Features of teaching the use of information technologies when obtaining financial services

Abstract

Problem and goal. In article the complex analysis of the organization of processes of training of users to work with non-cash payment system with use of means of informatization and an assessment of efficiency of the electronic educational resource which is in a special way developed allowing to organize such training is carried out. The aim was to identify the specifics of training the population to use a non-cash payment system for goods and services on the basis of the developed electronic resource, which is to consider the classification of Russian and international payment systems, the experience of their use, the possibilities of information and telecommunication technologies in the organization of such training. This made it possible to design a model of increasing the level of financial literacy, to develop an educational electronic resource, to organize and conduct training built using information technology, as well as to evaluate the effectiveness of the developed educational electronic resource in the formation of financial literacy. Methodology. During the design of a special electronic educational resource, the study of special literature and normative legal acts was carried out. The study was based on the works of A.I. Savelyev, A.V. Pukhov, D. A. Kochergin, V.A. Lopatin, S.V. Krivoruchko, V.M. Ionov, 1. Semenikhin, D. Pominov, V.A. Dadalko, P.A. Tamarov, etc. The study used: the method of direct monitoring of quality testing of the site, which allowed to determine what are the features of the website design, as well as to formulate recommendations for its change (as part of the direct observation, we measured the speed of the respondent’s navigation on the site, the emotional state, as well as a list of sections of interest to respondents to a greater extent), and method of in-depth interview, aimed to assess the compliance of the content of the developed materials with the requirements of the target group of consumers and potential users of the portal. The focus group as a method is not suitable in this study due to the fact that respondents differ too much in age and level of financial literacy. Results. The article presents a detailed analysis of the level of financial literacy of the population of the Russian Federation. The study confirmed the relevance of the problem of low level of financial literacy of the Russian population, as well as the need to develop an information tool to solve this problem. As part of the project, a prototype of the website was developed as an information tool to improve the level of financial literacy of the population. The choice of the website as a tool for effective informatization of financial literacy training was based on the statistics of growth of Internet users, as well as on the choice of the target audience aged 20 to 35 years. Conclusion. Features of informatization of training on the use of non-cash payment system are considered based on the use of a prototype website specifically for current and future users of financial services. This portal is aimed at developing users’ independent skills of comparison and selection of payment systems and e-wallets on the basis of indicators of their financial stability. The functionality of the portal is aimed at finding and mastering by the user the important principles of working with banking products, and to ensure that users of the portal are always aware of the next seminars and events to improve financial literacy in their city of residence.

The Effect of Students’ Self-Reported Information and Informatics Literacy on Financial Literacy and the Use of Online Payment

“…Education is considered important in the issue of adoption of different cashless and digital payment methods, with researchers suggesting different methods to increase financial literacy, such as: mandatory education programmes and information and education campaigns (Lusardi, 2008), development of online portals for users of financial services (Zaslavskaya, Usova, 2019), timely education programs (Fernandes et al, 2014), different workshops and seminars, the establishment of financial counselling centres on campus, and peer education (Cude et al, 2006). Krizek and Ing (2012) conducted a survey on specific areas of financial education to define a standard and guide for university lectures.…”