جستجوی مقالات مرتبط با کلیدواژه "آموزش اقتصاد" در نشریات گروه "علوم تربیتی"

The aim of the current research is to analyze the effect of economics education on financial literacy and decision-making of students with the moderating role of the socio-economic status of the family. In terms of practical purpose, the research is based on structural equation modeling according to the method of descriptive-correlation data collection. The statistical population studied is students studying in Urmia University in two faculties of Economics and Management and Literature and Human Sciences in the academic year of 2021-22 in the number of 1632 people, of which 313 people were selected by stratified random sampling method. Data collection was done using questionnaires of risk-taking, social norms, probabilistic thinking, financial literacy and socio-economic status of the family, and to analyze the data, firstly, the indicators of the research variables were analyzed using the analysis method. Multiple correspondence was calculated with XLSTAT 2019 software and then the desired model was estimated using generalized structural equation modeling with Stata 17 software. The findings indicate that economics education has a positive and significant effect on students' financial literacy and decision-making, and economics education through financial literacy has a significant effect on students' risk preferences, social preferences and probabilistic beliefs, and the moderating role of socio-economic status in relation to education. Economics and financial literacy were approved. The results of the present research support the effectiveness of policies promoting general and specific economics education and emphasize the distributive and egalitarian nature of such policies.

Financial literacy and understanding its concepts is of particular importance for students; because the behavioral and financial decisions taken by them will have a significant impact on their financial and job status in the future. Based on this, the aim of the present study is to investigate the causal relationship between economics education and financial literacy, decision-making skills and entrepreneurial intention of students. In terms of purpose, the present research is applied, and according to the way of data collection, it is descriptive-correlational, based on structural equation modeling. The statistical population under study is 2733 students of technical and engineering faculty of Urmia University, of which 338 were selected by stratified random sampling. The research data collection tool is a questionnaire, and to analyze the data, firstly, the indicators of the research variables are calculated by the multiple correlation analysis method using the XLSTAT 2019 software, and then the desired model is estimated using the Stata 17 software.  The findings of the research showed that economics education has a positive and significant effect on students’ financial literacy, and economics education through financial literacy has an effect on students’ decision-making skills and entrepreneurial intention. Therefore, higher education decision-makers are advised to consider economics-related course units in the curriculum of engineering courses, and by teaching financial literacy, provide the basis for improving students’ financial-social decision-making and economic growth and sustainable development of society.

The purpose of this paper is to evaluate critically economics education in Iran within the framework of cognitive economics. For that the main problems dominating economics education have been explained and illuminated such as unsatisfactory national academic achievements, ignoring in part critical applied areas in economics, little progress and development in teaching economics during the last decades, little effort paid on multidisciplinary economic activities, failure in recognizing and rectifying economic problems and challenges of the society, etc. On that regard, among other factors, quality of education, student aptitude, motivational factors, and the approach used have been considered as the main reasons causing the problems; it is concluded that the crucial reason for most problems arises from lack of using appropriate analytical approach. Hence, to make a substantial change in economics education one has to apply a realistic approach that is cognitive economics. Because, in cognitive economics approach, rationality is considered as a relative and improvable phenomenon. In addition, information, knowledge, skill and specialization are viewed as the main determinants of decision making and resource allocation behaviors; it is assumed that economic agents with regard to these factors have heterogeneous capabilities. Nonetheless, development, utilization and transformation of information, knowledge, skill and specialization by the agents are considered to be heavily dependent on some other proficiencies (that is, meta-cognitive and emotional-communicative competences). Thus, focusing on such issues accompanied with the impacts of scarcity on the way of thinking and deciding provides substantial advantages for cognitive economics to understand deeply the causes of economic problems and to improve the effectiveness of policies and programs.

Nowadays due to the economic and technological demands of modern human being, the responsibility of formal and general educational system is multiplied. So, curriculum developers are faced with special considertion for organization, content, plan, and methodolodies. As a result, educational and cultural organizations in the developed countries have special consideration for economy curriculum and economic education as the main curriculum responsible for instructing cognitive, attitudinal and behavioral objectives, along with basic and necessary skills such as reading, writing, math, literature, history, …. They believe that such curriculum are necessary for life management and realization of favorable behavior in individual life and social interaction. Looking at necessity and nature of economy curriculum at the heart of the formal and general education (primary school and guidance school), we tried to show a picture of present status of this curriculum in the world. Also, we introduced the developmental strand of rich literature on “realization of cognitive, attitudinal and behavioral objectives” in the field of economy that is generally named “economic eduction”. Finally, we presented an operational plan in oredr to go beyond the present situation and introduced the neglected economy curriculum within national curriculum to Iranian policy makers and curriculum developers.