FINANCIAL LITERACY TRANSDISCIPLINARY APPROACH IN EDUCATION: BIBLIOMETRIC ANALYSIS OF SCOPUS

Romero-Carazas R.; Espiritu-Martinez A.P.; Villa-Ricapa L.F.; Núñez-Palacios E.L. · Bibliotecas, Anales de Investigacion (2023)

Resumen

Objective: the objective of this study was to analyze the scientific production in Scopus on financial literacy with a transdisciplinary approach in education between 2005 and 2023. Design/Methodology/Approach: this was a bibliometric analysis that defined the metrics of scientific production. The indicators were obtained from 535 documents chosen from the Scopus database using keywords in English (financial literacy, transdisciplinary education). Results/Discussion: the results show that between 2016 and 2022 there was a remarkable rebound in the number of papers published on the subject (75.7%). The highest scientific production rate is found in the United States (17%; n=121), and the highest publication rate is found at Griffith University (n=11). Sustainability Switzerland published 23 papers, while the most cited journal was the Journal of Consumer Affairs with 1128 citations, with author Lusardi, A. (n=10 papers) being the most cited (n=1688). Conclusions: it is concluded that financial literacy with a transdisciplinary approach in education has developed in production, authorship and thematic variety, providing the knowledge and skills to maximize and protect financial wellbeing through a prudent use of financial instruments and services. Originality/Value: Financial literacy in education develops the ability to use and understand a range of financial tools and resources to assess potential financial risks and opportunities.

Instituciones: Universidad Peruana Los Andes; Universidad Nacional Autónoma Altoandina de Tarma