**5. Conclusions**

We have presented a multi-task activity, RED, aimed at spreading the social values of trust and reciprocity, which are, in turn, aligned with the United Nation's Sustainable Development Goals, among first year's students in the Business Administration and Tourism degrees at the University of Valencia in Spain.

RED integrates three parts: *Reading* essays on humanistic economics, participating in a trust game *Experiment*, and instigating a *Discussion* among students aimed at finding connections between the two previous stages.

Generally speaking, students have shown themselves able to critically analyze, reason, and write on specific social topics. They also made decisions in an experimental economic setting. Moreover, they were capable of arguing ideas, connecting concepts, and revising their own ways of thinking.

With respect to the MTG experiment, we found that being informed about their partner's accumulated earnings a ffected both decisions of both roles: trustor and trustee. Specifically, private information about their partner's earnings led to a reduction in trust and reciprocity. Regression analysis showed an information e ffect. The non-parametric analysis supported H2, but not H1.

On the other hand, on average, female students exhibited more trust than their male counterparts during the baseline. However, in the information treatment, the female participants trusted less than male students. Moreover, we found gender di fferences in trustor decisions, but in the opposite direction than that hypothesized by H3. In addition, the results did not show a significant gender e ffect on trustees' behavior. Therefore, H4 was not confirmed.

Concerning the classroom discussion, it has been shown to be an essential part of the activity, necessary to stimulate proactive and critical attitudes among students, engaging students with teachers.

To sum up, the RED activity accomplished a main pedagogical goal, which was principally to promote active learning in social values, nudging students towards greater reflection in decision making and, most of all, increasing their sensitivity to the well-being of others.

**Author Contributions:** Conceptualization, A.R.-G., A.G.-G., and M.C.-T.; methodology, A.R.-G. and A.G.-G.; software, A.R.-G.; validation, A.R.-G., A.G.-G., and M.C.-T.; formal analysis, A.R.-G. and M.C.-T.; investigation, A.R.-G., A.G.-G. and M.C.-T.; resources, A.R.-G. and M.C.-T.; data curation, A.R.-G.; writing—original draft preparation, A.R.-G. and M.C.-T.; writing—review and editing, A.R.-G., A.G.-G., and M.C.-T.; funding acquisition, A.G.-G.

**Funding:** Financial support from the Spanish Ministerio de Economía y Competitividad (grant ECO2015-68469-R AEI/FEDER) is gratefully acknowledged.

**Acknowledgments:** We would like to thank participants in the HEAD conference for their valuable comments on a previous version of this work. We are grateful to the UV Applied Economics Department attendees to the seminar under the title: "Promoting social values in the classroom: an innovative learning activity", for their useful comments and suggestions that undoubtedly helped in the improvement of that version.

**Conflicts of Interest:** The authors declare no conflict of interest.


**Table A1.** List of readings available in the Reading part.

**Appendix A**


