Students’ Perspectives of Transdisciplinary Financial Literacy Education in Ontario


  • Murdoch Neil Matheson Queen's University
  • Christopher DeLuca Queen's University
  • Ian Alexander Matheson Queen's University



financial literacy education, transdisciplinary education, student perspectives, Ontario curriculum, curriculum studies


In increasingly uncertain economic times, education curricula around the world are changing to include the topic of financial literacy for students. This article reports the findings of a financial literacy study that examined the perspectives of students on their experiences with transdisciplinary teaching and learning of personal financial literacy. In this study, 344 post-secondary students reflected on their educational experiences in Ontario secondary schools by completing a quantitative survey composed of questions and self-assessments related to personal financial literacy curricula. While students felt that personal financial literacy education was important, they felt that there was a need for more knowledge and understanding in secondary school. Further, survey data identified variations in the personal financial literacy education students received that was linked to the stream (advanced or general) students were enrolled in. The findings are discussed, with particular attention to how students’ perspectives can inform policy and curriculum design moving forward.


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How to Cite

Matheson, M. N., DeLuca, C., & Matheson, I. A. (2023). Students’ Perspectives of Transdisciplinary Financial Literacy Education in Ontario. Journal of the Canadian Association for Curriculum Studies, 20(2-3), 103–119.