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The purpose and main directions of economic education
for students of grades 5-6 in the general schools'
experience in developed countries
Oybek TURAKHANOV
1
Namangan State University
ARTICLE INFO
ABSTRACT
Article history:
Received April 2025
Received in revised form
15 May 2025
Accepted 25 May 2025
Available online
15 June 2025
In this scientific work, the purpose and main directions of
economic education for students of grades 5-6 of general
schools are studied based on the experience of developed
countries. Economic education plays an important role in the
formation of financial literacy, entrepreneurial skills, and a
responsible attitude to resources among young people. The
works analyze methods of teaching economic knowledge,
including theoretical foundations and practical exercises. The
experience of countries such as Finland, the USA, and Japan is
also considered. Special attention is paid to the issues of thrift,
rational use of funds, and the formation of entrepreneurial
foundations in students. The study highlights the importance of
using interactive and multimedia technologies in economic
education, as well as collaboration between schools, parents,
and the business community.
2181-
1415/©
2025 in Science LLC.
https://doi.org/10.47689/2181-1415-vol6-iss5/S-pp224-230
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
economics,
economic education,
waste,
economic literacy,
creativity,
creative economic thinking,
personal finance,
economic ethics,
career,
labor market,
finance,
entrepreneurship.
Umumta’lim maktablarining 5
-
6 sinf o‘quvchilariga
iqtisodiy tarbiya berishning maqsadi va o‘qitishning
asosiy yo‘nalishlari rivojlangan davlatlar tajribasi
ANNOTATSIYA
Kalit so‘zlar
:
iqtisod,
iqtisodiy tarbiya,
isrof,
iqtisodiy savodxonlik,
kreativlik,
Ushbu ilmiy ishda umumtaʼlim maktablarining 5–
6-sinf
o‘quvchilariga iqtisodiy tarbiya berishning maqsadi va asosiy
yo‘nalishlari rivojlangan davlatlar tajribasi asosida o‘rganilgan.
Iqtisodiy tarbiya yoshlarning moliyaviy savodxonligini,
tadbirkorlik
qobil
iyatini
va
resurslarga
mas’uliyatli
1
Deputy Dean on Academic Affairs, Faculty of Economics, Namangan State University.
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kreativ iqtisodiy tafakkur,
shaxsiy moliya,
iqtisodiy etika,
karyera,
mehnat bozori,
moliya,
tadbirkorlik.
munosabatni shakllantirishda muhim rol o‘ynaydi. Ishlarda
iqtisodiy bilimlarni o‘rgatish usullari, jumladan nazariy asoslar
va amaliy mashg‘ulotlar tahlil qilingan. Shuningdek, Finlandiya,
AQSh va Yaponiya kabi davlatlar
tajribalari ko‘rib chiqilgan.
O‘quvchilarda tejamlilik, mablag‘lardan oqilona foydalanish va
tadbirkorlik asoslarini shakllantirish masalalari alohida
eʼtiborga olingan. Tadqiqotda iqtisodiy tarbiyada interfaol va
multimedia
texnologiyalaridan
foydalanish,
shuningdek
maktablar, ota-
onalar va biznes hamjamiyati o‘rtasidagi
hamkorlikning ahamiyati taʼkidlangan.
Цели экономического воспитания и основные
направления
обучения
учащихся
5
-
6
классов
общеобразовательных школ: опыт развитых стран
АННОТАЦИЯ
Ключевые слова:
экономика,
экономическое
образование,
отходы,
экономическая
грамотность,
креативность,
креативное
экономическое мышление,
личные финансы,
экономическая этика,
карьера,
рынок труда,
финансы,
предпринимательство.
В данной научной работе изучаются цель и основные
направления
экономического
образования
учащихся
5-
6 классов общеобразовательных школ на основе опыта
развитых стран. Экономическое образование играет важную
роль в формировании у молодежи финансовой грамотности,
предпринимательских навыков и ответственного отношения
к ресурсам. В работе анализируются методы преподавания
экономических знаний, включающие теоретические основы
и практические занятия. Также рассматривается опыт таких
стран, как Финляндия, США и Япония. Особое внимание
уделяется формированию у учащихся бережливости,
рационального
использования
средств
и
основ
предпринимательства. В исследовании подчеркивается
важность использования интерактивных и мультимедийных
технологий в экономическом образовании, а также
сотрудничества школ, родителей и бизнес
-
сообщества.
INTRODUCTION
At a time when the transition to a market economy is taking place, it is especially
important to educate young people in economic thinking. First of all, students need to
have a complete, complete understanding of economic education. Economic education is
to develop in students the ability to think about thrift, hard work, initiative,
entrepreneurship, economic calculation, and at the same time, the ability to think about
the same. The content of economic education has been significantly enriched by Eastern
thinkers. For example, Muhammad Ibn Suso Al-Khwarizmi emphasizes the importance of
mathematics in human life. In his opinion, a person must know the science of calculation
and be good at their job. Then he can determine the results of his work through
measurements.
MAIN PART
In today’s globalization, a well
-rounded person must first receive economic
education. Because without economic education, without the skills and habits related to
it, a truly perfect person cannot exist. First of all, he must appreciate his labor and the
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labor of others, and must have scientific knowledge of the educational foundations of its
application in life. Economic education is built based on economic education. Education
finds its expression in the process of applying the above qualities in everyday life.
This problem is organized uniquely, that is, in a simple form, for primary school students.
It is impossible to instill economic information, culture, consciousness, skills, and habits
in young students at once. Therefore, it is an important task to initially instill in young
students an idea, understanding of the economy, and skills related to their application in
life. The economic knowledge of young students, which is characteristic of a
well-rounded person, is gradually formed inextricably linked with their age. Economic
awareness and culture are not formed all at once. The students' imagination in this area
requires direct formation in the educational process. Such responsibility falls on the
shoulders of the primary school teacher. This work is carried out during the four years of
primary education.
Thrift. Abu Nasr Al-
Farabi writes in his work “On the Achieving Happiness”:
“A person must know how to spend his money correctly. Being greedy in spending
money leads to stinginess. And spending m
oney without a plan leads to recklessness.”
Eastern thinkers paid special attention to the need to expand the economic thinking of
children in school and family settings, to teach them thrift, initiative, business acumen,
and economic calculation based on life experience.
“O child, do not be careless about accumulating wealth, and if you want to achieve
anything, strive so that it is accumulated honestly and is always lasting and pleasant to
you. If you have a lot of wealth, create it for work with fate and arrangement. Do not
forget that a little wealth created with fate and arrangement is better than a lot of wealth
without fate and arrangement. If the wealth is small, consider it obligatory to save it well,
because if everyone cannot save a little, then they cannot save a lot. If you get everything,
save two parts of a coin for the necessities of old age and weakness, and do not waste
them. Spend the remaining two parts on your adornment and tools.” [1]
There is a hadith that has been embedded in the minds of the people, which says,
“Those who work economically will not become poor.” It can be explained as follows:
“A person who does not control his expenses according to his income will end up in a
state of poverty, while a person who controls his expenses according to his income will
not be rich, but he will be able to protect himself from poverty.”
[2]
When it comes to the goals and objectives of economic education, first of all, the
good or bad of economics is directly related to thrift. Therefore, it is necessary to educate
children in the family about economics and the essence of income and expenditure.
This work is directly acquired by the student during school education. Therefore, one of
the important problems of today is to pay special attention to the formation of the basics
of economic understanding and skills in the students.
The wise say: "Work until you are prosperous and be content with little, until your
wealth is abundant, be gentle and sweet-spoken, and have many friends." Therefore, it is
not the work of a wise person to give away the treasure (wealth) that was acquired with
much pain through negligence and negligence. No matter how much you regret it after
becoming poor, it will not be of any benefit. Therefore, pile hardship on hardship until
your wealth is stable, and you will enjoy it.
However, no matter how precious wealth is, do not withhold it from your friends.
In any case, do not take your wealth to your relatives. But if your income is small, your
expenditure should also be of the same amount. Then you will not be afflicted by poverty.
Whoever spends less than their income will never be poor.
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The wise say, do not be wasteful in any matter, for the wasteful is always a loser.
But do not be harsh as if you were trying to make a living. Do not be stingy in the
necessary matters of your life. Do not oppress your soul: wealth is dear to many, but it is
not dearer than your soul. In short, do not give your hard-earned wealth to the greedy,
and do not trust in drunkards and gamblers. Do not make mistakes in accumulating
wealth, for if a person makes mistakes in his work, he will be deprived of happiness and
will be left without a place to rest, for I know that happiness lies in hard work. Therefore,
today's pleasure is the result of yesterday's labor.
Be worthy of your wealth. Do not covet the wealth of others, so that you may be
better and more honorable than all people. Consider your wealth as the wealth of others,
and consider the wealth of others as greater than your own, so that you may not betray
trusts and be known to the people for being truthful. The state comprehensively supports
the development of the creative economy and the creation of a favorable investment and
business environment in the creative industry. [3]
“
... There is a reason for every action. But the reason for poverty is waste. Waste is
not only in spending money, but also in food, hobbies, and speech. Waste deceives the
div, hurts the soul, distracts the mind, and kills the living.
”
The literal meaning of the word israf is to spend one's wealth on sinful activities or
to spend one’s wealth on petty and petty things, leaving nothing for oneself or one’s
children. It has been suggested that israf, in whatever form, consumes and destroys one’s
wealth. These relatable examples help students connect economic principles to their own
lives, making the learning process more engaging and meaningful. [4]
“A good journey, a beautiful life, and being economical in every matter are part of
the qualities”. Information about thrift fro
m the press, radio, and television, as well as
advice and reprimands from parents and elders, also have a positive impact on expanding
this understanding in children. [5] Another hadith states, “Allah is pleased with three of
you and is angry with three of you. It is said that wasting your wealth on inappropriate
things is one of them” (chapter 206, page 131). If you owe someone money, pay it back on
the day you promised”, the Kabusname emphasizes. A person should not put themselves
at risk for property, money, or wealth. Of course, property, money, and wealth are
necessary for every person; this is a requirement of life. However, in finding it,
compliance with the Constitution of the Republic of Uzbekistan and the rules specified in
other regulatory documents should not become an obstacle to the development of the
family, state, and society. In this area, entrepreneurship, initiative, honesty, and justice, if
implemented based on the interests of the people and the state, will bring effective
results. In tod
ay’s conditions of globalization and economic competition, increasing
economic literacy is an important task of every society. In particular, organizing
economic education for students in grades 5-6 of general education schools remains one
of the urgent pedagogical issues. Since at this age children are in the period of forming
the foundations of their economic behavior, it is important to convey economic concepts
to them and instill moral and ethical norms in them. This scientific work analyzes the
goals and main directions of economic education based on Uzbek and foreign experience.
The goal of economic education
The main goal of economic education in secondary schools is as follows:
1.
Increasing economic literacy: Developing students’ economic thinking b
y
explaining economic concepts, basic laws, and the content of economic life.
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2. Preparing for study and life: Providing students with basic knowledge of
economic planning, saving, and effective spending, and managing the family budget.
3. Forming responsible citizenship: Using economic knowledge, teaching students
respect for labor and entrepreneurial qualities.
4. Developing creative economic thinking: Developing the necessary skills in
students for innovative thinking and the implementation of new economic ideas.
Main directions of economic education
The following directions are of primary importance in economic education:
1. Formation of theoretical knowledge:
Fundamentals of a market economy: supply and demand, price formation,
concepts of consumption and savings.
Personal finance: budgeting, income and expense planning, financial discipline.
Economic ethics: principles of honesty, respect for labor, responsibility, and
commitment to public interests.
2. Practical exercises:
Solving economic problems through simulation games.
Organizing events (for example, mini-markets or business exhibitions).
Studying economic issues through the use of virtual and interactive learning
platforms.
3. Experience of Uzbekistan:
Decrees and resolutions of the President of the Republic of Uzbekistan on the
formation of economic thinking of youth.
Experience in conducting special lessons on the topic “National Economy and Our
Role”.
Training and practical seminars explaining economic activities for schoolchildren
within the framework of the “Young Entrepreneur” programs.
4. Social cooperation:
Involving local business representatives and entrepreneurs in the educational
process.
Encouraging parents to participate in the process of economic education.
Problems of economic education in Uzbekistan
Although positive steps have been taken to establish economic education in
secondary schools in Uzbekistan, there are some problems:
• Insufficient special training programs for teachers.
• Lack of economic education
materials and methodological manuals.
• Insufficient attention to practical exercises in economic education.
• The need to form an integrated approach to economic education in curricula.
Economic education is an important link in preparing the younger generation for
social life. The effectiveness of economic education can be increased by enriching the
experience of Uzbekistan with advanced foreign approaches. In this process, it remains
an urgent task to combine theoretical knowledge with practical exercises, interest
children in economic activity, and give them the necessary skills. In the future, it is
necessary to introduce pedagogical innovations to improve economic education
programs and make them more effective. Arming the younger generation with economic
knowledge and forming responsible, creative, and independent economic behavior in
them is an important condition for the development of society.
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We can cite some of the foreign experiences in providing economic education to
students in grades 5-6 of secondary schools:
Finnish model: Educational programs on economic literacy have been developed
for schoolchildren. Children are given practical skills in economic responsibility and
financial decision-making.
US experience: Through the Junior Achievement program, children are taught the
basic aspects of finance, entrepreneurship, and economics. This program is aimed at
developing economic thinking among young people. [6]
Indeed, the US Junior Achievement program is aimed at developing economic
thinking among schoolchildren, which includes the following main areas: Including:
1. Financial and budget management: Children are given skills to save, invest, and
shop responsibly.
2. Encouraging entrepreneurship: The program includes basic knowledge of
entrepreneurial activities, including practical exercises on drawing up a business plan
and implementing their ideas.
3. Career and labor market preparation: Children develop the skills necessary to
plan their future and succeed in the labor market.
4. Solving real economic problems: Through interactive games and simulations,
students are taught to understand the conditions of a market economy and find solutions
to economic problems.
Through this program, students are not limited to theoretical knowledge, but are
also guided to practical activities.
Japanese experience: The school conducts lessons on the formation of a “personal
savings culture”. During these lessons, students acquire skills in planning their budgets,
controlling daily expenses, saving money, and investing for the future. The lessons are
conducted interactively and are enriched with exercises aimed at solving financial
situations that are close to real life. In addition, there are special programs that teach
children to form economic behavior from an early age. For example, in Japanese schools,
“Savings and Money Management” trainings are conducted for children, where they are
taught the importance of saving, avoiding unnecessary expenses, and prioritizing their
needs. In addition, children are engaged in interactive tasks close to real life to develop
their economic planning skills.
The Japanese is a country with extensive experience in the use of multimedia
technologies in economic education and learning processes. Their experience includes
the following:
1. Interactive platforms: The Japanese are known for their intensive use of
interactive learning platforms. These platforms allow students to interact with each
other, encourage active participation, and enhance practice. For example, interactive
whiteboards and textbooks called “Smart Boards” provide students with opportunities
for self-learning, charting, and reinforcement of information.
2. Video lessons: Japanese teachers make extensive use of video lessons. They use
videos enriched with animations, graphics, and images to increase student interest and
motivation. This method allows students to easily learn concepts and reinforce practices.
3. Integration of texts: The Japanese use technology to integrate mathematical and
economic information in teaching mathematics, economics, and business lessons. Graphs,
diagrams, infographics, and statistics are widely used to analyze mathematical problems.
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4.
Virtual Reality (VR): Japanese teachers use VR technologies to turn students’
economic
concepts into practical applications. Students work in “VR classrooms” where
they can solve problems, conduct experiments, and business problems in a virtual world.
5. Games and simulations: The Japanese make extensive use of games and
simulations in their teaching process with students. Games are used as a key tool to
engage students in the process of mastering economic concepts, solving problems, and
making economic judgments.
The Japanese make extensive use of multimedia technologies in their education
systems, and this has led to great results. They make extensive use of technology in
economic education to increase student motivation, increase practice, and facilitate
understanding. These experiences can also be inspiring examples for other countries.
CONCLUSION
Providing economic education to students in grades 5-6 in secondary schools has a
significant impact on the future economic stability and development of society. Methods of
economic education implemented in Uzbekistan and abroad (for example, in the
experiences of Finland, the USA, and Japan) serve to form economic behavior in children,
make responsible financial decisions, and develop innovative thinking. By providing
students with economic knowledge, financial management, savings, and investment skills,
they are prepared for independent economic activity and successfully enter social life.
The use of foreign experience, including training students in savings and money
management in Japanese schools, teaching through interactive economic programs based
on the US Junior Achievement program and the Finnish model, is important for
improving economic education in Uzbekistan. However, in our country, it is necessary to
pay attention to the training of teachers, improving economic education materials, and
practical training.
Thus, economic education requires a comprehensive approach that includes not
only theoretical knowledge but also practical skills. For the effective implementation of
this process in Uzbekistan, it is necessary to apply pedagogical innovations and take into
account international experience. Through this, our young people will acquire economic
knowledge and develop the ability to think independently and innovatively, which will
create the foundation for their social and economic success.
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Yuz bir hadis. T., “Mehnat”, 1991, 38
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Turaxanov Oybek Davlataliyevich. YARATUVCHANLIK VA IQTISODIYOT O'RTASIDAGI
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