THE GUIDELINES FOR PROMOTING FINANCIAL LITERACY AMONG STUDENT TEACHERS AT VALAYA ALONGKORN RAJABHAT UNIVERSITY UNDER THE ROYAL PATRONAGE

Abstract

This survey study aimed to 1) study the financial literacy levels of student teachers, 2) compare their financial literacy by gender, cumulative GPA, and year of study, and 3) propose appropriate strategies for enhancing their financial literacy. The sample comprised 200 student teachers from Valaya Alongkorn Rajabhat University, derived from stratified random sampling. Data were collected through a 30-item, 5-point Likert questionnaire. The reliability was.912 based on Cronbach’s alpha reliability coefficient method. In addition, focus group discussions were conducted to gain qualitative insights. Quantitative data were analyzed using frequency, percentage, mean, standard deviation, t-test for independent samples and F-test for one–way ANOVA, qualitative data were analyzed using content analysis.

 Findings revealed that 1) overall financial literacy was at a high level ( =3.80, S.D.=.43). Among the three dimensions, financial attitude scored highest, while financial behavior scored lowest. No significant differences were found by gender, GPA, or year of study. Based on these results, five key recommendations were developed: 1) integrate financial-management content into the teacher-education curriculum; 2) offer hands-on financial-decision workshops; 3) create a personalized financial-advisory platform; 4) foster a savings culture via student clubs and peer groups; and 5) leverage external financial networks to expand resources and opportunities.