sistemática de literatura Financial literacy with gender perspective: systematic literature review

Authors

DOI:

https://doi.org/10.33010/ie_rie_rediech.v14i0.1826

Keywords:

Financial literacy, gender perspective, financial inclusion, gender gap, educational innovation, higher education

Abstract

Sustainable development within the framework of the 2030 Agenda proposed by UNESCO requires the integration of women as key players, not only in production processes but also in social and economic ones. That is why financial inclusion becomes relevant as a tool to reduce the gender gap, one of the main barriers to such integration. The purpose of this research is to analyze not only the factors that generate inequality and financial exclusion but those that may be able to reduce it, emphasizing education and the characteristics to consider during the design of a financial education training process with a gender perspective. For this reason, a systematic literature review was performed to critically analyze 31 research studies on financial inclusion and gender gap, extracted from the Scopus and Web of Science (WoS) databases. Inclusion and exclusion criteria were applied, as well as data extraction and information synthesis process following the prisma model to answer six research guide questions.

Author Biographies

Karla Patricia Bayly Castañeda, Tecnológico de Monterrey/Universidad Autónoma de Querétaro, México

Es doctorante en Innovación en Tecnología Educativa por la UAQ y profesora de cátedra de la Escuela de Negocios del Tecnológico de Monterrey. Maestra en Dirección de Empresas con especialidad en Finanzas. Conferencista y columnista en diferentes medios. Su experiencia empresarial se desarrolla como asesora y consultora en las áreas de finanzas, planeación estratégica y desarrollo de talento. Actualmente participa como miembro de consejo en empresas en etapa de post-aceleración de la red Enlace + auspiciada por el Tecnológico de Monterrey.

María Soledad Ramírez-Montoya, Investigadora del Tecnológico de Monterrey, México

Centra sus actividades en la dinamización de iniciativas educativas, con innovación, investigación y sentido global, como medio de transformación social e impacto para el aprendizaje permanente y el desarrollo sostenible. Como presidenta de la Cátedra UNESCO “Movimiento educativo abierto para América Latina”, moviliza iniciativas de formación, producción e investigación para la educación abierta. Como presidenta del Consejo Internacional para la Educación Abierta a Distancia (ICDE) “REA América Latina”, promueve actividades con equipos de investigación para enriquecer las prácticas de acceso en educación a distancia.

Adelina Morita Alexander, Universidad Tecnológica de Querétaro / Universidad Autónoma de Querétaro / Centro de Tecnología Avanzada, México

Profesora-Investigadora de la Universidad Tecnológica de Querétaro, Universidad Autónoma de Querétaro y Centro de Tecnología Avanzada, México. Es estudiante de posdoctorado en Educación y Doctora en Tecnología Educativa. Obtuvo mención honorífica y medalla al mérito académico por la Universidad Autónoma de Querétaro. Miembro de la Red Nacional de Innovación en Educación Superior de la ANUIES (RIESA). Coordinadora del Cuerpo Académico Innovación Educativa y Desarrollo de TIC. Perfil Prodep desde el año 2014. Sus líneas de investigación son: tecnología educativa, competencias profesionales e innovación educativa.

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Published

2023-10-16

How to Cite

Bayly Castañeda, K. P., Ramírez-Montoya, M. S., & Morita Alexander, A. (2023). sistemática de literatura Financial literacy with gender perspective: systematic literature review. IE Revista De Investigación Educativa De La REDIECH, 14, e1826. https://doi.org/10.33010/ie_rie_rediech.v14i0.1826