Journal of Applied Technical and Educational Sciences

Efficiency of interactive financial education model: Evidence from high school and university students

2024-04-14T11:24:50+00:00

The objective of this study is to bring new model of financial literacy education for youngsters at high school and college/university, through the use of active pedagogical and didactic methodologies. This study designs new model which serves as a preparation strategy for the PISA test (Program for International Student Assessment) as an alternative to improve financial lives. The method applied was investigation-action in four steps: a) construction of the model, b) implementation, c) testing, and d) improvements in order to develop pedagogical and didactic strategies that improve financial literacy. The model was applied in Colombia to 200 high school students, and 150 university students. It was found that the proposed interactive action learning model stimulates learning through competitiveness and yields positive results at financial knowledge for making appropriate financial decisions for both high school and university students. The results show the use of active pedagogies, through role play, contests, and decision making, generates better knowledge appropriation tools, making the learning model more effective in financial education. The results show significant improvement in the knowledge level of both high school and university students.

Literacy levels in small villages in relation to local primary school

2024-04-14T07:57:59+00:00

The question is increasingly being asked at the beginning of the 21st century: does literacy still have a raison d'être? In the information society, all data and knowledge is at our fingertips thanks to the computer networks that surround our entire world and the data warehouses that are now becoming indeterminate in size. Is literacy and its level the same today as it was fifty years ago? Have the concepts that became popular at the end of the 20th century - competence and skills - influenced this in any way? What do people in small towns and villages think about literacy and its importance? Can the local small school and its staff play a role in changing the literacy levels of communities, and can they be expected to do so? Does the tangible proximity of artificial intelligence not pose a threat to literacy and cause its devaluation, deterioration and decline? This study seeks to answer these questions by presenting and evaluating the results of questionnaires filled in by people living in a small area. At the end of the study, it draws conclusions based on the results and presents further tasks that, if carried out, will provide an even broader insight into the relationship between literacy in small villages and the local primary school.