Abstract
The public policy of science, technology, and innovation (STI) has been an important engine for economic growth in several countries of the world, since it has allowed responding to the demands of the macroeconomic structure, as well as to the implementation of programs and strategies to promote attitudes of science, technological development, innovation, and competitiveness. Over the years, this approach has evolved, and today, we speak of a third innovation framework characterized by the concept of transformation and the inclusion of new actors, such as society. These proposals have recently become popular with the establishment of the sustainable development goals (SDGs) set by the UN. However, within the outreach strategies of STI policies, the role of financial education as a generator of development has not been clearly identified. The objective of this study is to validate the scope of this inclusion policy toward the SDGs and its relationship with financial education based on a bibliometric follow-up. As a result, it is possible to highlight the growing relationship between these two topics and the development of basically empirical experimentation and the inclusion of society as an actor participating in the transformative model.
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Valencia, D.C., Castaño, S.F., Bran-Piedrahita, L. (2022). Public Policy on Science, Technology, and Innovation for Transformation and Its Relationship with Financial Education. In: Kumar, A., Ghinea, G., Merugu, S., Hashimoto, T. (eds) Proceedings of the International Conference on Cognitive and Intelligent Computing. Cognitive Science and Technology. Springer, Singapore. https://doi.org/10.1007/978-981-19-2350-0_16
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