This research aims to address the questions; Do students' self-confidence in life skills increase from participation in the Adulting 101: Real Skills for Real Life course? How do students describe their self-confidence before and after taking the life skills course? What results emerge from comparing the qualitative data about students’ self-confidence with outcome quantitative data measured on the life-skills questionnaire? The study represents a mixed methods QUAN + qual design using a convergent design with a questionnaire variant. The qualitative data explored self-confidence in students by using their wording on the questionnaire and were combined with the quantitative results to further explain the phenomenon. Quantitative data was evaluated first through t-test findings that showed students significantly increased self-confidence after completing the Adulting 101: Real Skills for Real Life course. The qualitative data were categorized into two major themes: a real sense of self-confidence in adult skills and a false sense of self-confidence in adult skills; however, both themes portrayed an increase in student self-confidence after the Adulting 101 course, further explaining the phenomenon shown in the quantitative data, deepening the understanding of student self-confidence regarding essential life skills.

In light of recent inflation and economic instability, many consumers are experiencing heightened financial stress. Financial stress can be defined as the inability to meet one’s financial needs. Financial stress influences negative self-perception, attitudes, beliefs, as well as declines in physical and emotional health. The Consumer Financial Protection Bureau (CFPB) relies on personal finance experts to monitor consumer financial stress and well-being. In 2009, O’Neill gathered twenty case studies useful in financial education training programs. The goal of our project was to replicate Dr. O’Neill’s publication for relevance to the current economic landscape and common familial demographics. In fall 2023, finance professionals convened at the Consumer Financial Protection Bureau (CFPB) headquarters to discuss approaches to addressing common client scenarios resulting in thirty-five consumer financial stress case studies on matters of debt, credit, savings, and general money management. Financial planning researchers then engaged graduate students in refining the scenarios and defining comprehensive scenario solutions. The session offers a review of the CFPB convening associated case studies and applications of the case studies for personal finance researchers, practitioners, coaches, educators, and counselors.

Reference: O'Neill, B. (2009). Increasing Financial Literacy: 15 Interactive Financial Activities. Journal of Family and Consumer Sciences, 101(3), 49-50.

Introduction: While course design has traditionally emphasized cognitive competencies, the often-overlooked affective domains, as developed by David Krathwohl, a collaborator of Bloom, hold equal value. The imperative to prioritize learning outcomes within the affective domain is gaining recognition in the field of financial literacy. This case study illustrates the development of a financial literacy course that incorporates affective competencies and assessments. Integrating affective domain outcomes alongside cognitive domain outcomes offers a more comprehensive and pragmatic approach to educating individuals about financial matters.
Methods: Following the initial course conceptualization, this study is guided by two research questions: 1) How can assignments be crafted to align with affective learning outcomes in a financial literacy course, in addition to cognitive outcomes? 3) What is the relationship between learning outcomes and assessment of achievement?
Findings: The research, facilitated by qualitative analysis of 60 student assessments, demonstrates that the integration of affective outcomes results in students cultivating a healthy and positive attitude toward managing their finances.
Conclusions: Affective outcomes are valuable tools for incorporation into financial literacy classes. The next phase of research involves assessing their external validity when applied in various financial courses, with diverse student populations, and across different points in time.

The aim of home economics education is to enable students to lead an independent and responsible life, especially in the areas of nutrition and consumption. This is a relevant task of education in general with potential for societal challenges (e.g. health, sustainability), but in most federal states in Germany home economics is not established as a compulsory subject. In the federal state of Baden-Württemberg, it is an elective subject in secondary schools with extensive teaching. So far, there have been no studies on the effectiveness of teaching.

The study examines the life skills of young adults in a qualitative design. The data is based on group discussions with different groups of people who had taken Home Economics as an elective during their schooling and those who had not, about five years after leaving school in Baden-Württemberg. Preliminary results indicate a more differentiated understanding of the framework conditions of everyday life as well as a practice-oriented approach to everyday tasks such as food preparation. The results can provide a basis for the professional policy work and the development of teacher education.

Introduction: This study assesses the attitudes of 400 high school financial literacy teachers in the United States regarding the integration of artificial intelligence (AI) technologies into their classrooms. Additionally, the study seeks to identify the obstacles and apprehensions associated with the adoption of AI in their teaching practices.
Methods: Through analyzing survey data, we aim to answer the following research questions:
1. What attitudes do high school financial literacy (HSFL) teachers hold toward the adaptation of AI technologies in their classrooms?
2. To what extent do HSFL teachers perceive AI as beneficial for enhancing student understanding of financial concepts?
3. What are high school financial literacy teachers’ perceptions of barriers and concerns in implementing AI technologies in their financial literacy instruction?
Findings: To answer these research questions, the study uses different statistical techniques, including descriptive, factor analysis (to uncover underlying dimensions within attitudes, barriers, or concerns), and correlations to identify any significant differences in attitudes based on independent variables (e.g., age, teaching experience). Additionally, regression analysis will explore the predictive relationship between these independent variables and attitudes towards AI.
Conclusions: Results will provide valuable insights into HSFL teachers’ attitudes, use, barriers, and concerns related to AI in financial instruction.

Young people go through many transitions on the path toward adulthood, such as moving out of family homes, completing education, and finding employment. Young people in vulnerable life situations often lack essential daily living skills, such as cooking, cleaning, financial literacy, and maintaining daily routines. Prior studies show the challenges of transition phases and underscore the need for practical support. However, support policies frequently prioritize educational and employment objectives and neglect the importance of daily well-being.

Our study explores the potential of group-based household counseling to enhance young people’s engagement with daily life. The research data consist of thematic interviews with counselors (n=11) affiliated with a Finnish NGO in the household sector that offers skills training to vulnerable young people. Through content analysis, our study indicates that the counselors highlighted the importance of supporting young people’s social relationships and basic skills, often practiced through collaborative activities and shared meals, and that group-based activities provide tools for building daily rhythms and routines, which may support young people to attend studies and work. The study emphasizes that vulnerable young people need support in life skills and not just in finding and retaining employment.