Comparative Analysis of Economic Literacy Across High Schools in Europe

Thesis Abstract

This study investigates economic literacy levels among high school students across Europe to address inconsistent performance and uneven access to quality economics education. The problem stems from heterogeneous curricula, varied teacher preparation, and disparate assessment practices that contribute to gaps in fundamental economic understanding essential for informed citizenship and labor market resilience. The aim is to quantify and compare economic literacy across European high schools, identify curricular and educational practice factors associated with higher literacy, and offer policy and instructional recommendations to close regional disparities. Specific objectives are (1) to measure economic literacy using a standardized assessment administered to a representative sample of students aged 15–17; (2) to compare literacy levels across European regions (Northern, Southern, Western, and Eastern Europe) and by school type (public vs. private) and urban-rural settings; (3) to examine the role of curriculum length, instruction time, teacher qualifications, and use of active learning strategies in predicting literacy scores; (4) to test for gender differences and socioeconomic status effects on economic literacy; and (5) to develop a cross-national model linking curricular characteristics to literacy outcomes. A mixed-methods design is employed, combining cross-sectional survey data with supplementary qualitative insights. The population comprises secondary schools in 20 European countries selected to reflect diverse educational systems. A stratified random sampling approach yields a target sample of 1,200 schools and approximately 36,000 students. Data collection instruments include a standardized economic literacy assessment adapted from the OECD/PISA framework, a teacher/administration survey capturing curricular hours, instructional approaches, teacher qualifications, and availability of resources, and student background questionnaires for socioeconomic indicators. The instruments are validated through a pilot study (n=2,400 students) and expert reviews, with reliability established via Cronbach’s alpha (? ? 0.80) for the literacy scale and composite indices for curricular variables. Data collection occurs over two academic years to account for curricular calendars and assessyear effects. Analytical strategies employ both quantitative and qualitative techniques. Descriptive statistics summarize literacy scores and demographic characteristics. Multivariate regression analyses (random-effects GLS) estimate the associations between literacy outcomes and predictors such as curricular duration, instructional practices, teacher qualifications, and resource availability, controlling for country fixed effects. ANOVA and post hoc comparisons examine regional disparities, while hierarchical linear modeling tests cross-level interactions between student background and school-level factors. Propensity score matching addresses potential selection biases between school types. Structural equation modeling (SEM) tests a hypothesized model in which curricular characteristics influence literacy directly and indirectly through engagement and conceptual understanding. For qualitative insights, thematic analysis of interviews with 60 teachers and 40 school leaders identifies contextual factors shaping implementation, with triangulation against survey results. Key expected findings include significant inter-country and regional variation in economic literacy, with higher scores in Northern and Western Europe relative to Southern and Eastern regions. Teacher qualifications and greater instructional time dedicated to economics, plus the adoption of inquiry-based and problem-based learning, are anticipated to be positively associated with literacy outcomes. Socioeconomic status and gender may show modest effects, with interaction terms indicating that resource-rich schools magnify beneficial instructional practices. The study is expected to reveal that curriculum alignment, practical applications of economic concepts, and access to authentic data sources (e.g., inflation, unemployment statistics) contribute to higher literacy scores. The study contributes to knowledge by providing the first harmonized cross-national assessment of economic literacy in European high schools using a comprehensive, theory-informed approach that integrates structural and classroom-level determinants. It informs policymakers about the most impactful levers—curricular time allocation, teacher preparation, and active learning practices—for improving economic literacy consistency across Europe. Recommendations include standardizing core economics outcomes within national curricula, investing in teacher professional development focused on inquiry-based methodologies, expanding access to authentic data and digital learning tools, and implementing region-specific interventions to address persistent disparities. The findings should guide the European Education Policymaking agenda toward equitable, high-quality economics education that supports informed economic decision-making among youth.