Global and European Money Week: Hanfa continues to strengthen the financial literacy of young people
The Global and European Money Week is being marked from 16 to 22 March 2026, once again highlighting the importance of financial literacy among children and young people, as well as the role of the education system in fostering a responsible attitude toward money. For Hanfa, this week is not merely a symbolic event but also an opportunity to further strengthen the activities it carries out throughout the year – from lectures in schools and universities to public campaigns and competitions focused on identifying financial fraud. This year’s activities are given additional relevance by the results of a survey conducted among primary and secondary school pupils, as well as teachers.
A total of 748 primary and secondary school pupils in Croatia took part in an online survey on financial knowledge, behaviour, and attitude toward money. Of the 427 secondary school respondents, 28% attend gymnasium programmes, 30% attend economic secondary schools, and 42% vocational programmes. Meanwhile, 321 primary school pupils completed the questionnaire: 25% were pupils in grades 1–4, 40% in grades 5–6, and 35% in grades 7–8. This sample structure provides insight into differences in financial knowledge and attitudes based on age and educational track.
The results show that pupils recognize the importance of managing money and generally express positive attitudes toward saving and responsible financial behaviour, though their financial knowledge often remains basic. It is important to note that the questions for primary school pupils were simpler and age‑appropriate, while those for secondary school pupils were significantly more demanding and largely comparable to questions from the OECD/INFE questionnaire used in international financial literacy research. The results of the survey among secondary school pupils point to a relatively low level of financial knowledge, particularly in understanding more complex concepts.
Pupils most frequently cite parents and family as their main sources of information about money, followed by school and the internet. This indicates that financial attitudes and habits are shaped through a combination of formal and informal environments. For this reason, financial literacy cannot remain an occasional or incidental topic; it must be continuously and systematically integrated into the educational process, supported by institutions whose expertise can ensure the quality and relevance of content.
An important part of the research focused on the views of educators. The questionnaire was completed by 112 primary school teachers and 48 secondary school teachers.
Most of them believe that financial literacy should be integrated into the curriculum as a fundamental part of education rather than addressed sporadically or through projects. At the same time, many respondents expressed strong motivation to work with pupils on this topic but also openly noted that they lack additional expert knowledge, high‑quality and age‑appropriate teaching materials, and systematic support. In other words, the interest and willingness exist, but tools and training are needed.
Regarding their own financial literacy, both primary and secondary school teachers generally demonstrate a solid level of basic knowledge and a strong awareness of the importance of responsible financial behaviour. Their results are largely comparable to those of the general population in the 2023 OECD/INFE financial literacy survey conducted in Croatia by Hanfa and the Croatian National Bank (CNB), suggesting that the education system is not exempt from the broader societal challenges in this area.
Like all citizens, teachers also face challenges arising from rapid changes in financial markets, increased digitalisation of financial services, and the growing number of financial fraud schemes. In such an environment, it is essential to provide them with ongoing, high‑quality information and opportunities for further professional development, not only so they can make informed and confident financial decisions themselves, but also so they can empower their pupils. Continuous teacher training is therefore crucial, both for following emerging trends and risks and for transferring knowledge effectively and confidently to pupils. Strengthening the competencies of educators also strengthens young people’s resilience to financial mistakes and fraud, contributing to a more stable and secure financial environment for society in the long term.
In this context, Hanfa is intensifying its activities during the Global and European Money Week. Hanfa’s representatives will participate in the Financial Literacy Week organised by the Faculty of Economics and Business in Zagreb, deliver lectures for secondary school pupils in cooperation with the Croatian Chamber of Economy, and take part in the Ministry of Finance’s event “Wise Today, Secure Tomorrow!”. In addition, Hanfa will continue holding numerous lectures for primary and secondary school pupils and university students, extending its year‑round educational efforts.
Particular attention will once again be drawn to the traditional student debate organised by Hanfa in cooperation with the CNB. This year’s topic, “Finance in the Era of Instagram and TikTok: Knowledge or Hype?”, directly addresses current challenges related to social media, the rise of finfluencers, and the activities of European supervisory authorities aimed at protecting consumers. The goal is to encourage young people to think critically and make responsible financial decisions in a digital environment.
During the Global and European Money Week, Hanfa will also announce the winner of its competition for secondary school pupils to create a video on the topic “Caught in the Web – Spot the Scam!”. In addition to recognition and symbolic prizes, the winning school will receive a smart board. The competition for primary school pupils, “Be the Hero of Your Story – Don’t Fall for a Scam!”, is also underway. Both competitions aim to raise awareness of the risks of financial fraud and strengthen the ability to recognize suspicious offers, which is particularly important in the context of increasingly sophisticated online scams.
The survey results clearly show that young people’s financial literacy requires systematic support, while teachers’ views confirm that the education system recognises its importance. For this reason, Hanfa uses training sessions, cooperation, and public initiatives to connect the regulatory framework with education and everyday life. Marking the Global and European Money Week thus becomes more than a symbolic campaign: it is a reminder that financial responsibility and resilience to fraud are built through knowledge, collaboration, and continuous learning.
