Perspectives des étudiants sur l'éducation financière transdisciplinaire en Ontario
DOI :
https://doi.org/10.25071/1916-4467.40694Mots-clés :
littératie financière, éducation transdisciplinaire, perspective étudiante, curriculum ontarien, programme d'étudesRésumé
Dans un contexte économique de plus en plus incertain, les programmes d'enseignement du monde entier évoluent pour inclure le thème de la littératie financière des élèves. Cet article présente les résultats d'une étude sur la littératie financière qui a examiné les points de vue des étudiants sur leurs expériences de l'enseignement et de l'apprentissage transdisciplinaires de la littératie financière personnelle. Dans le cadre de cette étude, 344 étudiants de l'enseignement postsecondaire ont réfléchi à leurs expériences éducatives dans les écoles secondaires de l'Ontario en répondant à une enquête quantitative composée de questions et d'auto-évaluations liées aux programmes de la littératie en matière de finances personnelles. Alors que les étudiants estimaient que l'éducation à la littératie financière personnelle est importante, ils pensaient qu'il est nécessaire d'approfondir les connaissances et la compréhension à l'école secondaire. En outre, les données de l'enquête ont mis en évidence des variations dans l'éducation à la littératie financière personnelle reçue par les élèves, en fonction de la filière (avancée ou générale) dans laquelle ils sont inscrits. Les résultats sont discutés, en accordant une attention particulière à la façon dont les perspectives des étudiants peuvent éclairer la politique et la conception des programmes d'études.
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