FINANCIAL EDUCATION FOR HIGH SCHOOL STUDENTS: PRACTICES IN THE UNITED STATES OF AMERICA AND IMPLICATIONS FOR VIETNAM

Abstract

In the context of globalization, rapid financial market expansion, and increasing access to modern financial products among adolescents, financial education has become an essential component of secondary education. This study examines financial education for high school students in the United States and draws implications for Vietnam through a qualitative comparative approach based on document analysis and content synthesis. The study reviews curricular frameworks, policy documents, and empirical studies with emphasis on curriculum content, pedagogical methods, and assessment practices. The findings show that financial education in the United States of America has been developed in a relatively systematic manner with three major domains: fundamental economics, personal finance, and broader institutional and policy-related financial frameworks. Instruction is implemented through diversified materials, technology integration, active learning, and real-life application, while learning outcomes are assessed through tests, assignments, and projects. Based on these findings, the study suggests that Vietnam establish explicit financial literacy competencies, strengthen interdisciplinary integration, promote experiential learning, diversify assessment methods, and enhance teacher preparation to build a comprehensive financial education ecosystem.