This study aims to analyze the effect of financial literacy and financial education on digital financial inclusion in Mexico. The analysis is carried out with 13,554 data from the National Survey of Financial Inclusion 2021, corresponding to Mexican adults who use digital financial services. The population under study comprises people over 18 years old, residing in Mexico, disaggregated by size of locality, and divided into six geographical regions. The dichotomous Probit model is used to estimate the effect of financial literacy and sociodemographic variables on digital financial inclusion. The results show that financial literacy and financial education have a marginal effect, of 0.94% and 4.42%, respectively, on digital financial services. Results also show that the marginal effect of financial literacy and financial education is greater on the use of mobile payments than on the acquisition of online accounts or apps and online credit. The results also show that gender, locality size, educational level, income and asset holding have a statistically significant relationship with the use of digital financial services. The findings confirm that financial literacy and financial education contribute to the digital financial inclusion of Mexicans, in this sense, providing financial education can especially benefit vulnerable population groups such as those living in rural areas and those with low income and low education levels.

Adolescent childbearing is a crucial problem challenging policymakers in sub-Saharan African countries. The objective of this study is to show how teenage pregnancy and motherhood is related to social determinants like place of residence, education level and wealth quintiles, and consequently to suggest pragmatic actions susceptible to control the burden of teenage pregnancy. Disaggregated data were analyzed using data covering the decade 2012–2022 and provided by Demographic Health Surveys. In each country considered, the index of dissimilarity (ID) was computed to illustrate the variation of teenage pregnancy and motherhood according to the level of education, the rural-urban residence and the income quintiles. Recent statistics were also used for a comparison between countries. This study showed that childbearing affected 22.7% of African adolescents (15–19 years). However, the rate of adolescent childbearing varied from 40.4% in Nigeria to 5.2% in Ruanda. Moreover, huge differences were found in each country. Teenage girls living in rural areas, illiterate or with low level of education and suffering from poverty are more likely to be early married and to be exposed to pregnancy. The rate of adolescent childbearing is higher in Sub-Saharan African countries compared with countries from Latin America and World Health Organization Eastern Mediterranean. Most of the 31 countries considered in this study suffer from high rate of adolescent childbearing and large iniquities by place of residence and/or education level and/or wealth quintiles. Consequently, policymakers should adopt urgent and efficient strategies to reduce (and ideally to end) early marriage and teenage pregnancy by developing a policy that targets disadvantaged girls living in remote areas, having low or no decent income and suffering from illiteracy or low level of education.

Comparative studies of national values are becoming increasingly important in the context of contemporary globalization processes. An essential condition for the shaping of national values in learners is the enrichment of pedagogical technology with components of digital technology. Both qualitative and quantitative approaches were used in the current study. The purpose of this research is to examine the efficacy of mobile learning in shaping the national values of prospective teachers. The experiment included 180 participants. Diagnostics of the levels of national values formation in the initial stage confirmed the assumption about the low formation of national values among teacher candidates and, consequently, the need for targeted work on their formation. This study demonstrates that significant advances in students’ national values have occurred following the introduction and testing of mobile learning with experimental group (EG) participants to shape national values. The data from this study can serve as the basis for creating strategies for shaping the national values of learners in universities and as a methodological basis for adapting mobile learning for the shaping of national values.

This study will explore the direct and indirect impacts of collaborative governance innovation on organizational value creation in higher vocational education in China in the context of the digital era. This paper employs a mixed research methodology to construct and validate a model of the relationship between collaborative governance, digital competence, value chain restructuring, and value creation. This study first adopted an exploratory sequential design. In the qualitative interviews, 15 experts from education, business, and other related fields were used as respondents to explore accurate variable factors and determine the value of the research framework. The quantitative research used structural equation analysis to analyze 979 valid online questionnaires. Finally, the rationality of the research results was verified through case studies.  The findings are clear: collaborative governance significantly positively impacts value creation, indirectly affecting organizational value creation through value chain restructuring. Furthermore, digital capabilities significantly contribute to the value chain restructuring process. This paper provides a theoretical basis and practical guidance for higher vocational education organizations to improve their governance and innovation capabilities.

Artificial Intelligence (AI) in education has both positive and negative impacts, particularly in term of increasing plagiarism. This research analyzes Indonesia’s plagiarism regulations and offers solutions. It uses doctrinal methods with legislative, case, and comparative studies, revealing that plagiarism is regulated but not specifically for AI involvement. The results show that plagiarism in scientific work has actually been regulated through several regulations. On the other hand, there is no regulation governing the involvement of AI in the process of preparing scientific articles. Comparative studies show that the US, Singapore, and the EU have advanced regulations for AI in education. The US has copyright laws for AI works and state regulations, Singapore’s Ministry of Education has guidelines for AI integration and ethics, and the EU has the Artificial Intelligence Act. To tackle AI-related plagiarism in Indonesia, the study suggests enacting AI-specific laws and revising existing ones. Ministerial and Rector statutes should address technical aspects of AI use and plagiarism checks. The Ministry should issue guidelines for universities to develop Standard Procedures for Writing and Checking Scientific Work, using reliable AI-checking software. These measures aim to prevent plagiarism in Indonesia’s educational sector.

Educational quality policies are a basic principle that every Peruvian university educational institution pursues in accordance with Law No. 30220, with the objective of training highly competent professionals who contribute to the development of the country. This study to analyzes educational quality policies with the student’s satisfaction of public and private universities in Peru, according to social variables. The study was descriptive-comparative, quantitative, non-experimental, and cross-sectional. One thousand (1000) students from two Peruvian universities, one public (n = 500) and one private (n = 500), were purposively selected by quota using the SERVQUALing instrument. The findings indicate a moderate level of satisfaction reported by 49.2% of participants, with a notable tendency towards high satisfaction observed in 40.9% of respondents. These results suggest that most students perceive that the actual state of service quality policies are in a developmental stage. The results, therefore, indicate that regulatory measures, including university laws, licensing, and accreditation, significantly influence outcomes. These measures are essential for the effective functioning of universities. In addition, the analysis revealed that female and male students at private universities showed higher levels of satisfaction with the educational services offered. It is concluded that educational quality policies in Peru are still being executed, because the implementation of the University Law is in process, according to the satisfaction of the student, this must be improved in central aspects such as optimizing human resources, infrastructure, equipment, curricular plans that differ from the public to the private university, In addition, this should lead to improving and redefining current policies on educational quality and the economic policies that finance the educational service.