Innovative entrepreneurship has increasingly been acknowledged as one of the most vital drivers of economic development, job creation at high value, wealth creation, and business growth. This study analyzes the current status and evolution of research on innovative entrepreneurship and sustainability in the context of emerging economies, based on a bibliometric analysis of 132 articles indexed in the Web of Science database. The search was guided by relevant keywords, such as “innovative entrepreneurship*” and “sustainab*”. Systemic barriers limit the scalability of innovative ventures, especially in developing countries. Frugal and green innovations, digital technologies, and rural enterprises show promise but face challenges like resource constraints, ethical concerns, and policy gaps. Collaborative, equity-focused approaches are essential to ensure entrepreneurship drives sustainable and inclusive development. Further studies should expand the data source, increase the pool of articles, and develop cross-country comparisons to enhance global understanding. This may lead to a better understanding of innovative entrepreneurship and sustainability that can be used to create actionable strategies for development in various economic contexts.

Financial education constitutes a core component of business school curricula. Despite its importance, instructional barriers persist due to the mathematical intensity and conceptual complexity of formal financial models. Against this backdrop, this manuscript presents initial findings from a pedagogical innovation based on the development and implementation of an R package, MeanVarLab, designed to support the teaching of modern portfolio theory through an active learning approach. The tool enables students to engage with complex mathematical models via interactive visualization, facilitating a more intuitive understanding of key concepts. Evidence from an initial intervention with undergraduate students at a Chilean university suggests that the software enhances students’ comprehension of underlying mathematical principles while simplifying the application of theoretical frameworks. Building on these findings, we outline practical implications for instructors seeking to integrate computational tools into finance education and identifies areas for further refinement of the intervention.