Keyword: «pedagogical approaches»

In the context of digital transformation of the economy and increasing complexity of the financial landscape, the development of financial literacy among the population becomes a strategically important task of government policy. Present-day research shows insufficient level of financial competences among a significant portion of Russians. Despite active implementation of financial literacy in educational programs, there is a contradiction between growing requirements for citizens' financial literacy and insufficient theoretical substantiation of pedagogical approaches to its development in the educational process. Aim of the study – theoretical substantiation and systematization of pedagogical approaches to the development of financial literacy in the modern educational process based on the analysis of domestic and foreign experience. The methodological foundation consists of a complex of interrelated approaches: the systemic approach ensures holistic examination of financial literacy as an integral characteristic of an individual; the activity-based approach reveals mechanisms of financial competency development through dynamic cognitive activity; the competency approach determines orientation toward developing the ability to apply knowledge for solving practical tasks. Main results of the article. The concept of financial literacy as an integral characteristic of the individual, including cognitive, activity-based, and motivational-value components, has been clarified. Theoretical approaches to financial literacy development have been systematized: cognitive, activity-based, person-oriented, and sociocultural. A system of pedagogical principles of financial education has been substantiated, including specific and adapted general didactic principles. A theoretical model of financial literacy development with step-by-step implementation has been worked out. Theoretical significance lies in developing scientific understanding of the essence and structure of financial literacy, enriching the theory of financial education with a system of principles and methodological approaches. The practical significance is determined by the possibility of using the results for the improvement of educational programs and the training of pedagogical personnel. Scientific novelty consists in a comprehensive interdisciplinary analysis of pedagogical approaches, the first proposed system of specific principles of financial education, and the development of a step-by-step model for developing financial competences.

The relevance of the research is determined by the growing need to prepare young people to solve global problems of sustainable development and green economy in the context of accelerating environmental crises. International commitments enshrined in the United Nations Sustainable Development Goals and UNESCO recommendations require a fundamental rethinking of educational policy and practice. However, the Russian education system experiences a significant gap between stated goals and the actual practice of implementing education for sustainable development, which necessitates theoretical contemplation of this problem. The aim of the article is to systematize and critically analyze pedagogical approaches, methods, and conditions for developing competences in sustainable development based on domestic and foreign literature from the period 2020–2025, as well as to develop practical recommendations for educational policy. The leading methodological approaches are the systemic approach, competency-based approach, contextual approach, and hermeneutic approach. The main methods of theoretical research include: analysis and synthesis of scientific literature, comparative analysis of domestic and foreign approaches, content analysis of educational programs, structural-functional analysis of competences, and pedagogical modeling. The main results include: identification of a multi-level structure of sustainable development competences with cognitive, affective, and behavioral components; identification of diverse pedagogical approaches; determination of a system of interdependent pedagogical conditions; description of five implementation models; identification of a complex of normative, methodological, personnel, and cultural barriers to implementation. Theoretical significance consists in developing theoretical understanding of sustainable development competences, systematizing pedagogical approaches, and integrating international experience with consideration of the Russian context. Practical significance is determined by the possibility of using results in the development of educational programs, training of pedagogical personnel, and development of educational policy at the federal and regional levels. Scientific novelty lies in comprehensive critical analysis of approaches for the period 2020–2025, development of an operationalized competences model, identification of a system of pedagogical conditions, and analysis of barriers to implementing education for sustainable development in the Russian education system.