This study aims to analyze how women’s empowerment in sustainable entrepreneurial leadership transforms social, environmental, and economic challenges into growth opportunities within B Corps-certified companies in Latin America. A total of 9536 companies were identified in the global B Corps registry, of which more than 1000 belonged to the Latin America and Caribbean directory. Particular attention was given to 130 companies located in Chile, with a presence in countries such as Peru, Mexico, Colombia, Brazil, Uruguay, Paraguay, and Argentina. The methodology adopted a post-positivist approach with a hermeneutic analysis rooted in organizational studies, using the Straussian grounded theory method. Testimonies from 16 female entrepreneurs were explored, identified through the B Corps directory and the main social media networks of the B system in Latin America. This approach enabled a deeper understanding of the human complexity surrounding sustainability, equity, and gender equality. Findings show that female leadership promotes inclusive and strategic actions that challenge traditional structures and generate positive impacts. Five categories emerged: female entrepreneurial leadership; gender equality stakeholders; social contribution; women’s economic development; and sustainable decision-making. These converge in the central category of female empowerment in sustainable entrepreneurial leadership. In conclusion, the emerging theory expands the understanding of women-led leadership in Latin America, revealing socially responsible business models that promote sustainability, inclusion, and challenge dominant power structures in the business world.

La investigación tuvo por objetivo analizar la percepción de docentes universitarios sobre la relación entre la Responsabilidad Social Universitaria y la cultura organizacional en una universidad privada del Perú. En cuanto a la metodología usada fue básica de enfoque cuantitativo con diseño no experimental. Se utilizaron encuestas validadas por expertos en la materia, aplicándose 150 cuestionarios a docentes y administrativos de la Universidad Privada de Tacna-Perú en el año 2020. Se utilizó el coeficiente de Rho Spearman que permitió la contrastación empírica de las hipótesis y a su vez ayudar a generar estrategias sostenibles de la relación para la universidad. Concluyendo que la buena implementación de la RSU influye positivamente a la transformación institucional de las universidades contribuyendo al desarrollo sostenible y la empleabilidad de los estudiantes.

This study explores the role of neuroscience in shaping the perceptions and teaching strategies of university teachers. Using a quantitative, non-experimental approach, a survey was conducted among 132 teachers to assess the links between neuroscientific knowledge (brain plasticity, individual differences, and emotional learning) and pedagogical dimensions (educational technology, active teaching, and socio-emotional learning). The reliability, validity, and structure of the relationships between the constructs were analyzed using partial least squares structural equation modelling (PLS-SEM). The results indicate that neuroscience influences on teachers' perceptions of innovation and the development of teaching strategies, which explains a considerable proportion of the variability in didactic of the variability in the didactics of learning and its associated dimensions. The study concludes that improving the neuroscientific knowledge of teachers and adopting active methodologies contribute to more effective and inclusive higher education.