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DOI: 10.15507/1991-9468.029.202504.753­767

UDC 004.8:330­053.5

 

Artificial Intelligence as a Tool Developing Financial Literacy among Primary School Students

Vladimir V. Volodin
Cand.Sci. (Ped.), Associate Professor of the Chair of Pedagogy and Methods of Primary Education, Blagoveshchensk State Pedagogical University (104 Lenin St., Blagoveshchensk 675004, Russian Federation), ORCID: https://orcid.org/0000-0002-3220-0467, Researcher ID: LNR-5631-2024, SPIN-код: 5991-0374, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract
Introduction. The state policy aimed at improving the financial literacy of the population, the rapid digitalization of education, and the increasing role of artificial intelligence in teaching primary school students underscore the relevance of this research. However, the problem of forming financial literacy in primary school students through artificial intelligence technologies has not been a subject of special study. The aim of the research is to develop pedagogical conditions for the use of artificial intelligence as a tool for forming financial literacy in primary school students.
Materials and Methods. Experimental work was conducted at two schools in the Amur Region. The sample included 122 third­grade primary school students, divided into two experimental and two control groups. Financial literacy was analyzed using diagnostic tools developed by S.V. Surikova and Yu.A. Nikolskaya. Statistical differences in the formation of financial literacy among participants were assessed using the non­parametric Mann – Whitney U­test.
Results. Pedagogical conditions for the use of artificial intelligence have been developed, the implementation of which ensures the formation of cognitive, personal, and practical components of financial literacy in students. The use of tasks that enrich students’ knowledge of finances and financial and economic relations contributes to the development of skills in applying basic financial concepts in various life situations (cognitive component). The formation of responsibility for financial decisions is facilitated by students’ analysis of artificial intelligence outputs (personal component). Engaging primary school students in generating tasks using artificial intelligence stimulates their development of skills for making informed purchases and savings and for independent planning of ways to achieve financial goals (practical component).
Discussion and Conclusion. The research contributes to educational practice regarding the development of financial literacy among primary school students through the application of artificial intelligence technologies. The article’s materials can be useful for primary school teachers in the process of fostering financial literacy in students. Future research prospects include the search for alternative pedagogical conditions and the development of a model for forming financial literacy in primary school students through artificial intelligence technologies.

Keywords: artificial intelligence, financial literacy formation, primary school students, pedagogical conditions, AI tools

Acknowledgments: The author is thankful to anonymous reviewers for their constructive comments and recommendations for improving the article, and Emil A. Fominykh, a student of the Blagoveshchensk State Pedagogical University, for his help in organizing the research.

Conflict of interest: The author declares no conflict of interest.

For citation: Volodin V.V. Artificial Intelligence as a Tool for Developing Financial Literacy among Primary School Students. Integration of Education. 2025;29(4):753–767. https://doi.org/10.15507/1991­9468.029.202504.753­767

Availability of data and materials. The datasets used and/or analysed during the current study are available from the author on reasonable request.

The author has read and approved the final manuscript.

Submitted 06.05.2025;
revised 31.07.2025;
accepted 07.08.2025.

 

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