limited representation of each country could affect generalizability. Future research should incorporate broader, balanced sampling, longitudinal analyses and mixed-method approaches combining qualitative and quantitative data to validate these findings further. Research implications emphasize exploring deeper cultural, pedagogical and institutional factors influencing complex thinking. This could enable more precise educational guidelines, enhancing curriculum design, teaching practices and policy formulation, thus addressing specific contextual needs across diverse educational environments and providing robust, empirically supported strategies for higher education institutions globally. Practical implications: This research provides universities and educators with practical insights for designing culturally and regionally adapted strategies to develop complex thinking competencies. Educators can identify and leverage the cognitive interactions most relevant in their contexts, adjusting curricula and instructional methods accordingly. Institutions could implement targeted faculty development programs to reinforce region-specific competency interactions, thus enhancing educational effectiveness. Additionally, policymakers and curriculum developers can utilize these findings to create responsive educational frameworks attuned to local cognitive and cultural dynamics, better preparing students to navigate contemporary global challenges with enhanced analytical capabilities, adaptability and innovative problem-solving skills. Social implications: Enhancing complex thinking through culturally responsive educational practices equips students with critical cognitive tools necessary for addressing contemporary societal issues effectively. By recognizing regional variations in developing critical, scientific, systemic and innovative thinking competencies, educational institutions can better prepare graduates for diverse global challenges such as sustainability, technological innovation and intercultural understanding. Promoting complex thinking contributes to forming reflective, adaptable and innovative citizens capable of critically evaluating information and creatively resolving complex problems. Ultimately, this fosters inclusive, resilient and thoughtful societies, better positioned to manage and respond effectively to local, regional and global complexities and challenges. Originality/value: This study uniquely applies partial least squares structural equation modeling (PLS-SEM) and multi-group analyses across diverse cultural and educational contexts in Latin America, Europe and Asia, explicitly exploring the interplay among complex thinking’s sub-competencies. Its comprehensive international approach addresses a gap by examining cross-national cognitive interactions rarely studied concurrently. By identifying significant regional variations, this research provides novel insights and empirical evidence emphasizing the importance of contextual factors in cognitive skill development. Its innovative methodology and extensive international sample make original contributions, guiding higher education practices toward more nuanced, culturally informed strategies to foster complex thinking competencies effectively worldwide.