This article analyzes the implementation of the National Financial Inclusion Strategy (NFIS) and its alignment with Sustainable Development Goal (SDG) I: Eradicate poverty. Despite the progress achieved, structural gaps persist and substantially limit the NFIS’s contribution to poverty reduction, especially among rural, indigenous, extreme poverty, and other vulnerable groups. The article employs a mixed methods approach combining qualitative and quantitative techniques. On the qualitative side, a hermeneutic documentary analysis of the NFIS and related regulations was carried out, with a critical textual interpretation supported by specialized software. Quantitatively, descriptive statistical techniques were applied to analyze official financial inclusion indicators—methodological integration was achieved through analytical triangulation under a concurrent mixed methods approach. The progress of initiatives under the NFIS was evaluated, identifying limitations such as the digital divide in rural areas, limited financing for Micro and Small Enterprises, gaps in financial education, and growing exposure to digital fraud. Although the NFIS promotes greater access to financial services, it does not explicitly focus on the poorest and most excluded populations. Therefore, it is recommended that the objectives and indicators of the NFIS be reformulated to focus on universal access and effective use of financial services by the population in extreme poverty and chronic exclusion. In addition, a strategic articulation with social protection policies is necessary, as well as promoting culturally relevant microfinance and inclusive finance models, strengthening consumer protection, and consolidating public–private alliances in high-poverty areas. Finally, strong monitoring and accountability are also key.

La educación ambiental, actualmente, es vista como el medio más efectivo para que el ambiente sea preservado; su propósito es alcanzar a nivel social una real cultura ambiental. Se presenta como objetivo de investigación analizar la efectividad del Programa de Educación Ambiental (PEA) a nivel de secundaria. Con un enfoque cualitativo, se realizó una revisión documental fundamentada en la metodología Prisma. Los documentos fueron consultados en las bases de datos WoS, SciELO, y Scopus. Los resultados revelaron que los programas de educación ambiental implementados a nivel de secundaria evidencian particularidades bastante satisfactorias. Se logró concluir que el PEA es efectivo para concientizar a los estudiantes de secundaria respecto a los problemas ambientales, las evidencias presentadas así lo señalaron.