Aquaculture is an increasingly relevant sector in the exploitation of natural resources; therefore, it is appropriate to propose various models that include the fundamental variables for its economic-financial valuation from a business point of view. The objective of this paper is to analyze different models for the valuation of investment projects in a company in the aquaculture sector in order to conclude whether there is a model that represents a better valuation. Therefore, in this study, four valuation models have been applied, three classical models (net present value, internal rate of return, and payback) and a more recent model, real options (RO) for a company producing and marketing seaweed in Galicia (region located in the northwest of Spain). The results obtained, RO (€5,527,144.04) and net present value (€5,479,659.19), conclude that the RO model estimates a higher added value by taking into account in its calculations the flexibility given by the expansion option. Future lines of research include the application of valuation models that have been applied to companies belonging to the same sector in order to compare whether the results found are similar.

This chapter aims to disseminate an educational innovation project using a game-based learning developed during the 2016/2017 academic year at the University of A Coruna (Spain) and conducted in several schools. The project is called “Economy With Science and Conscience: Toward an Emotionally Intelligent School.” It seeks to awaken the critical awareness of pre-college students in relation to economic issues as well as citizen participation in the university community. The formula of service learning used fit perfectly with this project for a better understanding of economic decision making based on social values. The main aim is to build bridges between the university and other educational levels to contribute to an educational process committed to society. Findings show good results achieved in engagement, motivation, and amusement of students to accelerate the development of knowledge and skills, and also to modify social patterns related to behavioral economics.

Financial decisions are present in everyone's daily life. However, citizens do not always have sufficient knowledge to understand the consequences of their decisions and the risks taken. The lack of financial literacy can contribute, along with other factors, to making wrong financial decisions. This is why financial education becomes a key element to achieve a more sustainable and egalitarian future. This research presents a practical experience intended to foster financial education among high school students. The experience consisted in providing training workshops about financial topics, specifically adapted to the students' needs. The students' level of financial knowledge was evaluated and also their level of satisfaction with the experience. Results showed a high level of satisfaction and a significant improvement in their level of knowledge. The research also helped to identify the students' socio-demographic characteristics that explain the differences in their level of financial culture and their capacity for improvement.

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Financial education and fiscal awareness are considered two fundamental branches of knowledge in the training of citizens from the first stages of learning. Thus, it is necessary to teach them in order to know the different savings products that can be acquired in a bank, to understand the basic information related to savings and the means of payment, or to differentiate between investment and risk. This work seeks to analyze the factors that determine the degree of financial knowledge and also fiscal knowledge of the current population. As a case study, the authors have selected a small sample of young people between 9 and 19 years at middle schools in the region of A Coruna (Spain). Findings reveal the low level of both financial and fiscal knowledge of the youngest population.