Interdisciplinary Perspectives on Literature, Education, and Financial Literacy in Contemporary Society

Abstract

This article examines the relationship among literature, education, and financial literacy in contemporary society through an interdisciplinary perspective. It seeks to show that financial literacy should be understood not only as a technical or economic skill, but also as a socially and educationally embedded competence enriched by humanistic insight. The study adopted a qualitative conceptual review design based on document analysis and thematic synthesis. Five core sources on financial literacy education, student financial competency, determinants of financial literacy, and sustainability-oriented learning were analysed to identify recurring themes related to education, responsibility, decision-making, and social participation. The analysis revealed four major patterns. First, financial literacy is increasingly treated as a contemporary educational priority. Second, formal education functions as the principal mechanism through which financial literacy is developed. Third, financial literacy is shaped by multiple determinants, including contextual and social influences, rather than by instruction alone. Fourth, broader educational goals related to responsibility and sustainability open an interdisciplinary space in which literature can deepen financial understanding by illuminating ethical, social, and human dimensions of economic life. The study concludes that financial literacy is best understood as an interdisciplinary competence situated at the intersection of practical knowledge, educational structure, and reflective human understanding. Integrating literature into this discussion broadens the meaning of financial literacy and supports more socially responsive pedagogy in contemporary society.