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Manuscript ID : JEDU-2010-5259 (R2) Visit : 85 Page: 67 - 52

10.30495/jedu.2022.26370.5259

20.1001.1.20086369.1401.13.3.4.1

Article Type: Original Research

Designing a Financial Literacy Curriculum Model for Elementary School

Subject Areas : Education

khadijeh jamshidi moghadam 1 , marjan kian 2 , masoud gramipour 3 , seyd ehsan khandoozi 4

1 - Graduate Phd in Curriculum Planning, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran
2 - Associate Professor of Curriculum Planning, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran
3 - Associate Professor of evaluating and measuring, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran
4 - Assistant Professor of Islamic Economics, Faculty of Economics, Allameh Tabatabai University, Tehran, Iran.

Received: 2020-10-22 Accepted : 2021-01-25 Published : 2022-08-23

Keywords: curriculum, Elementary School, Qualitative approach, Model Designing, financial literacy,

Abstract :

Introduction: Financial skills are formed in childhood and financial education is the best way of developing this important skill of life to make children ready for the entrance into the present world. However, this field has not been paid attention to in school curriculum .Hence, The purpose of this research is to design a financial literacy curriculum model to be used for the elementary school research methodology: The paradigm of research is qualitative and was conducted, through research synthesis method, by content analysis and meta-synthesis techniques. The research population included the whole print and electronic sources related to the subject of the research produced between the years 1385 and 1399  (i.e. from 2005 to 2020). This population was chosen by a purposeful sampling of 114 sources including national and international documents, books and articles taken from authentic databases. Qualitative data were analyzed by coding and using ATLAS.ti software. The validation of the designed model was conducted by utilizing the two criteria of Credibility and dependibility. Findings: The findings showed that 32 categories were extracted based on 7 general dimensions. Therefore, this research led to a designing a financial literacy curriculum around three axes of philosophical, sociological, and psychological basics, and the four elements of purpose, content, learning activities, and evaluation methods. As the findings showed, considering our country’s economic problems, financial literacy has been one of the missing links in elementary school curriculum, and teaching the basics of financial skills is quite necessary. Conclusion: The results of this research can be used for a revision in elementary school curriculum and for designing some programs for enhancing teachers’ career skills by policy makers, programmers and other officials related to the field of teaching and training. It can be also of significant help to educational officials in having a deep understanding of the trainees’ financial literacy.

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