Integration of Financial Literacy and Finance-and-Commerce-Related Curricula in Higher Vocational Education: Current Status, Problems, and Strategies
Year: 2026
Type: article
Abstract: Financial literacy is a core indicator for measuring individuals’ comprehensive abilities and professional potential, occupying a strategic position within the overall educational framework. Based on in-depth interviews with 500 students and 30 teachers from higher vocational colleges in Hubei Province, this study explores the integration pathways between financial literacy and finance-and-commerce-related professional curricula. The findings reveal that, at the student level, there exists a tendency toward superficial cognition and narrow understanding of financial literacy; however, students strongly desire practical financial literacy education closely connected to career development and personal life. At the teacher level, although the necessity of integration is widely recognized, teachers are constrained by multiple practical barriers, including limited class hours, insufficient teaching resources, inadequate professional competence, and the absence of effective evaluation systems. Analysis of the current situation indicates that existing integration practices remain at an initial stage characterized by spontaneous exploration, limited forms, and insufficient depth. The integration mainly manifests as fragmented infiltration rather than systematic integration, with a tendency to emphasize personal finance over enterprise finance, and knowledge acquisition over ethical cultivation. From the five dimensions of educational philosophy, system construction, teaching methods, faculty development, and evaluation mechanisms, this study proposes a systematic integration strategy, providing a practical pathway for cultivating interdisciplinary talents who possess both professional skills and high-level financial literacy.
Authors: Zhi Li, Xingrui Yang
Institution: Wuhan City Polytechnic
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W7202356205