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Роль школьной информатики в цифровой финансовой грамотности
The purpose of the article is to show the leading role of economic informatics in updating financial education, increasing its effectiveness and practical orientation. The possibilities of enriching the school course in computer science with mini-cases of economic content are discussed, which enshrine in practice the basic elements of digital financial literacy and the foundations of information entrepreneurial culture. The study is based on an analysis of the work of domestic and foreign researchers on the problems of improving financial literacy, and the key results of a three-year series of online surveys of visitors to the State and Municipal Services in St. Petersburg portal in terms of financial literacy conducted in 2019-2021 by the St. Petersburg Finance Committee are also used. The article adds information and analytical emphasis to the refinement of the definition of “digital financial literacy”, which includes conscious competence at the level of financial decision-making in a high-tech digital information environment. The analysis of information obtained from the processing of data relevant at the time of the conclusion of the contract is necessary for the market participant to successfully achieve his financial goal. The basic and publicly available tools for modeling financial decisions are spreadsheets. As part of the inter-subject integration of mandatory disciplines, it is proposed to supplement the theoretical financial literacy course newly introduced into the school curriculum with the experimental work of high school students and students of secondary vocational education with economic calculations in spreadsheets. This approach will be useful for subject teachers interested in interdisciplinary cooperation, the development of functional literacy of students, the implementation of activity and project approaches to consolidating theoretical knowledge. From the point of view of deepening the digital maturity of broad financial education, it can also be recommended for organizing optional after-school work for high school students and self-education practices for school graduates.