Value-semantic appropriation of financial norms by adolescents: pedagogical modeling of dilemmas in extracurricular activities

Abstract

The article examines the problem of transforming adolescents' financial education, oriented toward algorithmic skills, into a value-semantic one that ensures the formation of an individual's financial culture. The aim of the study is to substantiate and empirically verify the pedagogical mechanism of the value-semantic appropriation of financial norms through a system of specially constructed dilemmas in extracurricular activities. The methodology is based on a synthesis of axiological, system-activity, and subject-oriented approaches. The experimental part was implemented at municipal schools (experimental group = 58, control group = 60, aged 11-12). In the experimental group, an original program was introduced whose architectural core is the three-level modeling of value conflicts (micro-, meso-, and macro-levels) combined with a continuous reflective loop. The formation of financial literacy was diagnosed across three components using a validated set of methods. Statistical verification was carried out using Student's t-test and the Shapiro-Wilk test. The results of the ascertaining and control stages demonstrated a statistically significant positive dynamic in the experimental group across all diagnosed parameters (p<0.05). The increase was most pronounced in the motivational-value component: the share of adolescents with a high level of value attitudes rose by 10,3-12,1%. A qualitative analysis of the products of activity recorded a stable transition of students from an impulsive perception of money to strategic planning based on the values of responsibility and social solidarity.