Trends in financial literacy research in elementary social studies: A systematic literature review

This study aims to analyze research trends in financial literacy within elementary social studies learning through a systematic literature review (SLR) approach. The review adapted the PRISMA 2020 framework, covering the stages of identification, screening, eligibility, and inclusion. Data were collected from Scopus, ERIC, and Google Scholar, with publications limited to the 2021–2026 period. Of the 2,184 records initially identified, 10 articles met the inclusion criteria and were analyzed in depth. The findings indicate that research on financial literacy at the elementary level has grown considerably, yet it remains an insufficiently consolidated concept. Most studies still frame financial literacy as an individual competence, while its connection to social studies learning remains relatively limited. In addition, the most promising instructional strategies tend to be active, contextual, and meaningful. This study highlights the need to reposition financial literacy as a socio-economic competence within elementary social studies learning.