청소년 경제교육의 목표설정 및 청소년 경제교육 개선방안에 대한 고찰 = Re-establishment of Goals in Youth Economic and Financial Literacy Education: A Tool Enabling Strategic Improvement for Youth Economic and Financial Literacy Education

다국어 초록 (Multilingual Abstract)

The objective of this paper is to propose the re-establishment and importance of setting appropriate goals of youth economic and financial literacy education in providing a key foundation for effective decision-making based learning as a tool enabling strategic quality improvement. Much of the research in this area has focused on an independent single goal of economic and financial literacy education within a particular domain and relations between goals across domains remain largely unexplored, resulting in a lack of information on how these goals develop in tandem and affect each other. Goals play an important role in cognitive, affective, social, and behavioral learning in youth economic and financial literacy education. Despite the importance of the distinction between goals, it was not clear how these goals influence each other. To our knowledge, this study is the first to examine the relationships and dynamic interplay among goals of youth economic and financial literacy education. Economic and financial literacy education is important because individuals and society are more likely to make better choices when costs and benefits of those choices can be identified and compared. Furthermore, economic and financial literacy has become a core skill for youth growing up in a capitalist society with complex economic and financial systems. Thus, increasing economic and financial literacy levels to improve financial well-being is of global concern, and governments around the world have started to recognize that economic and financial literacy is a critical life skill and have launched economic and financial literacy education initiatives to help youth acquire this skill. This paper offers a new conceptual framework of goals for the development of economic and financial literacy concerned with enabling students to develop knowledge, skills, attitudes and dispositions that would enable them to make informed, prudent and ethical decisions regarding financial matters. In this regard, this paper proposes and classifies the definitions of economic literacy into three categories: (1) Knowledge of economic and financial concepts (2) Skill in making appropriate economic and financial decisions (3) Economic citizenship, the role in which one`s economic standing and decisions influence his or her rights as a citizen. This study demonstrates that economic and financial literacy training at an early in life creates a foundation for future economic behavior and well-being. This paper also examines that individuals endowed by adequate economic knowledge may better cope with economic decision making, which might contribute substantially to significant reduction of sub-optimal behavior. The conceptual framework proposed in this study extend current theoretical perspectives on the goals of youth economic and financial literacy education.