{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,13]],"date-time":"2026-10-13T12:51:28Z","timestamp":1791895888377,"version":"4.3.4"},"update-to":[{"DOI":"10.12688\/f1000research.168866.1","type":"new_version","label":"New version","source":"publisher","updated":{"date-parts":[[2026,5,29]],"date-time":"2026-05-29T00:00:00Z","timestamp":1780012800000}},{"DOI":"10.12688\/f1000research.168866.2","type":"new_version","label":"New version","source":"publisher","updated":{"date-parts":[[2026,5,29]],"date-time":"2026-05-29T00:00:00Z","timestamp":1780012800000}}],"reference-count":31,"publisher":"F1000 Research Ltd","license":[{"start":{"date-parts":[[2026,5,29]],"date-time":"2026-05-29T00:00:00Z","timestamp":1780012800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100014538","name":"Lembaga Pengelola Dana Pendidikan","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100014538","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["f1000research.com"],"crossmark-restriction":false},"short-container-title":["F1000Res"],"abstract":"<ns3:p>Background Financial literacy is an essential competency for university students, especially those in economics education programs, as it supports effective money management and responsible decision-making. However, higher education curricula in Indonesia still emphasize theoretical aspects over practical financial skills, raising concerns about whether graduates are adequately prepared for financial challenges. Methods This study employed a qualitative content analysis to evaluate the integration of financial literacy within economics education curricula in Indonesia. Data were collected through curriculum document reviews, semi-structured interviews with economics educators, and student surveys. The analysis focused on identifying the extent of financial literacy integration and perceptions of curriculum effectiveness. Results The findings indicate that while fundamental topics such as budgeting and savings are widely covered, several critical competencies including risk management, investment diversification, insurance literacy, and digital financial tools remain insufficiently integrated into the curriculum. Students expressed a strong demand for more experiential learning approaches, such as case studies, financial simulations, and collaboration with industry partners. The results highlight a gap between theoretical instruction and the practical competencies required for effective financial decision-making. Conclusions The study concludes that strengthening economics education curricula requires the integration of applied financial literacy training, digital financial education, and industry collaboration to better prepare students for personal and professional financial challenges. While this research provides valuable insights, its qualitative scope presents limitations. Future studies with broader institutional coverage and quantitative approaches are recommended to generate more generalizable findings.<\/ns3:p>","DOI":"10.12688\/f1000research.168866.3","type":"journal-article","created":{"date-parts":[[2026,10,13]],"date-time":"2026-10-13T12:14:08Z","timestamp":1791893648000},"page":"1291","update-policy":"https:\/\/doi.org\/10.12688\/f1000research.crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Are We Truly Preparing Students for Financial Success? Insights from Economic Education Curricula in Indonesia"],"prefix":"10.12688","volume":"14","author":[{"ORCID":"https:\/\/orcid.org\/0009-0006-7276-8440","authenticated-orcid":false,"given":"Dwi Nanda","family":"Akhmad Romadhon","sequence":"first","affiliation":[{"name":"Bandung West Java Universitas Pendidikan Indonesia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Hari","family":"Mulyadi","sequence":"additional","affiliation":[{"name":"Bandung West Java Universitas Pendidikan Indonesia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Toni","family":"Heryana","sequence":"additional","affiliation":[{"name":"Bandung West Java Universitas Pendidikan Indonesia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ismeirita","family":".","sequence":"additional","affiliation":[{"name":"Bandung West Java Universitas Pendidikan Indonesia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2560","published-online":{"date-parts":[[2026,5,29]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"22-26","DOI":"10.1109\/IEEM55944.2022.9989646","author":"R Alamin","year":"2022","journal-title":"IEEE International Conference on Industrial Engineering and Engineering Management, 2022-December."},{"key":"ref2","doi-asserted-by":"publisher","first-page":"312-319","DOI":"10.36367\/ntqr.9.2021.312-319","article-title":"How the COVID-19 Pandemic Affected the Restaurants Sector in Portugal - Qualitative Thematic Analysis with the Support of MaxQDA.","volume":"9","author":"C Alonso","year":"2021","journal-title":"New Trends in Qualitative Research."},{"key":"ref3","doi-asserted-by":"publisher","first-page":"100690","DOI":"10.1016\/j.ijme.2022.100690","article-title":"Evaluating the role of simulation-based experiential learning in improving satisfaction of finance students.","volume":"20","author":"M Bakoush","year":"2022","journal-title":"Int. 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We appreciate the recognition of the study\u2019s relevance, methodological soundness, and contribution to the field of economics and financial literacy education. The reviewer\u2019s suggestions for further strengthening the theoretical framing and methodological clarity are well noted and will be carefully considered should revisions be required. Sincerely, Dwi Nanda Akhmad Romadhon (on behalf of the authors)","URL":"https:\/\/f1000research.com\/articles\/14-1291\/v3#referee-comment-15203","order":1,"name":"referee-comment-15203","label":"Referee Comment","group":{"name":"article-reports","label":"Article Reports"}},{"value":"10.5256\/f1000research.186083.r449277, Nicholas Renaldo, Achmad Tavip Junaedi, Institut Bisnis dan Teknologi Pelita Indonesia, Pekanbaru, Riau, 11 Mar 2026, version 1, 1 approved, 1 approved with reservations","URL":"https:\/\/f1000research.com\/articles\/14-1291\/v1#referee-response-449277","order":2,"name":"referee-response-449277","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"<b>Dwi Romadhon<\/b>; \n<i>Posted: 11 Mar 2026<\/i>; We sincerely thank the reviewer for the constructive and insightful comments. The suggestions have helped improve the clarity, methodological transparency, and analytical depth of the manuscript. Revisions made in response to each comment are summarized below. \n<b>1. Sampling size and coding reliability<\/b> Additional details have been added in the \n<b>Methodology section<\/b> to clarify the number of curriculum documents analyzed, interview participants, and student survey respondents. The coding procedure has also been clarified, including the use of a structured coding framework and expert discussion to ensure analytical consistency. \n<b>2. Qualitative nature of the study<\/b> The manuscript now more explicitly states that the study employs \n<b>qualitative content analysis<\/b>, focusing on thematic interpretation rather than statistical testing. \n<b>3. Strengthening theoretical framing and transparency<\/b> The conceptual framing and methodological explanations have been refined to improve clarity and analytical depth. \n<b>4. More specific results<\/b> The \n<b>Results section<\/b> now explicitly highlights key gaps in the curriculum, particularly regarding \n<b>risk management, investment diversification, and digital financial tools<\/b>. \n<b>5. Research questions<\/b> Clear research questions (\n<b>RQ1\u2013RQ3<\/b>) have been added at the end of the \n<b>Introduction<\/b> to guide the study. \n<b>6. Theoretical anchoring<\/b> The analysis is now more clearly linked to \n<b>curriculum design principles and Bloom\u2019s revised taxonomy<\/b> to strengthen the conceptual foundation. \n<b>7. Institutional selection criteria<\/b> The \n<b>Methodology section<\/b> now explains the rationale for selecting \n<b>Universitas Jambi and Universitas Pendidikan Indonesia<\/b>, including program relevance and accessibility of curriculum documents for in-depth qualitative analysis. \n<b>8. Deeper discussion<\/b> The \n<b>Discussion section<\/b> has been expanded to interpret the findings more analytically rather than simply restating the results. \n<b>9. More specific recommendations<\/b> The recommendations have been refined to include concrete suggestions such as integrating \n<b>risk management, digital finance topics, experiential learning approaches, and industry collaboration<\/b>. \n<b>10. Reducing repetition<\/b> The manuscript has been carefully edited to reduce repetitive statements and improve overall clarity. We appreciate the reviewer\u2019s positive evaluation and believe these revisions have strengthened the manuscript.","URL":"https:\/\/f1000research.com\/articles\/14-1291\/v3#referee-comment-15642","order":3,"name":"referee-comment-15642","label":"Referee Comment","group":{"name":"article-reports","label":"Article Reports"}},{"value":"10.5256\/f1000research.197628.r475787, Nurul Hidayana Mohd Noor, Universiti Teknologi MARA, Seremban, Negeri Sembilan, 05 May 2026, version 2, indexed","URL":"https:\/\/f1000research.com\/articles\/14-1291\/v2#referee-response-475787","order":4,"name":"referee-response-475787","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"<b>Dwi Romadhon<\/b>; \n<i>Posted: 06 May 2026<\/i>; We sincerely&nbsp;thank the reviewer for the constructive and insightful comments. We have carefully revised the manuscript to address all concerns. Below we provide a detailed, point-by-point response. \n<b>Comment 1: Insufficient empirical evidence on financial struggles in Indonesia<\/b> \n<b>Reviewer concern:<\/b> Need stronger empirical\/statistical grounding showing financial struggles are systemic. \n<b>Response<\/b> We agree. The Introduction has been substantially strengthened by incorporating recent national-level empirical evidence. \n<b>Revisions made<\/b> We added:  \n<b>OJK National Financial Literacy Survey (SNLIK 2022\/2024)<\/b>  Literacy vs inclusion gap (e.g., ~49% literacy vs &gt;80% access)   Evidence on:  Low investment participation High consumer debt vulnerability Youth financial fragility    \n<b>Inserted paragraph (example)<\/b> Recent national data indicate that financial literacy in Indonesia remains structurally limited. The OJK National Survey (SNLIK) reports that although financial inclusion exceeds 80%, financial literacy remains below 50%, indicating a significant capability\u2013access gap. This mismatch suggests that many individuals participate in financial systems without adequate understanding, increasing vulnerability to poor financial decisions, over-indebtedness, and exposure to financial fraud. \n<b>Impact<\/b>  Strengthens \n<b>problem urgency<\/b> Moves from \n<i>normative claim \u2192 evidence-based claim<\/i> Improves \n<b>editorial credibility (Q1 expectation)<\/b>   \n<b>Comment 2: Insufficient literature on importance of financial literacy<\/b> \n<b>Reviewer concern:<\/b> Literature base not strong enough to justify importance. \n<b>Response<\/b> We expanded the literature base with \n<b>high-impact and mechanism-driven studies<\/b>. \n<b>Revisions made<\/b> Added:  Meta-analysis: Kaiser &amp; Menkhoff (financial education effectiveness) Lusardi &amp; Mitchell (financial literacy \u2192 economic outcomes) OECD reports (global benchmarking) Behavioral finance perspective (biases, heuristics)  \n<b>Strengthening strategy<\/b> We moved from: \u201cfinancial literacy is important\u201d To: \u201cfinancial literacy operates through identifiable mechanisms affecting behavior, risk perception, and economic resilience\u201d \n<b>Impact<\/b>  Stronger \n<b>theoretical justification<\/b> Eliminates \u201cunder-cited claim\u201d weakness Aligns with \n<b>Scopus Q1 review expectations<\/b>   \n<b>Comment 3: Ambiguity of \u201cfinancial literacy standards\u201d<\/b> \n<b>Reviewer concern:<\/b> Term \u201cstandards\u201d unclear vs frameworks\/competencies. \n<b>Response<\/b> We clarified this concept explicitly and repositioned it analytically. \n<b>Revisions made<\/b> Added definition: \u201cFinancial literacy standards in this study refer to structured competency benchmarks that define expected knowledge, skills, and behavioral capabilities in personal finance, as articulated in national (OJK) and international (OECD) frameworks.\u201d Clarified distinction: TermMeaningStandardsBenchmark targets FrameworksConceptual structure CompetenciesMeasurable skills \n<b>Impact<\/b>  Removes conceptual ambiguity Improves \n<b>construct validity<\/b> Aligns with curriculum evaluation logic   \n<b>Comment 4: Weak theoretical grounding of financial literacy<\/b> \n<b>Reviewer concern:<\/b> Needs stronger theoretical foundation. \n<b>Response<\/b> We substantially reinforced the theoretical section. \n<b>Revisions made<\/b> Integrated:  \n<b>OECD Financial Literacy Framework<\/b>  Knowledge Behavior Attitudes   \n<b>Behavioral Economics<\/b>  Bounded rationality Financial decision biases   \n<b>Human Capital Theory<\/b>  Financial literacy as productive skill    \n<b>Inserted synthesis<\/b> Financial literacy is conceptualized as a multidimensional construct encompassing knowledge, behavior, and attitudes (OECD), shaped by cognitive limitations (behavioral economics), and functioning as a form of human capital influencing long-term economic outcomes. \n<b>Impact<\/b>  Upgrades from descriptive \u2192 \n<b>theoretically anchored<\/b> Strengthens \n<b>epistemic clarity<\/b>   \n<b>Comment 5: Methodological inconsistency (qualitative vs survey)<\/b> \n<b>Reviewer concern:<\/b> Survey implies quantitative \u2192 inconsistency. \n<b>Response<\/b> This is a critical point. We corrected positioning. \n<b>Revisions made<\/b> We explicitly redefine design as: \n<b>\u201cqualitative-dominant mixed methods (QUAL + quan)\u201d<\/b> Clarifications added:  Survey = \n<b>supporting perception data<\/b> No statistical inference Used for \n<b>triangulation only<\/b>  \n<b>Inserted justification<\/b> The short survey serves as complementary evidence to support qualitative interpretation rather than as a basis for statistical generalization. \n<b>Impact<\/b>  Resolves \n<b>design inconsistency<\/b> Protects methodological coherence Prevents reviewer escalation   \n<b>Comment 6: Recommendations too general<\/b> \n<b>Reviewer concern:<\/b> Need concrete examples \/ best practices. \n<b>Response<\/b> We expanded this section significantly with applied cases. \n<b>Revisions made<\/b> Added: \n<b>Concrete examples<\/b>  \n<b>Financial Trading Rooms (FTR)<\/b> \n<b>Simulation-based investment learning<\/b> \n<b>Fintech-based budgeting tools<\/b> \n<b>University\u2013industry collaboration models<\/b>  \n<b>Example insertion<\/b> For instance, Financial Trading Rooms implemented in several universities allow students to engage with real-time market data, enabling experiential learning that significantly enhances financial decision-making skills. \n<b>Impact<\/b>  Moves from \n<b>generic \u2192 actionable<\/b> Improves \n<b>policy relevance<\/b> Enhances \n<b>practical contribution<\/b>","URL":"https:\/\/f1000research.com\/articles\/14-1291\/v3#referee-comment-16135","order":5,"name":"referee-comment-16135","label":"Referee Comment","group":{"name":"article-reports","label":"Article Reports"}},{"value":"10.5256\/f1000research.197628.r475790, Mohammad Rakibul Islam Bhuiyan, Lisa Mani, Begum Rokeya University, Rangpur City, 12 May 2026, version 2, indexed","URL":"https:\/\/f1000research.com\/articles\/14-1291\/v2#referee-response-475790","order":6,"name":"referee-response-475790","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"10.5256\/f1000research.197628.r475788, Ratih Kusumawardhani, Universitas Sarjanawiyata Tamansiswa, Yogyakarta, Special Region of Yogyakarta, 18 May 2026, version 2, indexed","URL":"https:\/\/f1000research.com\/articles\/14-1291\/v2#referee-response-475788","order":7,"name":"referee-response-475788","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"This work was supported by the Indonesian Education Scholarship (BPI) under the Ministry of Education, Culture, Research, and Technology, managed by PPAPT Kemdiktisaintek and the Indonesia Endowment Fund for Education (LPDP). The funding agencies had no role in study design, data collection, analysis, or manuscript preparation. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.","order":8,"name":"grant-information","label":"Grant Information"},{"value":"This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.","order":0,"name":"copyright-info","label":"Copyright"}]}}