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First-generation college students often experience disproportionate levels of stress, anxiety, and an overall lack of preparation for undergraduate education in comparison to their multigenerational peers. This can include differing levels of financial support and literacy. These differences can have a significant impact on these students' levels of resiliency, physical and mental well-being, academic success, and levels of attrition. Concurrently, these disparities can lead to adverse outcomes on their health and well-being not only in the present but also in their health and career trajectory in the future. Using a 2-phase approach, researchers collected both quantitative and qualitative data related to how first-generation college students who are participating in the New Jersey Educational Opportunity Fund (EOF) think about the role of financial literacy, and in particular, Federal Work-Study, as a component of their current and future health status and their overall academic success. The qualitative analysis gave rise to 3 major themes related to student feelings of stress, pressure/obligation, lack of preparation, and uncertainty about the role of college education in their current and future lives. Research findings are shared to better inform and guide higher education institutions on how to best educate and support their first-generation students, particularly in how to aid these students in improving their financial literacy and financial support to improve resiliency, well-being, and academic success.

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.

Around the world, parental financial socialization now heavily depends on the educational attainment of the parents. This study looked into how parental financial socialization varied depending on the educational attainment of the parents. Parental financial behavior, financial monitoring, financial discussion, financial communication, and financial teaching were used as metrics for measuring parental financial socialization. In this study, a quantitative research approach was used. Since Fetakgomo Tubatse and Intsika Yethu municipalities are the most rural and low-income locations in South Africa, data were gathered through the use of a self-administered questionnaire. Data analysis techniques included Tukey HSD test, Welch robust test, Levene's test, descriptive statistics, and exploratory factor analysis (EFA). The results demonstrated that parental financial socialization varies significantly depending on the educational attainment of the parents. Therefore, financial socialization is more common among parents who have greater education levels than it is among those who have lower education levels. This study's findings are the first to show that parental financial socialization varies significantly depending on the educational attainment of the parents. This study suggests that more research be done on the variations in parental financial socialization across parental educational levels in other areas. Additionally, it is advised that the South African government develop initiatives aimed at addressing and raising parental education levels because research indicates that parents who have completed more education are more likely to participate in financial socialization, which affects young adults' financial literacy and well-being.

Education plays a very important role in improving the quality of human resources. In higher education, students need learning that is innovative and not monotonous so that learning goals can be achieved. In this research, what will be discussed further is the development of learning methods by combining 2 methods, namely Cooperative Based Learning (CBL) with Problem-Based Learning (PBL) in the Advanced Financial Management course. This research method uses Pretest - Posttest Design. The data population is 711 students collected from 17 classes taking Advanced Financial Management courses at Putra Indonesia University YPTK Padang. The sampling technique uses probability sampling. The data that will be used as a sample are observations of 117 students collected from 3 classes. The CPBL method is implemented by grouping students into groups of 4-5 people to discuss each case in the material. Data will be analyzed based on the completeness of learning outcomes and calculating N-Gain. From the data processing, the results obtained were that by combining these 2 methods, it was successful in improving student learning outcomes and the students' completeness test scores were also proven to be very successful in being upgraded. The effectiveness of the collaboration between these 2 methods reaches the high category of the N-Gain test. This is a new variation in making learning calculations that use many formulas more challenging, increasing students' enthusiasm for learning and providing satisfactory learning results. This method is worth utilizing and can be used in all courses that involve calculations and case questions.

T his study aimed to determine the financial literacy levels of students studying in different programs at the university. For this purpose, the content of undergraduate education programs and the effect on the individual's financial literacy were investigated. The study assumes that financial literacy, which is necessary for life, will be gained by students, their families' awareness of the subject, and educational programs. The research was conducted with 335 students in four programs at the University of Prizren "Ukshin Hoti". The descriptive study conducted with a random sample group collected the data with the Financial Literacy scale. The scale applied consisted of four parts in total, such as the demographic characteristics of the students in the first part, Financial Product Knowing (13 questions), which measures financial literacy knowledge in the other sub-dimensions, Relation with Money (7 questions), and Information Source about Financial Products (15 questions). In addition, cluster analysis, comparative analysis, Chi-Square, and T-test analyses of the collected data were performed with the SPSS 28 program. As a result of the study, it was determined that the student's financial literacy and general success levels were at MEDIUM LEVEL. Although the students participating in the survey studied in different departments, there was no significant difference. According to the study results, it is concluded that the Financial Literacy knowledge of the students is not sufficient, and they need to have more information about themselves in this field. Similarly, in the light of the data obtained, it has been determined that providing various in-service training for the financial literacy levels of the students or adding Financial Literacy courses to the education programs will strengthen the student's knowledge of this subject and increase their awareness.

The "campus loans" crisis has highlighted the importance of financial literacy among Chinese college students. Based on an analysis of 2,266 valid questionnaires, this study utilized survey data and logistic regression to examine the correlations between demographic and behavioral factors and financial literacy among students. The results indicated that, compared to their international counterparts, Chinese students generally possess less financial knowledge. However, they exhibit stronger financial attitudes and behaviors. A significant gender disparity was observed, with female students outperforming male students in financial literacy. Students attending more prestigious universities, particularly those majoring in economics, management, science, and engineering, and those dedicating more time to financial education, showed higher levels of financial literacy. Additionally, positive social interactions were associated with enhanced financial literacy. The study also identifies a "Surrounding People Effect," where the presence of financially knowledgeable peers, friends, and family correlates with improved financial literacy among college students. These findings offer critical insights for developing targeted policies to enhance financial literacy among Chinese college students.

In this investigation, the extent to which differences were present in the mathematics achievement by the ethnicity/race of Grade 3 students in Texas were analyzed. Data obtained from the Texas Education Agency Public Education Information Management System for all Texas Grade 3 students who took the State of Texas Assessment of Academic Readiness Mathematics exam were examined for the 2016-2017, 2017-2018, and 2018-2019 school years. In all three years analyzed, statistically significant differences were revealed in overall mathematics achievement and in all four Mathematics Reporting categories. Inferential statistical analyses revealed a clear stair-step effect. Asian students were the highest performing ethnic/racial group in all four Mathematics Reporting categories and all three performance level standards, followed by White, Hispanic, and Black students. Suggestions for future research and implications for policy and practice were provided.

This article proposes an in-depth mathematics analysis of simple and compound interest through an exploration of the mathematical structures underlying these concepts. Financial numeracy concepts (simple and compound interest, interest rates, interest period, present and future value, etc.) have been added to the mathematics curriculum of the Canadian province of Quebec in 2016. Yet, little is known with regards to mathematics teachers' knowledge of financial concepts. We mobilized the relational paradigm framework in the context of simple and compound interest to construct an assessment instrument of teacher knowledge. Based on 36 teachers' responses to the questionnaire, we observed that the majority of teachers did not use mathematical structures in problem solving; they were not able to make sense of simple and compound interest in ways that do not involve standard formulas. Such results indicate opportunities for professional development in regard to secondary mathematics teachers' knowledge of mathematics in the context of simple and compound interest situations.

There is a growing awareness of the importance of financial management skills. However, few studies have systematically examined this topic in China's current higher education (HE) system. In this study, we examine whether enrolling in a finance-related program, either as a degree program or as an elective, improves students' financial literacy and habits. We conducted a mixed-method study with a sample of 1334 students from seven universities in central China. Multivariate regression, matching methods, and the inverse-probability-weighting methods were used for quantitative analysis. The results indicate that college students are generally dissatisfied with their financial situation. Enrolling in finance-related majors has little effect on improving students' financial habits, despite a substantial improvement in their financial literacy. In the current HE system, there is a significant lack of personal finance management training. Therefore, curriculum design and field practices regarding students' personal finance management skills should be introduced to enhance their financial habits.

This study explored the experiences of seven first-year university students in Johannesburg, South Africa. Recognising storytelling as a lens to reveal identity, this study focused on student experience narratives as a tool to better understand their transition from school to university. It examined the narrated experiences of these students as a means to reveal their student identities. The qualitative study utilised a case study design type to address the research question: "What do first-year students' transition narratives reveal about their emerging student identities?" This paper focuses on a thematic analysis that was used as a tool to analyse participants' narrated experiences. The analysis resulted in five broad themes, namely that student identities in their first-year journeys were formed and influenced by interpersonal experiences, intrapersonal experiences, pre-commencement institutional experiences, experiences of formal learning, and learning experiences beyond the classroom. Despite encountering multiple challenges in their new environment, the students derived benefit through capitalising on their personal strengths as tools to adjust to the demands of their new institution. These tools were crucial resources used by participants to adjust to and ultimately flourish in their first year.

Financial wellbeing is an important component of people's overall wellbeing, reflecting the capacity to live a comfortable and fulfilling life. Yet virtually nothing is known about this topic for autistic people. This study addressed this gap using a two-phase sequential mixed-methods design. Here, we report on findings from the Phase 2 qualitative study. In this study, 21 autistic participants were purposively selected based on the status of their financial wellbeing, including 12 people with high, and 9 with low, financial wellbeing, and interviewed by an autistic researcher. We identified four themes through reflective thematic analysis. Having access to a stable income made an enormous difference to people's financial wellbeing. Participants emphasised how their broader social supports, especially family support, shaped their financial wellbeing. Yet, planning financially was often challenging, especially for people who had insufficient money to meet their basic needs. Nevertheless, our participants reported a strong drive to stay in control and avoid unnecessary risk. Our findings revealed how much money matters in autistic people's lives. Future research should investigate the ways in which autistic people could secure more reliable incomes and identify the most effective ways to support them to achieve financial resilience.

In this paper, we examine college graduates' perceptions of entering student loan repayment and how they navigated this process. Findings highlight the importance of helping students make informed borrowing decisions, particularly as they begin repaying their student loan debt. Policy makers wishing to hold institutions accountable for keeping college affordable while enhancing financial aid policy will gain further insight.

Knowledge of financial literacy, including Islamic financial literacy which has been widely used in various financial products, intersects with several domain areas in mathematical concepts, especially in basic arithmetic which requires students to perform basic calculations before making the right financial decisions. This research aims to develop an instructional design of social arithmetic learning using Math-based Islamic Financial Literacy (MIFL) framework for Islamic schools. We develop a Hypothetical Learning Trajectory (HLT) for fostering students' numeracy and Islamic Financial Literacy (IFL) skills by using MIFL framework that involves various Islamic financial problems as context in mathematics tasks. We chose design research as the method for accomplishing our objective. However, we will discuss about task design and a portion of one of the three major phases of design research, namely pilot experiments. We involved three experts to provide suggestions to improve the tasks and six students from an Islamic junior high school participated in this study. We designed three stages of learning activities. Identifying of math-based Islamic financial information, analyzing math-based Islamic financial context, and applying math-based Islamic financial knowledge and understanding for completing the tasks are the three activities. Results indicate that HLT can indeed assist students in acquiring fundamental arithmetic abilities and advance their IFL. To improve the learning trajectory, we added several sub-sections of activities that bridged the understanding of mathematics and IFL.

Using consumer socialization theory, this study examined the associations between perceived influence of parents, peers, employment, and media and spending behaviors of emerging adult college students from three different regions of the US: Northeast, South Atlantic, and Mountain regions. Data from the Emerging Adult Financial Capability Study (N = 2,322) were analyzed using structural equation modeling. Greater parental and employment influences perceived by the students were linked with more responsible spending behaviors, while greater peer and media influences were associated with less responsible spending behaviors. This study highlights the importance of the home and the workplace as the nexus for financial learning. This knowledge can help focus efforts to help future emerging adult college students learn responsible spending behaviors.

The aim of this study was to determine how participation in a community service project impacts entry-level OT doctoral (OTD) students at different time points in their education. This study employed a mixed-method, prospective cohort design. The Community Service Attitudes Scale (CSAS) is an instrument to measure college students' attitudes about community service. Open-ended questions were asked after participation in the experience in addition to the CSAS to gather a deeper reflection of the S-L experience. A total of 62 OTD students participated in the study. There was no statistically significant difference between the CSAS scores between the OTD first-year and third-year students. Students reported that they gained knowledge regarding occupational justice and community-based interventions, how to establish a therapeutic relationship, and the impact of occupation-based interventions when asked what they learned from the experience. Through the participation in a S-L experience, the students gained knowledge regarding occupational justice and community-based interventions, how to establish a therapeutic relationship, and an awareness of the impact of occupation-based interventions on clients. S-L enables OT educators to provide opportunities for students to gain critical skills that will translate into clinical practice.

The COVID-19 pandemic poses financial challenges for students worldwide, especially for those in higher education where free and universal access is not guaranteed. Students in developed economies, a long-neglected group for pandemic studies, are not exceptions. The motivation of this study is to examine subjective financial well-being of undergraduate students during the COVID-19 pandemic. Accordingly, we conducted a self-administered survey composed of 31 questions that assesses students' demographic information and impact of COVID-19 on their financial status. The sample includes 655 students enrolled at the University of Toronto Mississauga during the academic year 2020-2021.The survey results show that most students are concerned about the impact of COVID-19 on the ability to meet overall financial obligations or essential needs. Using factor analysis, we further identified relevant matters of subject associated with this concern on subjective financial well-being: (1) concern on tuition costs and financial obligation; and (2) concern on living and traveling costs. The result clearly identifies the associations between university students' perceptions of financial well-being and its associated matters, and how these relations differ by students' demographic information. We conclude that educational leadership, local community, and the government should use their judgement to reduce students' financial distress by offering different types of financial supports with regards to student demographics.

This paper discusses adults who are dealing with limited financial means under the premises of disability and over-indebtedness. To this end, the authors examined the concepts of vulnerability, financial literacy and the numerate environment for systematising and presenting findings from a qualitative secondary analysis of qualitative data sets derived from two research projects, having explored the numeracy practices of adults with learning difficulties and of adults facing overindebtedness. By this, the learner's micro level of acting out numeracy is brought to the fore, revealing the multidimensional features of a numerate environment and of adults' numeracy strategies in order to handle financial matters in daily life. The analysis identified the common ground of the most significant competency domains of financial literacy according to both data sets (revenues, expenses and consumption, and budget management) and identified the numeracy strategies developed and used. In conclusion, the authors suggest further discussion of vulnerability as a relative and relational category that supports a pedagogical understanding of adult basic education and adult numeracy with a resource-oriented perspective.

Much of modern education has focused on developing individuals' skills to be productive parts of society. The developed skills can become enablers of financial stability, independence and economic security. Yet, on a relative basis, considerably less effort is expended on building the financial skills for individuals to preserve their wealth and assets. As a result, for certain consumer segments, lack of financial education can become a source of hardship. In this study, we use data from the U.S. Financial Industry Regulatory Authority's (FINRA) 2021 "National Financial Capability Study." The correlation between financial literacy and long-term financial behaviors is empirically examined and further dissected by gender and income, to identify population segments who may be vulnerable due to lack of adequate financial education. Significant patterns of financial literacy scores are identified, highlighting the need to enhance financial education offerings to vulnerable consumer segments.

The purpose of this study was to describe the relationships between financial literacy and financial capability rates of 18-24-year-olds and formal financial education in public K-12 schools. Though much has been studied about financial education, financial literacy, and financial capability, there are few clear answers about the relationships among the three. This study unpacked associations and relationships between financial education in public K-12 schools and young adults' financial literacy and financial capability. Using extant data from national surveys about financial literacy and financial capability in 2015 and 2018, this study determined there was rarely a significant difference in young adults' financial literacy and financial capability as related to the level of financial education they received in high school. Such information is important because it can reveal the differences in outcomes of various levels of formal financial education; this information can be used to shape policies and implementation that will provide the greatest positive impact for individuals and, in turn, the nation.

With this study we explored financial risk management practices in public schools in selected quintile (1, 2 & 3) township schools in the Tshwane South district in Gauteng. The schools involved were previously disadvantaged schools and learners were from the same area as the schools. We adopted a qualitative research approach and thematic analysis was used to analyse the data collected via one-on-one interviews. Stratified random sampling was used to select 12 principals who formed the sample of the study. The challenges experienced by principals identified from the themes concerned a lack of clarity of principals' roles regarding finances; balancing roles as accounting officers and ex-officio members; effective use of systems provided to use for school administration, including financial record keeping; accountability of reporting; and poor monitoring and support by the Department of Education. Schools across the country face challenges regarding financial management due to a lack of knowledge of financial risk management practices in schools. Within the South African public schools system the overall responsibility and accountability for school financial management and asset control lies with the school governing body.

With this study we explored teachers' views on the role of economic and management sciences (EMS) in preparing learners for accounting in the Further Education and Training (FET) Phase. A qualitative research approach was employed along with the interpretivist paradigm to underpin the study. We used a qualitative case study approach to allow for an in-depth understanding of the views of the teachers by talking to them directly. Semi-structured individual and focus-group interviews were used as data collection methods. Participants in the study included 5 Grade 9 EMS teachers and 5 Grade 10 accounting teachers who were conveniently and purposively sampled from 5 secondary schools. A thematic analysis approach was adopted to analyse the interview responses. The findings of the study reveal that teachers understood that EMS was an integrated subject. However, Grade 9 teachers struggled to teach EMS in an integrated manner and this hampered the teaching of financial literacy. The challenges in teaching EMS are aggravated by the lack of relevant pedagogical strategies, the lack of adequate knowledge of the subject and missing pertinent foundational content in the EMS curriculum and textbooks. As a result, learners enter the FET phase without being adequately prepared to study accounting in subsequent grades.

In this study, the authors engaged with 54 peer financial mentors from seven institutions of higher education across the US through a qualitative inquiry using a Maslowian lens. PFMs, a type of college student worker, are typically hired by program managers or supervisors of financial wellness programs housed within financial offices, student affairs units, or other departments within institutions of higher education. Three core themes emerged from the data related to motivations of PFMs for seeking employment at their institution: (a) mentors wanted pre-professional work experiences aligned with a career in finance, (b) they wanted an on-campus position that provided future safety through pre-professional experience good for a résumé, and (c) they sought an altruistic job where they could help their peers with financial knowledge and skills.

This manuscript describes the use of real data applied to a fictional real-estate firm for teaching data visualization to university students. In the case study, students employ data analytic techniques in Tableau to clean, organize, and analyze real estate data. By creating visualizations, students address several questions about how selling prices of homes are affected by various factors such as location, industry trends, and property characteristics. The case has been used in business analytics courses; students reported finding the case study relevant and useful, and they were found to largely meet the learning goals of the case, including proficiency with cleaning and filtering data, and creating clear and useful visualizations to convey meaning in Tableau.

Financial technology (fintech) is a rapidly evolving industry. As in any high-growth industry, a significant challenge is the acquisition of top talent, especially university graduates. However, most experts in this field have not been formally trained in an academic environment. Degrees in Fintech did not exist until recently. In this study, we developed a fintech domain knowledge framework for digital payments to facilitate the creation of higher education programs that address the gap in the fintech talent pool. We posited that the proposed domain knowledge provides opportunities for higher education to initiate degree programs. In this study, we review the fintech space and focus the proposed framework on the largest fintech cluster--digital payments.

FinTech refers to a set of new technologies employed to improve and automate the delivery and use of financial services. This study aims to provide some insightful information to: (a) universities on how to offer their FinTech education, and (b) graduates so that they can make an informed decision on whether they should start their FinTech career journey. To achieve these aims, we explore the credentials of recent and long-time graduates who are working in the FinTech area by conducting a questionnaire survey involving 48 Australian FinTech companies and 83 FinTech practitioners working in various IT functions of these companies. Among the various findings reported in this paper, some of them are: (a) the most straightforward way to start the "technical-oriented" FinTech career is to earn an undergraduate IT degree, (b) possessing previous IT work experience is almost a norm for FinTech practitioners, and (c) for those FinTech practitioners with previous work experience in financial services, they may have a higher chance to be promoted to executives.

In this article, the author illustrates the application of a financial database called Bloomberg Professional in a fixed income lesson plan. Most business school programs include a finance course that covers bond pricing and spreads, such as a corporate finance or fixed income course. Bloomberg Professional allows students to interact with primary data and engage in experiential learning about bond spreads. The article explains Bloomberg Professional and the benefits of experiential learning. The author also provides a detailed lesson plan. Instructors can implement this lesson plan to achieve both financial education and information literacy goals.

Research has shown that even though standardized financial education has gained prevalence to promote financial literacy over the past decade, it has had little effect on personal financial planning. The present study used a randomized control trial to examine the effectiveness of a Python-based personalized financial projection on young working adults in Hong Kong, to examine if and how this approach improves their financial planning. Participants assigned to the experiment group received standardized financial education and Python-based financial projections, while those in the control group only received standardized financial education. The assessment based on the two-wave data showed that Python-based financial projection promoted future time perspectives, reduced temporal discounting, and improved financial planning via the full mediation of promoting financial attitudes. Although numerous applications for personal financial planning exist (such as Wallet, Walnut, Monefy, and Money View), our Python-based financial projection stands out as the pioneering solution tailored for the hands-on manipulation of programming code to effectively manage personal finances. Our findings suggest a new track to upgrade personalized financial projection and standardized financial education and contribute generously to the development of personal finance education.

As community college students often come from lower socioeconomic backgrounds, report greater financial challenges, and experience higher cohort default rates on student loans compared to peers attending four-year institutions, it is important to understand how community college students develop a sense of financial wellness. Moreover, research has also found that community college students, many of them students of Color, rely heavily on family to persist toward graduation. As a result, this study analyzes qualitative data from 14 community college students who reported on whether they viewed their family as financial education resources and what specific lessons they learned from their family to improve their financial wellness. Results suggest many community college students may not have family with extensive experience in and knowledge of financial sectors (e.g., banking, finance, investment) and education concepts (e.g., savings accounts, building credit, budgeting), and therefore, have little financial education to impart. In addition, many community college students' financial education was limited to knowledge of saving, with students rarely reporting their family imparting any education about many other finance concepts. Finally, community college students witnessed reverse role modeling when it came to money management from their parents, often teaching these students what not to do with their finances. Implications for community college research, policy, and practice are addressed.

This study examines how financial literacy education (FLE) was implemented at the school and classroom levels. A total of 32 teachers and 16 school leaders from 16 public schools across different regions in the Philippines were interviewed. Using a comparative multiple case study approach, the findings indicated that (1) teachers' implementation in the classroom was influenced by the various learner, learning, and contextual factors and that (2) school leaders confronted major implementation challenges related to staff development, instructional supervision, administration, and leadership functions despite recognizing the value of FLE. Despite implementation challenges, the study also revealed teachers' and school leaders' positive attitudes toward incorporating FLE into the K-12 curriculum. Theoretically, the findings highlight the value of teacher and school leader sense-making in successfully implementing any curriculum innovation and crafting the FLE framework. Implications for curriculum implementation and policymaking are discussed.

"Research Findings:" This study examined the financial literacy of 5 and 6-year-old children in Shanghai, including their understanding of financial concepts and their preference for and ability to use digital payment methods. Using a mixed-methods research design, a sample of children ranging in age from 62 to 73 months completed multiple tasks to assess their financial literacy and participated in a semi-structured interview. The results suggested that most young Chinese children had a basic understanding of coins and their value, but there was variation in their perceptions of the need to provide change after making a payment. The majority of young children preferred to pay with digital devices and had a positive attitude toward mobile payments, although some children expressed concerns about their ability to use this method accurately. "Practice or Policy:" The study findings suggest that perceptions of financial literacy may vary across families from diverse socioeconomic backgrounds. These results lay the groundwork for future digital financial literacy rating scales or behavior coding studies based on the initial findings of young children from middle-income families. The study also emphasizes the importance of providing formal and informal financial education to young children, particularly in regards to digital literacy, in order to prepare them for the future.

Turkey needs to take serious steps for financial literacy, which has become one of the most trending topics in the world for the education system. Considering the strong interaction between financial literacy and mathematics education, the purpose of the study is to respond to the needs within the field of mathematics education in Turkey, without interfering with the curriculum, through a guidebook for grades one to eight. The tasks that are the focal point of the guidebook are presented for the teachers along with knowledge on children's financial understanding. The tasks were designed according to task design parameters as well as the spiral approach which is used for the curriculums of Turkey as well. Tasks organise learning activities and guide teaching and learning processes, and they also include background on the design of the tasks. It is expected to lead a soft integration for financial literacy education in Turkey.

The current study investigated adolescents' (N = 213) decision finding processes and affective reactions to interactions on social media "via" 29 focus groups. As part of a larger study, adolescents participated in focus groups at two time-points across an academic year while participating in a school-based intervention promoting healthy romantic, interpersonal, and family relationships, job readiness, and financial literacy. Qualitative analyses indicated adolescents' experiences and decisions on social media platforms were informed by their "awareness of audiences", namely who they thought would view their posts and anticipated responses from "friends," "family members," "fans," "creeps," and "potential employers." Comprehensive school-based interventions may serve to effectively develop responsibility more broadly, as well as a specific awareness about online risks and behaviors.

Recent literature highlights the importance of providing citizens public sector accounting education to help them become public finance literate. This study performs a questionnaire-based survey to a convenient sample of citizens to collect their perspective on the topic. The results indicate an average familiarity of the respondents with key public finance concepts, with male respondents appearing more familiar. The respondents place more importance in being able to monitor and assess the state's financial performance and condition rather than that of the local government. In practice, when making voting decisions during municipal elections they focus less on financial information, compared to when it comes to state elections, mainly due to difficulties in accessing the municipalities' financial information. The respondents are further supportive of receiving public sector accounting education as they believe it could help them monitor the local and state government's financial condition and performance, take more rational election decisions and more actively participate to public matters. They perceive that such an education should take place from high-school and not earlier, and they find useful this educational process to continue via online and on-site seminars. Finally, they make recommendations on the specific content (learning objectives) of public sector accounting education at the different educational levels (school, high-school, municipal seminars, and online seminars).

Financial literacy refers to the knowledge required for individuals to make financial decisions. When individuals' subjective assessment of their financial literacy does not align with their actual level of financial knowledge (i.e., the discrepancy between subjective and objective financial literacy), it can result in a range of adverse decision-making outcomes. Therefore, it is crucial to investigate the relationship between subjective and objective financial literacy. Drawing on the Dunning-Kruger effect, there may exist a systematic bias between these two measures. To elaborate further, individuals with lower levels of objective financial literacy tend to assess themselves less accurately and are more likely to overestimate their financial literacy. While one study previously declaimed a failure to discover the Dunning-Kruger effect on financial literacy, we argue the importance of reevaluating this phenomenon by clarifying its definition and adopting an updated statistical approach. In our study, which leveraged a nationally representative sample of 10,058 Chinese individuals, we utilized the absolute difference between objective and subjective financial literacy as a measure of assessment accuracy. Our findings support the existence of the Dunning-Kruger effect in the realm of financial literacy. To be more specific, as individuals' objective financial literacy improved, so did their assessment accuracy. This research not only elucidates the factors contributing to the inconsistent results regarding the Dunning-Kruger effect but also employs an innovative approach to unveil the phenomenon, thus expanding its relevance and applicability.

Adequate financial decision-making necessitates a solid foundation in financial literacy and comprehension of its principles. This is particularly crucial for students, as their financial and behavioral choices can significantly impact their future financial and career prospects. Consequently, the present study aimed to explore the causal links between economics education, financial literacy, decision-making abilities, and entrepreneurial intentions. Employing a descriptive-correlational approach, the researchers utilized structural equation modeling, drawing on a sample of 375 individuals purposefully selected from a population of 11,345 students at Urmia University. Data were collected through a questionnaire, and the research variables were initially assessed using multiple correspondence analysis. Subsequently, the research model was estimated. The findings revealed a positive and substantial impact of economics education on students' financial literacy and the influence of economics education on decision-making skills and entrepreneurial intentions through the mediating factor of financial literacy. Furthermore, the results confirmed the moderating role of socioeconomic status in the relationship between economics education and financial literacy. Consequently, the study's outcomes can inform educational institutions and policymakers, supporting the implementation of policies aimed at enhancing general economic education and emphasizing the equitable and distributive nature of such initiatives.

Providing high-quality services to students with disabilities in rural settings can be challenging, as rural schools often lack resources both in and out of the classroom. One potential option to provide high-quality mathematics instruction to students with disabilities in rural areas is using virtual manipulatives and online instruction. In this study, a single-case research design was used to examine the progress of three high school students with intellectual and developmental disabilities (IDDs) as they used a virtual money manipulative within an online learning environment to solve making change problems. The researchers found a functional relation between the intervention package (i.e., a virtual money manipulative, modeling, system of least prompts) and the dependent variable of accuracy in solving making change problems across three students. In addition, all three students demonstrated an increase in independence during each session and maintained their accuracy and independence after the intervention concluded.

This paper revisits and reanalyses data from a study carried out in the further education and training sector in the Republic of Ireland to investigate (1) how adults access and participate in numeracy courses and (2) how adult numeracy provision might support active citizenship. We analysed 45 interviews with adult education providers, adult numeracy tutors, and adult learners to identify themes that connect adult numeracy with a human rights conception of citizenship as access to and participation in economic, social, and community life. This analysis found that the most common barriers to accessing adult numeracy courses arose from dispositional factors relating to fear, anxiety and lack of confidence with mathematics, largely due to negative experiences in formal schooling. To overcome these barriers, adults' participation in numeracy courses was encouraged by integrating numeracy learning activities into real world contexts in a non-threatening learning environment. The interview analysis also illustrated ways in which adult numeracy education supported active citizenship in the economic, social, and community spheres, by (i) enhancing financial literacy and preparing adults for employment; (ii) fostering individual empowerment, family learning and social inclusion; and (iii) enabling civic engagement. Policies for promoting adult education typically aim to develop active citizenship, but without specifying how this is to be achieved. Our study is valuable because it illuminates potential connections between citizenship and numeracy as a dimension of adult education that is separate from literacy. The findings lead to recommendations for translating national and international policy frameworks into research-informed adult education programs.