Details
- Identification
- ISBN: 978-92-68-28602-9, DOI: 10.2766/6996369, Catalogue number: NC-01-25-105-EN-N
- Publication date
- 12 January 2026 (Last updated on: 12 January 2026)
- Authors
- Directorate-General for Education, Youth, Sport and Culture | Expert Network on Economics and Sociology of Education and Training (ENESET)
- Geographical scope
- European Union
- Level of education focus
- Non-formal and informal learning
- School education
- Vocational education and training (VET)
- Thematic areas covered
- Education-to-work transitions, education and labour market
- Skills development
Description
This analytical report presents a systematic review of evidence on the effectiveness of financial education initiatives aimed at improving the financial literacy of children and young adults across Europe. It explores how financial education can enhance young people’s ability to make sound financial decisions and highlights which strategies, formats and policy approaches are most effective.
The evidence demonstrates that interventions in the area of financial literacy generally lead to small to moderate improvements in students’ financial knowledge (effect sizes3 ranging from d = 0.20 to d = 0.67). Particularly effective models combine interactive, context-specific learning with structured pedagogy and behavioural reinforcement. However, knowledge gains do not consistently translate into real-world behavioural improvements – thereby highlighting the need for a more integrated, psychological and pedagogically informed approach to financial education.
This report highlights that effective financial literacy education must go beyond the transmission of factual knowledge. It should actively shape financial habits, confidence and decision-making skills, and be adapted to learners’ lived experiences. To achieve this, programmes should combine cognitive learning with behavioural and emotional components – for example, incorporating goal setting, reflective exercises and real-life financial simulations. Such approaches help learners to translate understanding into action and to develop self-efficacy with regard to financial decisions and managing money.
Future policy efforts should prioritise structural integration, long-term evaluation and inclusive design, particularly for underrepresented and vulnerable groups. In addition, interventions should be embedded across curricula rather than delivered as one-off sessions. Achieving this will help ensure that all young people in Europe are equipped with the financial competencies needed for lifelong well-being, resilience and participation in an increasingly complex economic landscape
Authors:
BARBARA JANTA, Risk & Policy Analysts Ltd (RPA) JAKE OLIVER, Risk & Policy Analysts Ltd (RPA)
Please cite as:
European Commission: Directorate-General for Education, Youth, Sport and Culture, ENESET, Janta, B., & Oliver, J. (2026). Financial literacy among children and young adults in Europe, https://data.europa.eu/doi/10.2766/6996369
