La Educación Financiera Como Herramienta De Empoderamiento Social: Análisis De Programas Implementados En Ecuador Y Su Impacto En La Inclusión Económica (2018-2024)

Gabriela Yadira  Viera Molina

doi:10.70577/ASCE/1346.1361/2025

Authors

Gabriela Yadira Viera Molina Universidad Técnica de Cotopaxi https://orcid.org/0009-0008-2562-3593

DOI:

https://doi.org/10.70577/ASCE/1346.1361/2025

Keywords:

Financial education, financial inclusion, social empowerment, credit unions, popular and solidarity economy.

Abstract

This study analyzes the impact of financial education programs implemented in Ecuador during 2018-2024, as a mechanism for social empowerment and a tool for reducing socioeconomic inequalities. Through a mixed methodological approach combining quantitativeanalysis of secondary data and qualitative evaluation of case studies, 42 programs executed by public, private, and popular and solidarity economy financial institutions were examined. Results show that programs generated significant increases in financial inclusion indicators: 34% increase in bank account ownership among participants, 47% increase in digital financial services usage, and 52% improvement in formal savings practices. Programs targeting rural women and credit unions showed the greatest impacts, with retention rates of 78% and multiplier effects in their communities. Critical success factors identified include: intercultural adaptation, use of participatory methodologies, integration with productive development programs, and strengthening of local financial institutions. Main barriers include digital connectivity limitations (68% of rural communities), distrust towards traditional financial institutions (43% of participants), and limited adaptation of financial products to local needs. It is concluded that financial education constitutes an effective tool for social empowerment when implemented through comprehensive strategies that articulate education, access to financial services, and development of productive capacities.

Downloads

Download data is not yet available.

References

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. DOI: https://doi.org/10.1016/0749-5978(91)90020-T

Banco Central del Ecuador. (2023). Reporte de inclusión financiera. BCE.

Bastidas-Guerrón, J. L., Cárdenas-Fierro, G. M., Mora-Lucero, A. C., Quinde-Sari, F. R., Sabando-García, A. R., & Moreira-Choez, J. S. (2025). Financial literacy and educational level in Ecuadorian students: a structural analysis. Frontiers in Education, 10, 1596635. DOI: https://doi.org/10.3389/feduc.2025.1596635

Becker, G. S. (2024). Human capital: A theoretical and empirical analysis. University of Chicago Press.

Bruhn, M., & Love, I. (2014). The real impact of improved access to finance: Evidence from Mexico. Journal of Finance, 69(3), 1347-1376. DOI: https://doi.org/10.1111/jofi.12091

Carpena, F., Cole, S., Shapiro, J., & Zia, B. (2021). The ABCs of financial education: Experimental evidence on attitudes, behavior, and cognitive biases. Management Science, 67(1), 346-369. DOI: https://doi.org/10.1287/mnsc.2017.2819

Corporación Andina de Fomento. (2024). Inclusión y educación financiera en América Latina. CAF.

Creswell, J. W. (2021). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage Publications.

Demirgüç-Kunt, A., Klapper, L., Singer, D., & Ansar, S. (2022). The Global Findex Database 2021: Financial inclusion, digital payments, and resilience in the age of COVID-19. World Bank Publications. DOI: https://doi.org/10.1596/978-1-4648-1897-4

Duflo, E. (2022). Women empowerment and economic development: Recent advances. Annual Review of Economics, 14, 431-458.

Fernandes, D., Lynch Jr, J. G., & Netemeyer, R. G. (2021). Financial literacy, financial education, and downstream financial behaviors: A meta-analysis. Management Science, 67(8), 1861-1883. DOI: https://doi.org/10.1287/mnsc.2013.1849

Fondo Monetario Internacional. (2023). Ecuador: Financial System Stability Assessment. IMF Country Report No. 2023/335.

Instituto Nacional de Estadística y Censos. (2023). Encuesta Nacional de Empleo, Desempleo y Subempleo. INEC.

Junta de Política y Regulación Financiera. (2023). Política y Estrategia Nacional de Inclusión Financiera. Resolución No. JPRF-P-2023-080.

Kabeer, N. (2012). Women's economic empowerment and inclusive growth: Labour markets and enterprise development. International Development Research Centre.

Kaiser, T., & Menkhoff, L. (2017). Does financial education impact financial literacy and financial behavior, and if so, when? World Bank Economic Review, 31(3), 611-630. DOI: https://doi.org/10.1093/wber/lhx018

Lusardi, A., & Mitchell, O. S. (2014). The economic importance of financial literacy: Theory and evidence. Journal of Economic Literature, 52(1), 5-44. DOI: https://doi.org/10.1257/jel.52.1.5

Morales, R., Aguirre, S., & Tamayo, M. (2021). Educación financiera en cooperativas de ahorro y crédito: Evidencia del Ecuador. Journal of Economics, Finance and Administrative Science, 26(52), 287-305.

Sen, A. (2019). Development as Freedom. Oxford University Press.

Organización para la Cooperación y el Desarrollo Económicos (OECD). (2020). OECD/INFE 2020 International Survey of Adult Financial Literacy. OECD Publishing.

Putnam, R. D. (2020). The Upswing: How America Came Together a Century Ago and How We Can Do It Again. Simon & Schuster.

Superintendencia de Economía Popular y Solidaria. (2023). Estadísticas del sector financiero popular y solidario. SEPS Ecuador.

Banco Mundial. (2023). Estrategia de inclusión financiera para América Latina y el Caribe. World Bank Group.

Ministerio de Inclusión Económica y Social. (2023). Programa de educación financiera rural. MIES Ecuador.