The purpose of this thesis was to examine the financial literacy of young people in Slovenia and to assess the extent to which relevant financial skills were acquired through formal education. The central research question addressed whether young individuals possess sufficient knowledge to make informed and responsible financial decisions.
The empirical part of the study was based on a quantitative survey conducted via an online questionnaire, which included 26 questions. The sample consisted of 222 respondents aged between 18 and 35 years. The research focused on assessing participants’ financial knowledge, behavior, and attitudes toward personal finance. Special attention was given to comparing the results with international studies, particularly the Eurobarometer 2023, and to evaluating the role of the educational system in shaping financial literacy.
The results indicate that the overall level of financial literacy among young people in Slovenia is relatively high, especially regarding basic concepts such as inflation, interest rates, and risk. However, there are noticeable gaps in understanding more complex topics, including investment diversification, bonds, and passive income. Furthermore, the findings confirm that the school system does not provide adequate support in this area, as most young people report having acquired financial knowledge independently.
The findings contribute to a better understanding of the current state of financial literacy among young Slovenians and serve as a foundation for developing educational policy recommendations. Future research should include broader age groups and comparative analysis across regions and types of educational institutions.
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