ADULT FINANCIAL EDUCATION: WHAT DO (AND DON'T) WE KNOW ABOUT FOSTERING FINANCIAL CAPABILITY AND WELL-BEING?

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Bibliographic Details
Title:	ADULT FINANCIAL EDUCATION: WHAT DO (AND DON'T) WE KNOW ABOUT FOSTERING FINANCIAL CAPABILITY AND WELL-BEING?
Authors:	Jennings, Amanda Brooke¹ amanda@educace.org, Hughey, Paul D. paul.hughey@diplomasender.com
Source:	COABE Journal: The Resource for Adult Education. Spring2026, Vol. 15 Issue 1, p9-15. 7p.
Subject Terms:	Program effectiveness (Education), Educational equalization, Economics education, Learning strategies, Financial literacy, Economic security
Geographic Terms:	United States
Abstract:	Low levels of financial literacy in the United States, coupled with persistent disparities across demographics, have heightened calls for more effective adult financial education. Although strong associations exist between adults' financial knowledge, behaviors, and outcomes, far less is known about whether--and how--increasing financial knowledge leads to meaningful changes in financial capability and well-being. This article synthesizes the current research on adult financial education, highlighting the field's underlying assumptions, available curriculum models, and limited but informative evidence base on program effectiveness. Existing studies point to promising practices, such as providing actionable, timely information, supporting motivation, and offering ongoing guidance. Yet, no fully evidencebased adult financial education model currently exists, and much of what is known about educators, learners, and instructional strategies may not reflect the current state of adult education. We argue that the field lacks a comprehensive, contemporary understanding of who delivers financial education, who participates, what programs entail, and what outcomes they produce. We conclude by identifying critical gaps and proposing new lines of inquiry, including a shift toward community-centered conceptions of financial capability and wellbeing. Collaborative research and practice are needed to build an evidence base that advances equitable and effective adult financial education. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Low levels of financial literacy in the United States, coupled with persistent disparities across demographics, have heightened calls for more effective adult financial education. Although strong associations exist between adults' financial knowledge, behaviors, and outcomes, far less is known about whether--and how--increasing financial knowledge leads to meaningful changes in financial capability and well-being. This article synthesizes the current research on adult financial education, highlighting the field's underlying assumptions, available curriculum models, and limited but informative evidence base on program effectiveness. Existing studies point to promising practices, such as providing actionable, timely information, supporting motivation, and offering ongoing guidance. Yet, no fully evidencebased adult financial education model currently exists, and much of what is known about educators, learners, and instructional strategies may not reflect the current state of adult education. We argue that the field lacks a comprehensive, contemporary understanding of who delivers financial education, who participates, what programs entail, and what outcomes they produce. We conclude by identifying critical gaps and proposing new lines of inquiry, including a shift toward community-centered conceptions of financial capability and wellbeing. Collaborative research and practice are needed to build an evidence base that advances equitable and effective adult financial education. [ABSTRACT FROM AUTHOR]
ISSN:	27719375