Pedagogies for Financial Literacy Education in Secondary Schools: A Systematic Literature Review
Abstract
Financial literacy education (FLE) has become a critical priority in secondary schools as young people face increasingly complex financial decisions that affect their well-being and future life outcomes. However, FLE is rarely offered as a standalone subject and is more commonly integrated across the secondary curriculum, raising questions about effective pedagogical approaches. This systematic literature review synthesizes recent empirical evidence on pedagogies used to integrate financial literacy into secondary school classrooms with the aim of supporting informed and responsible financial decision-making. Guided by the PRISMA framework, the review followed four stages: Identification, Screening, Eligibility and Data abstraction and analysis. It examined studies published between January 2023 and May 2025. Searches were conducted in Scopus and Web of Science, resulting in 21 primary studies that met the inclusion criteria. The findings were synthesized into three pedagogical themes: (1) Pedagogical Innovations and Stakeholder Engagement, highlighting interactive, technology-supported and culturally responsive approaches; (2) Determinants, Predictors, and Behavioural Outcomes, emphasising the roles of numeracy skills, behavioural biases and socio-demographic factors in shaping financial outcomes; and (3) Critical, Cultural and Social Justice Perspectives, which foreground empowerment, equity and contextual relevance in FLE. Overall, the review reveals promising pedagogical practices but also identifies gaps in teacher preparedness, curricular coherence and long-term impact evaluation. Future research should adopt design-based and longitudinal approaches to develop scalable and context-sensitive FLE models. These approaches can also strengthen professional development, helping teachers move beyond theoretical instruction toward meaningful financial learning that supports better life outcomes and wiser financial decisions.
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DOI: http://dx.doi.org/10.17576/ebangi.2026.2302.02
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