Conference Program

International scientific literature highlights the presence of a persistent gender gap in financial literacy. Numerous studies conducted by the OECD (2020) show that, in many countries, women achieve on average lower scores than men in financial literacy assessments.

The Italian context reflects a similar situation. Having a bank account, managing one’s money consciously, and making informed financial decisions: economic independence represents a fundamental condition for women’s freedom and emancipation. However, as reported by the Edufin Index 2025, women score on average five points lower than men in financial competencies—specifically 54 points compared to 59. Gender stereotypes, according to which women are perceived as less capable of possessing and managing financial resources, significantly contribute to this gap. These misconceptions affect girls from the early years of schooling, when they begin to develop lower confidence in their mathematical and financial abilities (Agasisti, 2022).

The literature agrees that this gap cannot be attributed to innate differences in abilities, but rather to structural and socio-cultural factors.

Within this framework, financial education emerges as a tool of empowerment capable of acting not only at the cognitive level but also at the social and cultural levels. It goes beyond the mere transmission of technical knowledge by fostering the development of decision-making skills, informed attitudes, and confidence in one’s capacity to manage financial resources. International studies show that targeted educational programs can positively influence behaviours such as savings planning, debt management, participation in financial markets, and retirement preparation. In particular, they can support women in achieving greater economic autonomy and reduce conditions of vulnerability related to financial dependence or job instability (Bottazzi & Lusardi, 2021).

From a pedagogical perspective, this implies designing educational pathways that are attentive to the diverse life experiences and social conditions of boys and girls. In this direction, the theoretical contribution of Paulo Freire emphasizes the importance of dialogic and contextualized learning processes that foster the development of critical awareness of the economic and social structures shaping everyday life (1971).

In light of these considerations, schools represent a privileged context for promoting financial education from the earliest stages of the educational pathway (Parricchi, 2023), as also recommended by the OECD (2020). Within this perspective lies the experience developed within the Primary Teacher Education program at the University of Trieste, carried out in collaboration with the Banca d'Italia as part of the Edufin project. Introduced from the first year of compulsory indirect practicum, the initiative aims to support the design of multidisciplinary teaching activities focused on financial education. The project pursues a dual objective: on the one hand, to reduce the potential gap in economic and financial competencies among future teachers; on the other, to prepare them to address these topics in a conscious and pedagogically effective way within early childhood and primary education.

This contribution therefore aims to reflect on the role of initial teacher education as a strategic lever for promoting a more equitable and inclusive financial culture, capable of counteracting gender inequalities from an early stage.