Financial Literacy Education in Vietnamese Schools: Current Practices and the Adaptation of International Models

Abstract

This study examines the current state of financial literacy education in Vietnamese schools and explores the applicability of international financial education models to the Vietnamese context. A qualitative policy analysis, supported by descriptive survey data from 373 high-school students, was employed to evaluate curriculum integration, instructional practices, institutional support, and student demand. The findings indicate that financial education in Vietnam remains fragmented, with learning occurring mainly through self-study, parents, and school rather than a coherent curriculum. Although students demonstrate strong demand for financial education, current implementation lacks progressive learning pathways, competency-based assessment, and practical teaching approaches. Drawing on international experiences, the study identifies crosscurricular integration, experiential learning, digital financial literacy, and competency-based assessment as the most adaptable practices for Vietnam. The study recommends a contextsensitive approach that strengthens curriculum integration, teacher capacity, and stakeholder collaboration to enhance financial capability and support long-term human capital development.