Evidence-based design of financial education: Effectiveness and developmental research on good learning and performance tasks

The project

FiBiWell

The experimental field study by Sutter et al. (2023) investigated how teaching financial literacy to 16-year-old pupils influences their behaviour in risk and time preference tasks. Compared to control groups, it was found that the subjects behaved more patiently, more time-consciously and less riskily, even almost five years after the intervention. The behaviour in the experiments on risk and time preference is closely related to financial decisions in the field. The aim of FiBiWELL is to find out exactly how financial education tasks need to be designed in order to be as effective as possible in this sense. Phase I will focus on the data-supported identification of key conditions for success and quality criteria for the sustainable implementation of innovative learning and performance tasks for financial education.In phase II&III, based on these findings, material totalling 48 lessons (18 for lower secondary level, 18 for upper secondary level, 12 for adult education) will be developed, tested, evaluated and optimised with our practice partners in the sense of subject didactic development research. For this purpose, all tasks are also converted into a digitalised form. The transfer takes place as part of teacher and moderator training courses, which we also use for further development.

https://fibiwell.de