نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه مدیریت دولتی، دانشگاه پیام نور، تهران، ایران
2 استادیارگروه علوم تربیتی، دانشگاه پیام نور، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
The main objective of this study was to explore and identify the components of the governance system in teaching knowledge-based economics to children in schools. In this study, in addition to the conceptual distinction between "knowledge-based economics" and conventional financial literacy, attention was also paid to examining learning approaches, cognitive development, and institutional interactions. This study was qualitative in nature and conducted with a data-driven approach (Corbin and Strauss method). The data collection method was a combination of upstream document study and semi-structured interviews with policymakers and key stakeholders. The statistical population included top entrepreneurs in economic fields, university professors, education managers, and teachers in Kermanshah, who were selected through a purposive snowball sampling approach. It should be noted that the focus of the study on Kermanshah province is one of the limitations of the study that can affect the generalizability of the results. Data analysis using the continuous comparison analysis method led to the extraction of a paradigmatic model including six main categories (causal conditions, enabling conditions, central category, strategies, and consequences): Finally, the extracted paradigmatic model shows that the effective realization of the governance of knowledge-based economy education requires the synergy of policies, structures, and actors in a participatory governance system. By explaining the interaction between policy and executive factors, this model provides a comprehensive framework for policymakers and managers to promote children's economic literacy.
کلیدواژهها [English]
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