This study presents new empirical findings on the multidimensional barriers that disadvantaged communities must overcome to equitably access quality education and health services. Equitable access to education and health services in disadvantaged communities requires comprehensive public policies that address multidimensional barriers. Through an innovative econometric analysis of primary data collected in 50 rural communities, the most influential factors hindering access to these basic services are identified. This article discusses the most effective public policy strategies for improving access to and the quality of education and health services in disadvantaged communities, and outlines how to implement them sustainably and equitably. The results reveal that a lack of adequate infrastructure, a shortage of qualified personnel, and socioeconomic and cultural barriers are the main obstacles. Based on these findings, a new comprehensive intervention model is proposed, which simultaneously addresses these interconnected barriers. These strategies contribute directly to the Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education), by addressing critical barriers to equitable access to essential health and education services in marginalized communities. These strategies are based on theories that highlight the importance of investing in education and health for human and economic development, and support the fact that investments in these sectors boost productivity, income, well-being, and equity. The study concludes with practical and applicable recommendations for public policymakers, emphasizing the importance of adapting them to the local context and ensuring the active participation of the beneficiary communities.

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.

Digital tools are becoming increasingly important due to the rise of technologies, and their use in educational contexts is a broad subject of study. The aim of the research was to determine which digital tools were most used in distance education by public and private universities in the Puno region, Peru. The study was conducted using a quantitative approach at a descriptive level, with the population consisting of students from universities in the city of Puno, Peru, with a sample size of 380 students. The research technique was a survey, and the instrument used was a questionnaire. The results show that the most used tools were Google Meet, Google Forms, PowerPoint, and WhatsApp. It can be concluded that the use of these tools is easier for students who have the minimum resources, such as adequate electronic devices. Additionally, the internet allows the use of other freely accessible digital tools, all in an effort to improve the quality of education in our country.

This study examines how artificial intelligence adoption may influence organizational resilience through employee behavioral adaptation. The article develops and tests a mediation model in which AI adoption supports adaptive employee behaviors, including skill acquisition, role flexibility, and proactive problem-solving. Organizational resilience is conceptualized as the combined capacity to anticipate disruptions, respond with agility, and recover operational continuity. An empirical survey dat

El objetivo de la investigación fue establecer el grado de relación que existe entre el cumplimiento de los atributos de calidad en el servicio y la satisfacción de los usuarios en el Centro de Servicios de Atención al Usuario del Ministerio de Economía y Finanzas (CONECTAMEF), Puno – Perú. El diseño de investigación fue no experimental de tipo transversal de análisis correlacional; la población fue de 1842 usuarios y la muestra de 217. Se utilizó la encuesta y la observación directa como técnicas, de acuerdo a la guía de observación de conductas observables; y para los niveles de satisfacción de los usuarios, el instrumento utilizado fue el cuestionario, el mismo que fue adecuado de los lineamientos y directivas de la propia entidad analizada. Para contrastar las hipótesis del trabajo de investigación se realizó la prueba estadística “Chi-Cuadrado” obteniendo como resultado, un valor de p = 0,027, demostrándose, de esta manera, que si existe relación entre las variables planteadas y según el coeficiente V de Cramer ésta tiene un grado de 68.80%. Por tanto, se concluye que el nivel de cumplimiento de los atributos de calidad en el servicio por parte del personal influye en la satisfacción de los usuarios atendidos en el CONECTAMEF – Puno.

Universities face global challenges that require the integration of intellectual capital management and social responsibility. This study aims to analyze how the articulation between intellectual capital and social responsibility contributes to institutional strengthening in universities. A mixed-method approach was applied, combining bibliometric analysis and systematic literature review following the PRISMA protocol, covering 62 relevant studies from 2019 to 2024. Academic databases, lexicometric techniques, and technological tools were used to ensure methodological rigor and thematic coherence. The bibliometric analysis shows that 96.77% of studies were concentrated mainly in the field of Sustainability, led by universities in the global North with multidisciplinary approaches. The findings reveal that intellectual capital management and university social responsibility reinforce academic quality, stimulate innovation, and foster social commitment, thereby significantly contributing to institutional strengthening. As a novelty, the study highlights that the articulation of these dimensions drives sustainable development, promotes ethical organizational cultures, and strengthens collaborative networks. It also suggests the need for coherent public policies to ensure a lasting impact on universities and society. This comprehensive perspective offers new insights for higher education institutions seeking to integrate these elements strategically to address global challenges and improve their contribution to sustainable development.