When Financial Education Fails to Meet the Learner

One of the most valuable lessons I am learning through my graduate studies in instructional design is that effective instruction begins with understanding the learner.

We can create an attractive presentation, provide accurate information, and develop a well-organized lesson. However, none of those elements guarantees that the learning experience will address the learner’s actual needs.

This raises an important question for financial educators: Are we designing programs around what we want to teach, or around what learners need to accomplish?

Consider a financial-literacy workshop that introduces budgeting terminology, credit scores, savings strategies, and debt management. Participants might answer questions about each topic correctly.

But does that mean they can apply the information when faced with competing bills, unexpected expenses, or difficult financial decisions?

Not necessarily.

In instructional design, this distinction is often discussed as the difference between demonstrating knowledge and transferring learning into performance.

Boller and Fletcher (2020) emphasize the importance of understanding learners and using design thinking to develop meaningful learning experiences.

For Kingdom Wealth Dominion, I would explore a human-centered approach that starts with listening.

Before designing a workshop, I would interview potential participants about their financial goals, current challenges, prior financial education, and available resources.

I would also consider using realistic financial scenarios rather than relying exclusively on lectures.

For example, participants might examine a fictional household budget that includes an unexpected vehicle repair. Rather than simply identifying the correct definition of an emergency fund, they could explore possible decisions, tradeoffs, and resources.

The purpose would not be to judge the learner’s choices. It would be to understand their reasoning and provide opportunities for practical learning.

I would also test the activities with a small group before introducing them more broadly.

Effective instructional design is not measured only by how much information we deliver. It must also consider whether the learning experience supports meaningful application.

Let’s Discuss

Think about a class or training session you attended. Did it prepare you to use what you learned, or did it primarily help you remember information?

Reference

Boller, S., & Fletcher, L. (2020). Design thinking for training and development: Creating learning journeys that get results - Association for Talent Development.