Issue 38, February 2026

This study models the teaching-learning process in the Strategic Business Management course at the Universidad de Alcalá, implementing a pedagogical approach that emphasizes knowledge construction, autonomy, and collaboration through research projects. Given the complexity of educational systems and the need to understand the dynamics influencing learning, Fuzzy Cognitive Maps (FCMs) are used with the tools LOOPY and Mental Modeler to analyze interactions among pedagogical variables and the student experience. The modelling results reveal the central importance of Student Learning Outcomes (SLOs) and Student Intrinsic Motivation (SIM) as highly significant nodes within the network. Simulations show that strong Teacher Support (TS) and broad Freedom of Topic Selection (FTS) are crucial to optimizing SLOs, reducing the Perceived Complexity of Independent Work (PCIW), and enhancing SIM. The combination of TS and FTS generates a synergistic effect, maximizing learning outcomes. Complementarily, qualitative analysis of student evaluations, using thematic analysis and axial coding, supports these findings. Students expressed high satisfaction, highlighting the innovative pedagogical approach implemented, the development of competencies, the professor’s role, and the usefulness of the practical orientation. Notably, the free choice of topic channeled interest toward areas such as the public sector or gender studies, validating the model’s applicability across diverse educational contexts. This study contributes to the understanding of active learning methodologies and underscores the need for resources, particularly qualified teaching staff, to address the challenges of the European Higher Education Area.

The Gini index decomposition can be obtained additively from the appropriately weighted sum of inequality within and between the groups that comprise the total distribution, provided an overlap component is included. This paper, prepared for teaching purposes, isolates the overlapping component resulting from within- and between-group effects, interpreting how each contributes to total inequality. To this end, an invariant global income distribution is first used for illustrative purposes. This distribution is divided into two distinct groups using all possible permutations, thereby altering the distribution within and between subgroups. Subsequently, the paper demonstrates the actual decomposition of income inequality for Spanish households across different autonomous communities and cities, using data from the 2024 Spanish Survey of Living Conditions (ECV). A Gini index decomposition that disregards the overlapping effect -treating it merely as a residual- incorrectly assigns within- and between-group contributions to overall inequality. When both overlapping effects are properly assigned, the interpretation shows that the within-group component of the overlap increases overall inequality, while the between-group component decreases it. The simulated calculations are performed in Excel for transparency but are replicated in STATA using the code detailed in the appendix.

This article presents the findings of an innovative teaching project titled “Gathered (Fiscal) Games”, implemented in taxation courses at the Universidad Autónoma de Madrid (UAM) and the Universidad Rey Juan Carlos (URJC). The project aimed to enhance students’ understanding of the Spanish tax system through gamification—a pedagogical strategy that integrates game design elements into the learning process. The results of the study were promising, indicating that gamified activities significantly improved students’ motivation, engagement, and learning, as well as their technical and transversal skills. The activities were well received, with the majority of evaluations scoring above 4 out of 5, reflecting the successful integration of gamification into the curriculum. The article underscores that the effectiveness of such activities is closely linked to the instructor’s ability to implement and manage them effectively. These findings contribute to the discourse on innovative teaching practices and offer a replicable model for incorporating similar strategies in other academic disciplines.

This paper presents five real-world cases to analyze how market failures justify public sector intervention. Firstly, it introduces a theoretical framework addressing the main types of market failures and why their occurrence can lead to inefficient outcomes. Subsequently, five illustrative cases are examined from different perspectives: (1) the water crisis in Flint, Michigan; (2) the Cochabamba "Water War" in Bolivia; (3) Volkswagen’s "Dieselgate" scandal; (4) the opioid crisis in the United States; and (5) dysfunctions in the COVID-19 vaccine market. For each case, the paper identifies the specific type of market failure involved, its economic and social consequences, the effectiveness of governmental responses, and alternative regulatory or policy measures to rectify or prevent similar situations. Finally, an "Instructor's Guide" provides pedagogical guidance for Public Economics educators interested in using these cases in the classroom.