HISTORIOGRAPHICAL ANALYSIS OF THE PROBLEM OF FORMATION OF DIGITAL FINANCIAL LITERACY OF UNIVERSITY STUDENTS

Abstract

The relevance and practical significance of historiographical analysis lies in obtaining data aimed at improving the practice of the functioning of the education system and improving the quality of the process of preparing students at the university within the framework of the problem under study. The purpose of this study is to develop provisions (prerequisites) that determine the need for the formation of digital financial literacy among university students. The scientific novelty is the structuring of the conducted historiographical analysis according to the developed criteria: a) the origin and development of the problem of financial literacy; b) the emergence of research in the field of digital literacy; c) the development of the theory and practice of the formation of digital financial literacy of students in universities. Within the framework of these criteria, three key stages of the historiographical analysis of the problem under study were identified: 1) the beginning of the 60s – 90s of the XX century; 2) the 90s of the XX century – until the end of the first decade of the XXI century; 3) since 2010 – to the present. At each historical stage, socio-economic, theoretical-methodological and experimental-practical prerequisites for the emergence and formation of the problem of digital financial literacy are identified, which allow to conclude that at the present stage of society’s development there is a persistent need for the formation of digital financial literacy of students who will be able to effectively use digital financial products and predict their financial future.