Technological strategies for teaching financial education in primary middle basic level

Abstract

Basic education institutions face a significant challenge in integrating the recently introduced curriculum on Financial Education for the 2025-2026 academic year. Educators not only have limited pedagogical experience in this field but also lack familiarity with interactive technological methodologies. The objective of this study was to assess teachers' digital competencies in utilizing technological strategies for teaching financial education at the primary level. A quantitative approach was employed, aligning with the positivist paradigm. The survey technique was used, administered to 10 teachers from the Basic Education School, selected through convenience sampling due to the small population size. As a key finding of this research, the importance of enhancing teachers' digital skills to effectively implement technological strategies in financial education was established. Although the beneficial impact of these tools and financial education on the community was acknowledged, gaps remain in fundamental knowledge and pedagogical training, underscoring the need for specialized professional development and access to appropriate technological resources.