EDCI 355 – Learning Design Blueprint

Author:

Sai Senthilkumaran

Topic:

Financial Literacy for Young Adults: Building Smart Money Habits Early

Part One: Introduction

Description:

The transition into adulthood comes with increased independence, particularly in managing personal finances. However, many young adults lack the foundational knowledge required to make informed financial decisions. Financial literacy includes understanding budgeting, saving, credit management, and basic investing—skills that are essential for long-term financial stability.

From an educational perspective, early exposure to financial concepts can significantly influence an individual’s ability to manage money effectively. Research shows that individuals with financial education are more likely to engage in positive financial behaviors, such as saving regularly and avoiding unnecessary debt (Lusardi, 2019). Therefore, introducing financial literacy at a young age is crucial for promoting responsible financial habits.

Misconceptions:

A common misconception is that financial literacy is only important for individuals working in business or finance-related careers. In reality, financial skills are necessary for everyone, regardless of profession.

Another misconception is that young adults can delay learning about finances until they begin earning a full-time income. However, financial habits begin forming much earlier, and poor habits can lead to long-term consequences such as debt accumulation.

Additionally, some believe that managing money is straightforward and can be learned through experience alone. Without proper education, individuals often develop ineffective financial strategies.

Rationale:

This course is designed to equip learners with practical financial knowledge and real-life decision-making skills. The learning design is based on experiential learning, allowing students to actively engage in budgeting exercises and realistic financial scenarios. This approach ensures that learners not only understand concepts but can also apply them effectively.

References:

Lusardi, A. (2019). Financial literacy and the need for financial education: Evidence and implications. Swiss Journal of Economics and Statistics, 155(1).

OECD. (2020). OECD/INFE 2020 International Survey of Adult Financial Literacy.

Part Two: Learning Design Plan

Audience:

The target audience for this course is 16–20-year-old students, including high school seniors and early university students who are beginning to manage their own finances independently.

Big Ideas:

• Financial literacy is essential for independence and long-term stability.
• Early financial habits strongly influence future financial success.

Learning Outcomes:

By the end of this course, learners will be able to:

• Create and manage a basic personal budget.
• Explain key financial concepts such as saving, credit, and debt.
• Make informed financial decisions in everyday situations.

Learning Activities:

• Interactive Lecture: Introduction to core financial concepts such as budgeting and saving.
• Budget Simulation: Students create a monthly budget based on a realistic scenario.
• Reflection Activity: Learners analyze their own spending habits and identify areas for improvement.

Assessments:

• Quizzes: Short quizzes to test understanding of financial concepts.
• Practical Assignment: Develop a personal or hypothetical budget plan.
• Final Test: Assess overall comprehension of course material.

Evaluating Learners’ Comprehension:

Learners will be evaluated based on their ability to apply financial concepts in real-life contexts. This includes creating effective budgets, demonstrating understanding of credit and saving strategies, and making informed financial decisions.

Part Three: Resources

Textbooks:

• https://tiue.uz/wp-content/uploads/2024/02/The-Psychology-of-Money-Morgan-Housel.pdf
• Kapoor, J., Dlabay, L., & Hughes, R. (2021). Personal Finance.

Scholarly Articles:

• Fernandes, D., Lynch, J. G., & Netemeyer, R. G. (2014). Financial literacy and financial education. Management Science.
• Kaiser, T., & Menkhoff, L. (2020). Financial education impacts. World Bank Economic Review.

Grey Literature:

• Government of Canada. (2022). Financial Basics Workshop, https://www.canada.ca/en/financial-consumer-agency/services/financial-basics/financial-basics-workshop.html
• TEDx Talks. (2018). Financial Independence and Smart Money Habits http://TEDx Talks. (2018). Financial Independence and Smart Money Habits

Technology Tools:

• Microsoft Teams
• Microsoft Excel
• Google Forms
• Quizlet
• PowerPoint

Part Four: Project Plan Proposal

Research and Content Development :

• Identify key financial literacy concepts
• Gather academic and practical resources
• Develop learning objectives

Designing Learning Activities and Assessments

• Create quizzes and assignments
• Develop budgeting simulation activity
• Design reflection exercises

Technology Integration:

• Organize course materials using Microsoft Teams
• Prepare presentation slides and digital resources
• Set up assessment tools (Google Forms, Quizlet)

Final Compilation:

• Review and edit all sections
• Compile final document
• Submit assignment

Proposed Timeline:

• Week 1: Research and planning
• Week 2: Activity and assessment design
• Week 3: Technology setup and final edits