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This study analyzes the digital competencies and the attitude toward the use of information and communication technologies (ICT) in secondary school teachers of the Javier Heraud Public Educational Institution, Lima, Peru, according to the technology, pedagogy, and content knowledge (TPACK) model, which focuses on knowledge about technology knowledge (TK), pedagogical content (PK) and content knowledge (CK). This implies that it is important to take these components into account in the development of teaching work, in order to contribute to the quality of student learning, within the framework of the restrictions established due to the global health emergency. The study is based on the quantitative approach, type of correlational research and cross-sectional design, the sample consisted of 106 secondary education teachers, questionnaire was applied which were validated by five experts and its reliability was analyzed by the values obtained for Cronbach's alpha, for the digital competencies variable α = 0.861 and for the variable attitude toward the use of ICT α = 0.854. It has been shown that there is a relationship between digital competencies and the attitude toward the use of information and communication technologies in teachers of a Peruvian Public Educational Institution.

Science and technology are transforming our world in ways that have not been seen in a long time, and we live in a rapidly changing world. Despite these changes, as citizens of today, we must not lose sight of the reality that these changes even cause crises that must be managed in order to place ourselves in a true working environment that allows us to survive as employees despite these changes. The main objective of this research is to find the relationship between interpersonal competences and teacher performance in a sustainable university. The methodology used was the quantitative, nonexperimental approach, as the variables will not be deliberately manipulated. In order to verify whether or not there was a relationship between these variables, 84 teachers from the Universidad Nacional Santiago Antunez de Mayolo were surveyed to evaluate the variables under study. The results obtained show a direct and significant relationship (Spearman's Rho = 0.731) between the two variables. Through this research, it was possible to determine that teachers who have developed interpersonal competences have a better performance, while in the relationships between interpersonal competences and the dimensions of teacher performance, a positive correlation was obtained.

This chapter provides a literature review on the topic of emotional intelligence (EI) in the workplace. Quantitative methods were used, with surveys sent to a predetermined sample and processed with the SPSS statistical package. The overall aim of the study was to investigate the effect of EI based on self-awareness, self-management, empathy, and relationship management on work engagement in a public university. One hundred eight professors at the public university. The data for this study were collected by means of a questionnaire. In total, there are 23 questions on a Likert scale. Cronbach's alpha showed that the reliability of the instrument was higher than 0.763. In light of the data, it has been shown that there is correlation between self-awareness, self-management, relationship management, empathy with both work engagement and job satisfaction. Furthermore, the results show that EI is significantly related to both university loyalty and job happiness. Only a conditional link was created between professors' achievements and the success of the public university.

Financial inclusion in Peru has been addressed through coverage, quality of financial services, movement of transactions, and service points. The purpose of this chapter is to evaluate for the department of Ancash, Peru, the link between financial inclusion and its socioeconomic factors. Socioeconomic variables and financial inclusion of the Ancash department of the National Household Survey are taken as indicators, later contrasted through the logit model, with the financial inclusion variable being the explained variable.

There is evidence of positive and negative relationships between financial inclusion and socioeconomic variables; these are important components for planning financial inclusion. Raising the levels of formal employment, the educational level and considering the area of residence would be a strategy to generate a dynamic of inclusion in the department of Ancash.

The study set out to understand how the regional competitiveness index (RCI) in the department of Ancash related to the human development index (HDI) from 2008 to 2021. For a more complete understanding of the findings, each component or dimension of the RCI was analyzed. Ancash's HDI and its competitiveness index over a 14-year period were used as the population for this applied, longitudinal, descriptive-correlational study, which was based on secondary data extracted from the “Instituto Nacional de Estadística e Informática” (INEI) and business school of the Pontificia Universidad Católica del Perú (CENTRUM) statistical databases. Multiple linear regression was used to find the relationship. The research found a strong and positive correlation between regional competitiveness and human development between 2008 and 2021. No correlations were found between the HDI and the health, education, employment, or institutional dimensions of regional competitiveness, but direct and significant correlations were established between the economic environment and the HDI and between the infrastructure dimension and the HDI.

To predict the future of the business and implement successful changes, a credit analyst must make quick decisions about the economics and assets of their clients. Because the marketplace is constantly changing, companies that lack the interpersonal skills necessary to communicate with their customers run the risk of falling behind the competition and becoming obsolete. The objective of this research was to assess whether credit analysts in Peruvian banks that used digital resources also improved their communication and interpersonal skills. The study was quantitative in nature, with an applied and correlational design that lacked an experimental component. The sample consisted of 109 credit analysts from four different Peruvian banks (Interbank, Scotiabank, BBVA, and BCP). Two questionnaires were used in this survey; both were submitted to expert review for validation before being submitted for use, and their reliability was determined using Cronbach's alpha. In terms of use of digital resources (59.5%) and mastery of interpersonal skills (61.3%), credit analysts were at the average. Conclusions the p-value for the correlation between credit analysts' use of digital resources and their soft skills in Peruvian banks was less than 0.05, indicating a direct and strong link between these two factors. The Rho correlation coefficient was 0.738.