In the national curriculum for basic education, financial education is integrated into various school subjects. Studies have been conducted into financial and consumer education, but less attention has been paid to how young people experience financial education. This article aims to fill this research gap. The data consists of thematic interviews with young adults aged 20 to 26 (n = 18), and was interpreted using phenomenographic methodology. From the young adults’ point of view, financial education can either strengthen or limit financial literacy. Financial education that strengthens financial literacy conveys the values of society, and young people feel that they can apply the knowledge and skills learned to their daily lives. On the other hand, financial education that is too limited is perceived as inadequate and useless. The young adults highlighted the content that they felt was missing in financial education at school. To their way of thinking, financial education has three important roles. Firstly, it influences the way in which society functions. Secondly, school has a pedagogical opportunity to enhance young people’s financial skills as it has possibilities to tailor the education to every student’s requirements. Thirdly, schools can even out the background differences between young adults. According to the data, the teaching content as well as the pedagogical design should be firmly based on young adults’ own experiences and life situation. That would help them to utilize the content and skills taught at school, and apply them to their daily life. In this way, financial education can support young adults’ financial agency and growth as members of society.
|Status||Publicerad - 23 juni 2022|