The recently published results of the international PISA survey from 2022 showed that the Czech fifteen-year-old students are not at all bad with orientation in financial matters. OF

a total of 20 countries (14 of which are OECD member countries) that participated in the survey, the Czech Republic took the fifth position. While the OECD average was 498 points, the Czech result was 507 points.

Domestic fifteen-year-olds even surpassed their American, Austrian or Norwegian peers. AND although the Czech pupils recorded a result that was six points worse than in 2012, it is based on the final report of the investigation on a statistically insignificant result. An imaginary warning finger should still be the finding that pupils from poorer backgrounds show significantly lower financial literacy ratios. Only 70 percent of them said that they know how to manage money (for children from richer families 80 percent answered this way).

That is why one of the experts' recommendations is: Financial literacy needs to be strengthened precisely in schools that are attended to a greater extent by pupils from disadvantaged families.

But teaching financial literacy is one of those disciplines where much more matters

quality rather than quantity. Financial literacy can be taught in many ways, starting from scratchprojection of a PowerPoint presentation, through interactive web applications to, for example, the so-called experiential education.

It offers a rather handy guide to financial literacy, including materials for teaching it

website of the Czech National Bank. However, educators do not have to rely only on materials, which serve to teach them financial literacy in a kind of traditional form. There is a total on the market today a number of commonly available applications that, with the acquisition of correct financial habits they will help. Mainstream banks started activities that focused on credit risks, in particular i.e. to prevent people from falling into a debt trap due to so-called credit scammers and in general, they were wary of non-bank credit organizations.

However, even this teaching did not have time to respond to the rapid development of financial and investment online tools. That's why investment companies and brokers came up with their demo investing programs, which serve clients for so-called dirty trading. Based on these experiences specialized online courses and schools that respond to demand then began to emerge from the practice an increasingly broad population that wants to trade and invest on its own, to be a stock market for itself a broker or investor who does not want to be limited by time or space boundaries.

One such school is our Axil Academy. It is not better when after absorbing the foundations

economics and business, you continue your practical education based on real

business cases.

But back to the theoretical foundations and the question of how to engage pupils and students in teaching financial literacy. Experiences have become a real "bomb" in the segment of the youngest education. It is about teaching financial literacy using the methods of experiential pedagogy.

To put it simply, it is about acting out a certain situation, which the pupils can also encounter in their own to the family, when the parents decide, for example, how much money they have to spend on regular payments each month,

how much they save and how they deal with the need for an extraordinary cash outlay.

Divadlo forum operates in this field in the Czech Republic, whose performances can be performed by domestic schools

order. The benefit of experiential pedagogy lies in the fact that students see with their own eyes model situations that can occur in families, and subsequently get involved in the game themselves and to try out how easy or difficult it is to some adverse impact of a certain

financial decision to prevent.

In short and well, there are options for increasing the financial literacy of domestic students

in the current Czech market, an overwhelming amount. In the end, however, it always depends on the specifics to the teacher, but also to the parents, how much he wants to pay attention to the pupils (children) in this regard.