Abstract:

Financial literacy is an essential life skill for successful participation in modern society. Financial literacy not only contributes to personal and family financial well-being, but also influences a country's economic growth and investment culture. Financially literate people have the knowledge, skills and awareness to make financial decisions, are more knowledgeable about basic saving and consumption habits, loans, and understand the risks of high-speed credit. Countries with more sophisticated populations are also better able to weather economic shocks. Today's children are growing up in a multifaceted and complex world where they should be responsible for their own financial future. Research shows that young people in particular lack financial literacy skills, school leavers are not financially literate, unprepared for life, and have insufficient knowledge of tax, investing and saving. However, financial literacy from an early age would help children to make better and more responsible choices between different career options and study opportunities. Ultimately, all this would enable a young person to manage his or her financial resources - whether a daily allowance, a grant or a part-time job - and to develop responsible financial behaviour.
The aim of the study is to analyse the situation of students' financial literacy education in a secondary school.

The research sample is non-probabilistic convenience sampling. In order to reveal the situation of financial literacy education of students in the pro-gymnasium, a survey of teachers' experiences in the pro-gymnasium was conducted. 14 respondents took part in the study. The exactly defined sample was not foreseen, data were collected until they began to repeat and a decrease in their informativity became apparent. The study was carried out in March 2023.

Methodology:
Before conducting empirical research, scientific pedagogical, psychological, philosophical research methodological literature was analysed. A qualitative research strategy is chosen to achieve the aim of the study. The data were collected using the structured oral interview method.

Results:
The results of the empirical study revealed that in Lithuania, financial literacy education for pro-gymnasium students takes place only in random schools, and the quality of the education depends heavily on the motivation, commitment and competences of individual teachers. Financial literacy topics are fragmented in some subjects such as mathematics and technology. Educators believe that financial literacy is not only the responsibility of the school, but also of parents, social organisations and the business community. The empirical study has shown that the development of students' financial literacy requires a clear strategy and methodologies to integrate and consistently develop it in upper secondary schools, combining formal and non-formal education together. Students in upper secondary schools are encouraged to take part in different non-formal education activities and to develop an interest in financial literacy, which gives them confidence and freedom of choice. The most common non-formal activities used in upper secondary schools to develop students' financial literacy are: financial interactive games, simulations of business model choices through computer programmes, lectures by social partners, events outside school, field trips.

Keywords:

Financial literacy, Pro-Gymnasium, Informal activities.