理財教育對於永續發展目標之 提升與影響

ASIA unversity > 管理學院 > 財務金融學系 > 博碩士論文 > Item 310904400/116897

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题名:	理財教育對於永續發展目標之提升與影響
其它题名:	The Promotion and Influence of Financial Education on the SDGs
作者:	葉欣宜 YEH, HSIN-YI
贡献者:	歐仁和 OU,JEN-HO 財務金融學系
关键词:	永續發展目標;理財教育;十二年國民基本教育 Sustainable Development Goals;Financial Education;Curriculum Guidelines of 12Year Basic Educations
日期:	2023
上传时间:	2023-11-22 01:15:05 (UTC+0)
摘要:	2015 年聯合國的教育議程著重學習者的發展與認知能力，教育的目的，不只是脫離貧困或是幫助社會經濟發展，更應該培養國民民主的價值以及成為負責任的公民。十二年國民基本教育課程綱要的社會領域中，理財課程更加重視公共利益的目標，強調議題融入，加強「尊重」、「永續」、「正義」、「關懷」四項普世價值的實踐與重視，同時也回應了永續發展目標（Sustainable Development Goals），是故，本研究的目的為探討接受十二年國教課綱發展理財教育所培養之學童，是否能夠具備聯合國SDGs「目標八－促進包容並且永續的經濟發展，以達全面性且具生產力的就業機會，讓每一個人都能夠擁有一份好工作」與目標十二－確保永續的消費行為與生產模式」之概念，已成為良好的國民與世界公民。本研究發現透過調查發現：(1)社會領域理財課程實施有助於提升學生永續理財相關知識。(2)學童背景變項(零用錢多寡)對理財與消費行為分析，未達顯著性標準。(3)學童背景變項(教養方式)對消費行為與社會責任/公益概念分析，未能有效的解釋依變項。(4)學童背景變項(師長指導)對消費行為與社會責任/公益分析，有顯著差異。本研究據此結果提出建議，供家長、學校及後續研究之參考。 The United Nations' education agenda in 2015 focused on the development of learners and their cognitive abilities. The purpose of education is not only to alleviate poverty or promote socio-economic development but also to cultivate democratic values among citizens and foster responsible citizenship.In the social domain of the twelve-year basic education curriculum guidelines, the financial literacy curriculum places more emphasis on the goal of public interest. It emphasizes the integration of issues and emphasizes the practice and importance of four universal values: "respect," "sustainability," "justice," and "care." It also responds to the　SDGs. Therefore, the purpose of this study is to investigate whether students who receive financial education developed under the twelve-year national education curriculum can possess the concept of UN SDGs Goal 8 - "Promote inclusive and sustainable economic growth, employment, and decent work for all" and Goal 12 - "Ensure sustainable consumption and production patterns," making them responsible citizens both nationally and globally.Through the investigation, this study found that: (1) The implementation of financial literacy curriculum in the social domain helps enhance students' knowledge of sustainable finance. (2) Background variables of students (amount of pocket money) did not reach the level of significance in analyzing financial and consumption behavior. (3) Background variables of students (parenting style) did not effectively explain the dependent variables in analyzing consumption behavior and social responsibility/philanthropy concepts. (4) Background variables of students (guidance from teachers and parents) showed significant differences in analyzing consumption behavior and social responsibility/philanthropy. Based on these findings, this study provides recommendations for parents, schools, and future research as a reference.
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