Setting and implementation of life goals as a tool for improving financial literacy of students

Problem and objective. In modern conditions, the problem of improving the financial literacy of students becomes relevant due to the need for the rapid development of the financial system, the expansion of the range of financial services, the emergence of new and often difficult for students to understand financial instruments. At the same time, there is an inability of student youth, and sometimes even unwillingness, to set life goals for themselves, especially in the financial sphere. The purpose of the article is to analyze the practice of setting and achieving life goals by students as a tool to improve their financial literacy. Research methods. The information base of the study is the scientific publications of scientists in the field of setting life goals and financial literacy of students, a comparison of the results of a questionnaire survey of 565 students from 29 Russian universities and an expert survey of 36 highly qualified specialists of Russian universities. Results of the study. The assessment by students of the importance of setting life goals indicates a misunderstanding by many students of the importance of this factor in ensuring their successful life. Less than half of the students surveyed (49.0%) set and achieve life goals in the field of finance on their own, the rest, due to their age and lack of experience, resort to the advice of relatives, friends and acquaintances (51.0%). The educational process at a university implies the development of students' skills in setting and achieving life goals, however, more than a third of the students surveyed (35.4%) believe that they have not yet acquired competencies that allow them to formulate and implement life goals, including in the field of finance. The majority of many students (32.2%) lack the practice of self-control of the results of their achievement of life goals. Against the background of a low level of goal-setting among students, their self-assessment of their own level of financial literacy also turned out to be at an unsatisfactory level. This confirms the necessity and importance of the educational technologies proposed by the authors. Conclusion. The scientific novelty of the research results lies in substantiating the importance of a competent setting and striving to achieve life goals as a significant tool for ensuring a high level of financial literacy among students. The proposed educational technologies help to increase the efficiency of the process of setting and implementing students' life goals, including goals in the field of finance.