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Financial literacy, College students, Finance skills, Financial Behavior, PRISMA-2020
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Rodríguez-Correa PA, Arias García S, Bermeo-Giraldo MC et al. Financial literacy among young college students: Advancements and future directions [version 1; peer review: 1 approved with reservations]. F1000Research 2025, 14:113 (https://doi.org/10.12688/f1000research.159085.1)
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Systematic Review
Financial literacy among young college students: Advancements and future directions
[version 1; peer review: 1 approved with reservations]
PUBLISHED 20 Jan 2025
OPEN PEER REVIEW
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Abstract
Corresponding author:
Alejandro Valencia-Arias
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No competing interests were disclosed.
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The author(s) declared that no grants were involved in supporting this work.
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© 2025 Rodríguez-Correa PA et al.
This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
How to cite: Rodríguez-Correa PA, Arias García S, Bermeo-Giraldo MC et al. Financial literacy among young college students: Advancements and future directions [version 1; peer review: 1 approved with reservations]. F1000Research 2025, 14:113 (https://doi.org/10.12688/f1000research.159085.1)
First published: 20 Jan 2025, 14:113 (https://doi.org/10.12688/f1000research.159085.1)
Latest published: 28 Aug 2025, 14:113 (https://doi.org/10.12688/f1000research.159085.3)
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Introduction
At present, the adequate management of personal finances is very important. Poor financial decision-making by consumers in financial markets in terms of products and services, such as savings and checking accounts, credit cards and mortgage loans, indicates that there is a need to improve financial education (Goyal K. & Satish K., 2021). For low-income people, there are products without a minimum deposit, which greatly expands the financial offer to audiences that previously had no accessibility (Garg N. & Shveta S., 2018).
Different varieties of financial offers generate greater autonomy for people to make financial decisions, such as saving or investing, which implies greater responsibility (Stolper O. & Andreas W., 2017). In this sense, access to credit, the digitization of banking, in-creased longevity and the outlook for retirement demand financial education for adequate decision-making in matters of daily expenses, emergency funds, educational funds, mort-gage funds and retirement (Goyal K. & Satish K., 2021).
Young people represent one of the populations most vulnerable to financial abuse, as the decisions they make can affect a long period of their lives. It is imperative for young people to focus on understanding the world of finance to adequately choose and manage financial products (Garg N. & Shveta S., 2018). Experts agree that financial knowledge is related to better financial behavior to take effective measures in the current and future management of money (Oseifuah, 2010).
Financial literacy is one of the most crucial skills required of people in the 21st century. Knowledge and confidence in economic participation are part of the financial literacy that young people need to acquire to engage in economic markets without great risk (Shahid, 2022). Key components and methods of effective financial education for young people should be identified to guarantee the long-term fiscal well-being of young people, their families and economic development in general (Totenhagen et al., 2015). In the long term, in general, low savings rates, increased debt and lack of savings for retirement can be occur, which suggests that financial education is necessary to increase and strengthen knowledge, skills and changes in financial behavior among the young population (Oseifuah, 2010).
Despite the importance of financial education for young people, providing such education has become a problem for many countries, especially for those emerging economies that, in general, do not reflect adequate financial behavior, leading to stagnant growth of the economy (Samy et al., 2008). Motivated by the above, in this study, research on financial literacy among young people is reviewed to Identify the most important factors related to financial literacy among young college students.
1.1 Financial literacy
The definition of financial literacy is broad and relates to financial education. Its importance has been extended for many years based on the need to obtain basic knowledge about the nature of money (Goyal K. & Satish K., 2021). Across time, the study of financial education and how people learn about relevant topics such as credit, circulation and the nature of money has been promoted (Garg N. & Shveta S., 2018). Financial literacy refers to the ability of people to make adequate decisions regarding their financial life based on judgements created from training in topics about the nature and circulation of money, credit, savings for education, retirement, accidents, etc., and pensions, among others (Taylor S. & Suzanne W., 2011).
According to Oseifuah (2010), some key elements of the skills and knowledge of financial education are related to mathematical knowledge, the nature and forms of money, attitudes towards spending and saving, awareness of the associated risks based on financial products and the ability to make responsible and conscious decisions.
The importance of financial literacy lies in greater financial inclusion, improvements in the economy and strengthening of the financial sector. People, for example, do not make adequate financial plans to cover their expenses, acquire financial products and services that do not satisfy their real needs, and even become victims of exploitative practices and scams (Aren S. & Sibel D., 2014). Financial literacy is a life skill, a requirement for citizenship and a critical intellectual competence that it is essential for the youngest (such as university students) acquire to perfect critical thinking, judgement, and other skills of a responsible citizen (Kezar & Hannah, 2010).
1.2 Financial literacy among college students
For several years, the need to include financial education as an essential component of a college degree has been identified. Before entering the labour market, students should master personal finance skills and have acquired training in responsible attitudes and knowledge of financial behavior within their academic curriculum (Kezar & Hannah, 2010; Potrich et al., 2016). A greater inclusion of financial education in the academic pro-grams of universi-ties and higher education institutions would help students learn to properly manage their finances and improve their financial well-being, especially under the environ-mental and technological influences of the modern world (Ergün, 2018).
Some studies on this topic have focused on emerging economies. As an example, the study (Lantara I. Wayan N. & Ni K. R. K., 2015) investigates the level of financial education among undergraduate and graduate students in Indonesia. They found that male students, students with eco-nomics and business majors, and those with higher incomes and more work experience have higher rates of financial literacy. Other studies have examined students’ knowledge of savings and spending, banking, risks and insurance, investments, and general financial knowledge (Sarigül, 2014). Other studies have examined models that integrate the financial knowledge, behaviors, and attitudes of university students in Brazil, finding that financial knowledge and attitude have positive impacts on the financial behavior of students (Potrich et al., 2016). The level of financial education among university students in developed countries has also been addressed. Ergün (2018) found that male students, business students, and doctoral students who live in a rental house, students whose parents have a high level of income, student who receive advice on financial matters from their friends who have taken financial courses before, and students who obtain financial information from college education have more knowledge about personal finances. Based on the above, the objective of this research is to identify the validity of the most relevant issues pertaining to financial literacy among young university students.
2. Methods
In accordance with the purpose of the research, it is proposed to conduct an exploratory study based on secondary sources of information. This approach involves conducting a systematic literature review, following the methodology defended by Rejeb in Rejeb A. et al. (2022). This methodology is characterized by its ability to provide a quantitative evaluation of the current state of the scientific corpus around a specific topic. Furthermore, it allows the projection of possible future research directions, thus offering perspectives on emerging trends. To further strengthen this comprehensive literature review, the criteria outlined in the PRISMA statement are adopted. This statement, as detailed in Page M. J. et al. (2022), establishes rigorous and effective guidelines for conducting literature reviews.
2.1 Inclusion and exclusion criteria
As eligibility criteria, inclusion and exclusion criteria are established to select the most relevant documents according to the objective of the review. Three rounds of review were carried out by all the researchers: first, a review of the title, abstract and keywords was carried out in order to exclude those records that were not in line with studies on financial literacy among university students. In a second review, those documents that did not include variables measuring financial literacy were excluded. Finally, the documents were scored from 1 to 3 according to their relevance and the quality of the topic (see Table 1). In this way, the relevance of the selected documents was assessed based on the objective of this research.
Table 1. Quality evaluation checklist.
As part of the exclusion criteria, it was decided not to include documents that focus on populations of primary or secondary school students. Instead, we chose to include those that specifically address financial literacy among higher education students. In addition, articles that lack variables or measures of financial literacy that are analyzed using statistical methods have been eliminated.
With this approach, a quality classification has been established that assigns a score of 1 to documents that cover financial literacy factors, even if their analysis is qualitative. The documents that carry out a quantitative descriptive analysis of the financial literacy variables receive a score of 2. Finally, the documents that carry out a correlational study of the variables related to financial literacy are given a score of 3. Therefore, it was decided to include only documents with a score of 3 and to consider the others with scores of 1 and 2 as not relevant.
2.2 Sources of information
Once the above is established, the two main databases currently used to index quality scientific literature, such as Scopus and Web of Science, are defined as a source of scientific information (Caputo & Kargina, 2022). In order to carry out bibliometric analyses and literature reviews, researchers usually use these two databases, either individually or jointly, since they are the largest and have the greatest coverage of publications (Echchakoui, 2020).
2.3 Search strategy
The search strategy is designed to take into account the nature of international databases, which require searches in English, as well as the previously detailed inclusion criteria. In this sense, the following specialized search equations are established:
For the Scopus database: (TITLE (“Financ* literacy” OR “Financ* literate” OR “Financ* education”) AND TITLE (“University student*” OR “College student*” OR stu-dents))
For the Web of Science database: (TI= (“Financ* literacy” OR “Financ* literacy” OR “Financ* education”) AND TI= (“University student*” OR “College student*” OR students))
2.4 Risk of bias assessment of studies
The systematic review of the financial literacy literature requires a careful process of assessing the risk of bias of the selected studies. A detailed description of the methods and tools used is essential for this assessment. In the present review, the risk of bias was assessed using an automated tool in Microsoft Excel®. This process was carried out jointly by all the authors, as was the data collection, thus ensuring consistency and uniformity in the procedure. This methodology guarantees the quality and integrity of the results, as it allows a standardized and collaborative assessment of the included studies.
2.5 Selection process
The application of this strategy within the databases selected as sources of in-formation yielded a total of 350 literature records related to the topic of financial literacy among university students, of which 210 correspond to Scopus and the remaining 140 to Web of Science. After eliminating duplicate records, a total of 246 documents were obtained. Books, notes, editorial material and reviews, and articles in languages other than English and Spanish were discarded, as well as those that could not be accessed. After applying the defined inclusion and exclusion criteria, 46 selected documents were obtained that corresponded to the central theme and scope of the research. This process is illustrated in Figure 1.
Figure 1. PRISMA methodological summary.
Source: Own elaboration based on publications retrieved from Scopus and Web of Science.
3. Results
The analysis of the results is based on the 44 selected studies listed in Table 2. It shows the type of document, mostly scientific articles, the objective of the study, the statistical analysis method used, and the country in which the study was applied. The time window is from 2003 to 2023. It is evident that the majority (34%) uses regression analysis to measure the relationship between variables from a predictive approach, followed by factor analysis. (20%) and Structural Equation Modeling (SEM) (18%). In terms of countries studied, the participation of Indonesia is high-lighted, followed by Malaysia, the United States and Turkey.
Figure 2. Most recurring financial literacy variables.
A careful selection was made of the most recurrent factors used in the assessment of financial literacy among university students. As shown in Figure 2, the most frequently evaluated factor in 26 publications is related to financial literacy, which is quantified by the ability to understand and manage personal financial matters. This includes the ability to manage money, manage savings and credit, plan for the future, and make informed financial decisions (Khalisharani et al., 2022). In this context, financial literacy involves the understanding, monitoring, and effective use of financial resources with the goal of promoting the well-being and ensuring the economic stability of individuals (Ajayi T. A. et al., 2022).
Within this panorama, studies such as that of Ahmad N. L. et al. (2021) explore financial education in the context of accounting students, finding that the financial education and financial behavior of accounting students were at a moderate level, although with a high level of business motivation. Also related to this topic, it has been investigated how financial self-efficacy, which is an individual’s belief in managing finances, using financial services, and beliefs about their personal abilities, helps students achieve important financial goals (Kartawinata B. et al., 2021).
The second most assessed factor is financial literacy, which is mentioned in 25 papers. Some authors define financial knowledge as students’ familiarity with some financial terms and concepts that are needed to function in society on a daily basis (Aydin A. E. & Selcuk E. A., 2019). Other studies have found that students with low financial knowledge can engage in behaviors that, in turn, can have academic implications. For example, students may misuse financial products such as credit cards, creating uncontrollable debt while building an inadequate credit history (Starobin et al., 2013).
Third, financial behavior was assessed in 14 studies. This topic related to student behavior and their finances has been approached from multiple perspectives, including longitudinal studies with the goal of measuring the association between a competency-based financial planning curriculum and understanding financial knowledge, as seen in studies by Danes S. M et al. (2016), and the impacts on student behavior and financial patterns according to attitudes and learning acquired in personal finance courses, such as in Johan I Rowlingson K & Appleyard L. (2021). Therefore, these studies have developed models to identify behaviors in the fi-nances of university students, such as the Theory of Family Financial Socialization and the Theory of Planned Behavior.
Financial attitude has also been evaluated in 14 studies and is related to financial decision making by going through a process in which students evaluate a financial decision by considering it correct or necessary (Gilenko E. & Chernova A., 2021). In this way, it refers to an individual’s state of mind, opinion, and judgment regarding their finances, which is why it has also been related to financial behavior and financial literacy (Khalisharani et al., 2022).
Furthermore, it is evident that among the most measured variables are personal characteristics, i.e. age, gender, ethnicity, race, nationality, among others. Likewise, family characteristics have been an important measure of financial literacy, in this way the education of parents is highlighted, this is part of an analysis related to the socio-economic environment of students, assuming that aspects related to the culture of the home intervene in financial decisions (Cordero & Pedraja, 2019).
3.1 Research gaps
The systematic review of financial literacy identified Table 3, which summarizes the major research gaps identified in this area. These gaps represent under-researched areas or aspects that need to be explored in greater depth and are fundamental to guiding future research. The intention in highlighting these gaps is to provide a framework for further research to ensure that the most pertinent issues are addressed and contribute significantly to the existing body of knowledge on financial literacy. It is essential that researchers interested in this area review and consider these gaps when designing their future projects.
Table 3. Research gaps.
Author's calculations based on Scopus and Web of Science.
| Category | Identified gaps | Justification | Questions for future researchers |
|---|---|---|---|
| Thematic Gaps | Socioeconomic variables | Variables such as parental education have been considered, but the relationship between social class and financial literacy has not been explored in depth (Cordero J. M & Pedraja F., 2019). | How does social class affect financial literacy? |
| Financial Literacy and Technology | The relationship between financial literacy and financial technology use is unknown. | How is fintech impacting the financial literacy of college students? | |
| Geographic Gaps | Emerging Markets | Research in specific countries is highlighted, but there is a lack of studies in other regions, such as emerging markets. | How does financial literacy compare among college students in emerging markets? |
| Eastern Europe | Although Western countries are well represented, Eastern Europe may be underrepresented. | What is the state of financial literacy in Eastern European countries? | |
| Interdisciplinary Gaps | Psychological Perspective | While financial behavior has been studied, a deeper understanding from psychology could be beneficial. | What are the major psychobehavioral theories that explain the factors that determine financial literacy? |
| Sociocultural approach | The home culture and socioeconomic environment are relevant (Cordero J. M & Pedraja F., 2019), but an anthropological or sociological perspective could provide new analytical perspectives. | How do cultural practices and traditions affect financial literacy? | |
| Temporary gaps | Updates after 2023 | The review must be kept up to date to reflect changes and emerging trends. | What are the emerging trends in financial literacy beyond 2023? |
4. Discussion
This study proposes a research agenda that identifies the most recurrent research topics, as well as the years of greatest relevance of the keywords. In this way, it is possible to define those topics that have already lost relevance and those that are expected to have a good future in future research. Thus, it is observed that the most addressed topic has been credit.
In Figure 3, it is possible to visualize the topics that are currently relevant and tend to increase in the coming years. Among these topics, Financial Knowledge stands out, which is closely related to the research object of this study, as it is a knowledge that allows people to understand information related to personal finances and business. Financial Behavior is also a topic of great interest at present and in the future by researchers, related to people’s reasoning that affects financial decision-making. On the other hand, there has been talk of Financial Inclusion, which refers to access to useful and accessible financial products and services according to each person’s needs.
Figure 3. Research agenda.
Source: Own elaboration based on publications retrieved from Scopus and Web of Science.
There is also sustained interest in the topic of Budgeting for budget management, whether personal or business. Adolescents are a target audience for financial literacy re-search, as they are at a crucial age to learn about personal finances and thus influence better financial decisions they may make in the future. Therefore, it is another topic with a promising future in future research. On the other hand, from the theory of human behavior, the study of variables such as Attitudes Towards Money has intensified in order to identify a young person’s favorable or unfavorable position towards money. To this topic, the theme of Financial Attitude is also added, referring to someone’s willingness to behave towards financial literacy.
In this way, new research questions may arise from research gaps that can be ad-dressed in future studies. What improvement strategies can be implemented in universities in emerging economies to strengthen the financial literacy of university students? How can innovative behavior influence financial decisions in adolescents? What strategies can be implemented to improve the personal finances of young people in developing economies? How can financial inclusion influence better financial decision-making among university students?
The results of this study allowed the authors to meet the objective of identifying the most relevant issues pertaining to financial literacy among young university students, providing a structured guide for future research. With the development of the methodology based on PRISMA, a more detailed and structured process for retrieving publications was developed (Barquero, 2022). This systematic review collected and processed a total of 44 documents that focus on financial education and college students. Unlike previous studies that adopted a broader focus on financial well-being (Nguyen S. M., 2022), reviewing the issue in a period from 2002 to 2022 (Ansari et al., 2022), from reviews of learning methodologies on financial education (Hussein J. K. & Hussein K. S., 2022), this review adopted a more specific perspective regarding a population that is very important for consumption and economic development, i.e., young university students.
The results indicated that financial literacy among young university students is a growing field. This result is consistent with the results reported by Méndez S. et al. (2022), who reviewed the current state of literature in Latin America and the Caribbean, and by Shelly et al. (2022), who addressed the personal finances of the general population. These two investigations indicate progress and an increase in world interest in the subject.
4.1 Limitations
This bibliometric study, although exhaustive and based on the PRIS-MA-2020 methodology, has some limitations that must be recognized. First, the study is limited to the Scopus and Web of Science databases, excluding other relevant academic databases that may contain relevant research on financial literacy. This exclusivity could lead to a biased view of the field of study. In addition, the reliance on specific tools such as Microsoft Excel® (Excel, 2007) and VOSviewer® (Van Eck and Waltman, 2010) limits bibliometric analysis to the functionalities and capabilities of these platforms. Although these tools are widely recognized for their usefulness, there may be other techniques or software that offer complementary perspectives or different methods of analysis. Finally, the focus on bibliometric indicators of quantity, quality and structure, while relevant, may have omitted other relevant indicators that could provide a more detailed overview of the evolution and trends in the financial literacy literature.
4.2 Practical implications
Regarding the practical implications, this systematic review complemented with a bibliometric analysis aimed to offer a more complete view of the dynamics of the academic and scientific production related to financial education. Therefore, this research provides inputs for policymakers, regulators, and researchers to understand the characteristics of financial education and youth behavior and to identify research fields that have potential. Likewise, the findings of this research contribute to consolidating the literature in the field of financial literacy and provide areas of interest for other authors and professionals to carry out future research activities.
The analysis of the literature on financial literacy revealed that quantitative methods predominate; therefore, more qualitative studies should be developed so as to provide a deep understanding of the behavior of individuals with regard to managing their finances in different contexts.
The findings indicate that future studies should focus on measuring financial illiteracy in various economic contexts because the results of the analysis suggest that financial illiteracy is a phenomenon not only in developing countries but also in advanced economies. Studies that measure the levels of financial education in different population generations, such as Millennials and Centennials, where financial behavior and knowledge can be influenced using technology, should also be conducted.
Other future studies could analyse emerging economies, with longitudinal studies that allow comparing the evolution and new needs demanded by financial markets; the latter will determine the training content for the financial field.
The systematic review of the literature on financial literacy, through an exhaustive synthesis and analysis of scientific works in the field, has profound practical implications in various sectors and dimensions. One of these is education. By identifying dominant trends and themes in the literature, education systems can adapt and update their curricula to incorporate modern concepts and pedagogical methods in the teaching of financial literacy. This is particularly relevant at the secondary and tertiary levels, where young people are beginning to have their first experiences with personal financial management.
From a public policy perspective, a robust systematic review of financial education can inform decisions about the design and implementation of national programs aimed at improving the financial health of the population. For example, by identifying geographic areas or demographic groups that are underrepresented in the literature, policymakers can target resources and efforts to these populations to ensure that they are not left behind in terms of financial skills and knowledge.
Another practical implication of this type of study is for the financial sector itself. Financial institutions such as banks, credit unions and others can benefit from a deeper understanding of trends and gaps in financial literacy. This understanding can help them design products, services and marketing campaigns that are most appropriate and effective for their customer base. In addition, by identifying areas where financial literacy is low, institutions can develop education and training programs targeted to their customers.
Finally, in the area of technological innovation, understanding the literature on financial literacy through systematic reviews can guide the development of digital tools and platforms aimed at improving financial health. FinTech’s and technology start-ups can identify opportunities to address unmet needs or develop solutions that are better adapted to emerging trends in financial behavior, particularly in the context of rapid digitization and technological change.
5. Conclusions
In this study, the research on financial literacy among young university students was reviewed, and the most relevant issues around this phenomenon were identified. There are two themes that are still valid and are the most frequent in the literature on financial literacy among university students: “Financial Behavior” and “Financial Knowledge”.
Keyword mapping identified 5 thematic groups that are active in the current state of the literature on financial literacy among college students: (1) gender studies on the administration of personal bonds and savings; (2) determinants of financial education for self-efficacy and financial inclusion; (3) behavior and social awareness of financial training by students; (4) knowledge of financial wellness and basic fundamentals of financial literacy; and (5) use and adoption of financial services by university students.
Recently, financial education and literacy have increased, occupying a leading role in economic development and individual well-being, thus making it imperative to investi-gate the level of financial education of different segments of society. The level of financial knowledge of people must be determined, and the ability to correctly use financial instruments and methods must be promoted. Appropriate individualized training programs can be formulated based on financial deficiencies.
This research has some limitations that may be characteristic of the literature review methodology, such as the fact that only the Scopus and Web of Science databases were used to obtain publications for the analysis and calculation of bibliometric indicators. Therefore, other researchers can include other databases to complement the study. Additionally, the keywords used for the search equation should be reconsidered because they may not be sufficient, i.e., the search could be expanded to include new keywords related to skills and financial management. This could provide more relevant information for making more accurate financial decisions. Finally, this study may have omitted good-quality research published in a language other than English from the analysis.
Data availability
Extended data
Zenodo: Financial Literacy among Young College Students: Advancements and Future Directions, https://doi.org/10.5281/zenodo.14204753 (Rodriguez-Correa et al., 2023).
The project contains the following data:
• Database. Csv
• Figure 1
• Figure 2
• Figure 3
• Flowchart
• PRISMA checklist
• Table 2
The repository contains the data extracted from the databases for the bibliometric analysis. It also includes the PRISMA-recommended checklist for systematic literature reviews, along with the corresponding flow diagram.
The data availability statement for this study has been duly registered and archived in the Zenodo open data repository, which is recognized for its commitment to the accessibility and preservation of scientific data. The data and materials supported by this study are publicly available under a Creative Commons Attribution 4.0 International (CC BY 4.0) license and can be accessed at the following DOI link: https://doi.org/10.5281/zenodo.14204753 (Rodriguez-Correa et al., 2023).
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Rodríguez-Correa PA, Arias García S, Bermeo-Giraldo MC et al. Financial literacy among young college students: Advancements and future directions [version 1; peer review: 1 approved with reservations]. F1000Research 2025, 14:113 (https://doi.org/10.12688/f1000research.159085.1)
NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article.
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Matthews C. Reviewer Report For: Financial literacy among young college students: Advancements and future directions [version 1; peer review: 1 approved with reservations]. F1000Research 2025, 14:113 (https://doi.org/10.5256/f1000research.174764.r364298)
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Reviewer Report 19 Mar 2025
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This is an interesting paper, but I have concerns about some elements of it.
It is unclear what timeframe was used for the literature search. The timeframe in Figure 3 suggests it was only from 2014, which seems much ... Continue reading
It is unclear what timeframe was used for the literature search. The timeframe in Figure 3 suggests it was only from 2014, which seems much ... Continue reading
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HOW TO CITE THIS REPORT
Matthews C. Reviewer Report For: Financial literacy among young college students: Advancements and future directions [version 1; peer review: 1 approved with reservations]. F1000Research 2025, 14:113 (https://doi.org/10.5256/f1000research.174764.r364298)
The direct URL for this report is:
https://f1000research.com/articles/14-113/v1#referee-response-364298
https://f1000research.com/articles/14-113/v1#referee-response-364298
NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article.
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Author Response 01 May 2025JHOANY ALEJANDRO VALENCIA ARIAS, Escuela de Ingeniería Industrial, Universidad Senor de Sipan, Chiclayo, 14001, Peru01 May 2025Author ResponseDear reviewer, we thank you for your valuable contributions to the research. Below, we respond point by point to your comments:
Comment: It is unclear what timeframe was used ... Continue reading
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Author Response 01 May 2025JHOANY ALEJANDRO VALENCIA ARIAS, Escuela de Ingeniería Industrial, Universidad Senor de Sipan, Chiclayo, 14001, Peru01 May 2025Author ResponseDear reviewer, we thank you for your valuable contributions to the research. Below, we respond point by point to your comments:
Comment: It is unclear what timeframe was used ... Continue reading
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