Inviting students to independent judgement: Teaching financial literacy as citizenship education

Björklund, Mattias; Sandahl, Johan

doi:10.1177/20471734211029494

Cited by 12 publications

(13 citation statements)

References 28 publications

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“…Both pre-service and in-service teachers should receive a financial literacy education. Teachers' experience from financial literacy instruction should be considered when designing teacher training in financial literacy (Björklund, 2019).…”

Section: Resultsmentioning

confidence: 99%

Income, Expenses and Expenditure Patterns of Elementary Public-School Teachers: Inputs to a Proposed Financial Literacy Program

Fernando,

Arrieta

2023

ijsl

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This study explored the income, expenses, and expenditure patterns of eight elementary public school teachers from urban areas. Using the case study method, it compared and analyzed teacher’s expenses before and during these times when financial distress hit the world, the COVID-19 pandemic. The results showed that most teachers tend to borrow more than what they were earning from different lending institutions. They engaged in different lending or pawning schemes in order to address their financial needs. Based on the findings, it can be concluded that the participants are financially challenged and continuously struggle to make both ends meet. A financial literacy program focusing on management of funds/resources, financial decision-making proficiency, planning, savings and investing, and financial responsibility was developed that can be provided to teachers. It is recommended that school heads may look into these financial concerns and a financial literacy program be integrated in in-service trainings.

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Section: Resultsmentioning

confidence: 99%

Income, Expenses and Expenditure Patterns of Elementary Public-School Teachers: Inputs to a Proposed Financial Literacy Program

Fernando,

Arrieta

2023

ijsl

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“…Only surrounding students with digital devices and Internet connection will not ensure their digital literacy (OECD, 2021) but higher level of its presence in education system could be found beneficiary. Therefore, and taking into consideration other benefits it brings, there is a global trend to include digital literacy (Tekale, 2018), information literacy (Hammons, 2020) and financial literacy (Björklund, Sandahl, 2021) in the curriculum. In observing the problem of financial inclusion among the population, Shen, Hu and Hueng (2018) found that by enhancing the financial literacy and online activities (as a sub-element of computer literacy) the financial inclusion could be advanced through the use of digital financial services.…”

Section: Interconnection Of Financial Information Andmentioning

confidence: 99%

The Effect of Students’ Self-Reported Information and Informatics Literacy on Financial Literacy and the Use of Online Payment

Babić¹,

Bukvić²

2022

Human, Technologies and Quality of Education, 2022

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In today’s world, where almost everything takes place in the virtual world, information and informatics, as well as financial literacy are becoming increasingly important. Although most of the university students are considered to be sufficiently information and informatics literate, the Covid-19 pandemic has confirmed how necessary it is to possess the skills and knowledge related to these literacies in order to maintain quality of life by using new financial technologies and be effective in various spheres of life. This study investigated whether there is connection between these two literacies and financial literacy of university students. Also, students’ demographic data, Internet use, agreement with statements concerning information and informatics literacy as well as the use of payment services before and after the Covid-19 pandemic was explored. In addition, the research aim was also to see if acceptable neural network model could be made for distinguishing students based on their reported financial literacy. Monte Carlo exact test showed that there is statistically significant association at the 0.05 level of significance between the self-reported informatics literacy and information literacy (p = .000, two-sided), age (p = .027, two-sided) and by making payments via digital wallets in 2021 (p = .007, two-sided) and 2020 year (p = .024, two-sided). Also, Monte Carlo exact test showed that there is statistically significant correlation at the 0.05 level of significance between respondents’ information literacy and their work experience (p = .005, two-sided) and who covers their life expenses (p=.019, two-sided). The Monte Carlo test also showed that both of these literacies have statistically significant relationship with financial literacy (p = .000, two-sided), but statistically significant relationship was not found between financial literacy and payments via digital wallets. Concerning the neural network approach, the obtained multilayer perceptron (MLP) neural network model gained overall efficiency of 97.5% in distinguishing students based on their level of financial literacy.

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“…Given their roles as educators, it is important for educators to possess the capacity to impart valuable financial literacy skills to their students, which can be achieved by integrating financial literacy into teacher training programs and providing some form of financial education to in-service teachers [6]. Furthermore, the J Edu & Learn ISSN: 2089-9823  Essential components of teacher professional development for financial literacy: … (Silvya Louis) 571 involvement of teachers in excessive loans in certain nations underscores the urgent need for improved financial literacy among educators to foster prudent financial decision-making [7], [8].…”

Section: Introductionmentioning

confidence: 99%

Essential components of teacher professional development for financial literacy: A literature review

Louis,

Siswandari,

Noviani

2024

EduLearn

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Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.

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Inviting students to independent judgement: Teaching financial literacy as citizenship education

Cited by 12 publications

References 28 publications

Income, Expenses and Expenditure Patterns of Elementary Public-School Teachers: Inputs to a Proposed Financial Literacy Program

Income, Expenses and Expenditure Patterns of Elementary Public-School Teachers: Inputs to a Proposed Financial Literacy Program

The Effect of Students’ Self-Reported Information and Informatics Literacy on Financial Literacy and the Use of Online Payment

Essential components of teacher professional development for financial literacy: A literature review

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