The social and solidarity economy (SSE) has gained worldwide attention over the last decade. It represents a host of diverse economic activities which take different forms in each country, but which share solidarity values that are alternatives to mainstream market economic logics. In Ecuador, the SSE acquired legal status in the 2008 Constitution that aimed to foster an alternative development model based on the Buen Vivir (BV) paradigm. However, despite a broad new regulatory framework for the SSE, the implementation of specific policies faces significant challenges. This article, based on fieldwork and interviews with many stakeholders, critically analyzes the transformative scope of the policies of the main newly created institution (IEPS—Instituto de Economía Popular y Solidaria). We discuss policy challenges focusing on trade-offs for small rural producers due to their dependent market integration and overall flaws in fulfilling SSE solidarity values.

This article emphasises the critical role higher education institutions (HEIs) play in fostering critical knowledge and social cohesion by exploring students’ perceptions of the social and solidarity economy (SSE). It addresses the need for a more diverse curricular approach within HEIs, particularly in economics and business education, to challenge the dominance of the neoclassical model. This study, conducted at the Faculty of Economics and Business (FEB) of the University of the Basque Country, investigates whether students perceive the SSE as a viable alternative to the current economic paradigm and its necessity and innovation in higher education. Utilizing a free-association questionnaire and Iramuteq software analysis, the findings reveal a strong demand for a more inclusive educational framework that incorporates heterodox economic theories, especially the SSE. This research contributes to the discourse on integrating SSE into economics and business courses as part of university social responsibility (USR), highlighting its unique social values.

En este artículo se analizan los determinantes de las remesas enviadas por la población de origen latinoamericano residente en la Comunidad Autónoma de Euskadi (CAE) prestando especial atención a las diferencias que se dan entre hombres y mujeres. Partiendo de los datos de la Encuesta de Población Inmigrante Extranjera se han utilizado los procedimientos de regresión logística y regresión lineal para evaluar los factores que influyen en el envío de remesas y en la cantidad de remesas enviadas. Los resultados muestran que las mujeres envían un mayor número de remesas y que, mientras que en el caso de los hombres los factores explicativos de las remesas están alineados con lo propuesto en la literatura sobre determinantes de las remesas; en el caso de las mujeres los envíos se comprenden de manera más adecuada desde una teoría crítica como la de las cadenas globales de cuidados.

This article presents an experience of teaching innovation based on the application of active methodologies in economics and business education at the University of the Basque Country (UPV/EHU). The proposal builds on a competency teaching approach, whose objectives were to verify the effectiveness of these methodologies in the area of economics in order to reconnect the university with its social environment and enhance the competency and student-learning values. During the 2019–2020 academic year, a multidisciplinary process based on the Problem-Based Learning methodology was developed in the Introduction to Economics II: Principles of Macroeconomics course. Various teaching techniques were applied to encourage participation, autonomous student work, group work, as well as elements of social responsibility and values education. The results of the process collected quantitatively and qualitatively show improvements in the acquisition of knowledge by students and greater appropriation levels linked to greater motivation. However, reluctance and misgivings about the process also arose, which would require further work in class and a leading role by students. Greater planning, time and coordination requirements were also limiting factors for the teaching staff; however, the relevance of applying the methodology sequentially is suggested. Keywords: Active methodology, higher education, social and ethical responsibility, active learning, skills, economy.

El presente artículo trata de identificar características de un Ecosistema de Economía Social y Solidaria a nivel local, en la Comunidad Autónoma Vasca.Se parte de que los Ecosistemas Locales de ESS pueden ser el reflejo ecosistémico de una manera alternativa de desarrollar el acto económico, reenfocándolo en el bienestar de la persona desde una perspectiva multidimensional y alineada con los valores de ESS.Partiendo de una revisión teórica, se han analizado la manera en que estas características se dan, en diferentes tipos de entidades de ESS del País Vasco, mediante entrevistas en profundidad semiestructuradas.Por último, se ha validado el instrumento de producción de datos sobre las características de un Ecosistema.Los resultados muestran que, aunque es un primer acercamiento, el ecosistema es una realidad, capaz de generar capacidades en sus miembros y su entorno territorial.---In this paper we try to identify the characteristics of an Ecosystem of Social and Solidarity Economy at the local level, particularly in the Autonomous Basque Community in Spain.ESS Local Ecosystems can be described as an alternative way of developing the economic action, focusing on the welfare of the individual from a multidimensional perspective and aligned with the values of ESS.Starting from a theoretical revision of the literature, we have analysed through in-depth semi-structured interviews the way in which these characteristics occur in different types ESS entities in the Basque Country.Finally, a data production instrument on the characteristics of an Ecosystem has been stated.The results show that, although it is a first approach, the ecosystem is an incipient reality, capable of generating capacities in its members and its territorial environment.

This article analyses the role of the Spanish university system in promoting fair Trade (FT) and the sustainable development goals (SDGs), with a particular focus on the Universities for Fair Trade (UxFT) programme. A mixed methodology combining qualitative and quantitative approaches was used to review and analyse the websites of 90 Spanish universities (both public and private) to assess their commitment to FT and the SDGs. This was based on four variables: (1) reference to the SDGs; (2) a structured programme to promote the SDGs; (3) specific actions to promote or raise awareness of the SDGs; and (4) working on FT. The results show that, while most universities include the SDGs in their institutional strategies, only some have structured programmes. Regarding FT, several universities carry out activities linked to this movement, with some actively participating in the UxFT. Public universities demonstrate greater commitment. The SDGs that are most frequently addressed are 12 (Responsible consumption and production), 4 (Quality education) and 13 (Climate action), highlighting the close relationship between FT and sustainability. The study reveals a gap between discursive commitments to sustainability and the actual implementation of FT practices, suggesting that the integration of FT is not automatic even when SDG strategies are present. This has important implications: promoting FT within universities requires not only structured SDG strategies, but also explicit institutional policies, dedicated resources, and greater awareness of FT transformative potential. The findings underscore the need for stronger institutional commitment to move beyond isolated actions and toward a university model grounded in social justice and sustainability. Integrating the UxFT programme more broadly could help foster critical thinking, participatory governance, and more coherent practices aligned with the 2030 Agenda.