The aim of this study is to explore the curriculum objectives of financial literacy in Turkey. Directed content analysis, which is a qualitative research method, has been used. Research data were obtained through document analyses. Curriculum of 79 courses examined from primary, middle and high school. Learning outcomes were analyzed according to the revised version of the Bloom Taxonomy and in this way foreseen competencies related to financial literacy and their levels were attempted to be defined at both the content and cognitive process levels. The results of this study indicated that aims related to financial literacy are dispersed into various courses such as social studies, mathematics, and electives courses. Basic information related to money, budget, and conscious consumption were handled throughout this lectures and objectives at the level of understanding predominated within the cognitive processes.
Key words: Financial Literacy, Financial Education, Curriculum
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