Please I need a literature review and a good title for the research I am developing and attached here. It should be divided by topics and include a brief introduction and a brief final reflection. The "Purpose of this quantitative and non-experimental study is to investigate the levels of financial education in different segments of the Puerto Rican population in order to identify knowledge gaps to develop specific financial education programs that can help people manage their personal resources." effectively. The study will provide valuable information on the financial habits, knowledge and attitudes of different demographic groups, offering a comprehensive view of the current state of financial education in Puerto Rico."

"Introduction. Financial education is an essential skill to make smart financial decisions, understand the world around us, and be a good citizen (lvarez, 2019). Changes in the pension system, the increasing complexity of financial instruments (such as crypto assets), inflation and increasing risks (from the war in Ukraine to climate change) are some of the reasons behind the increasing need It is increasingly urgent that people have the knowledge and skills that will increase their financial resilience and well-being (Ruiz et al., 2023). Despite this urgency, levels of financial education are notably low, even in countries with well-developed financial markets, such as Puerto Rico. Therefore, to evaluate the importance of financial education, it is useful to investigate its effects in various economic and cultural contexts. We believe that promoting a culture of financial education in Puerto Rico is not only a matter of personal responsibility, but a vital step towards collective resilience and economic recovery from the serious economic crisis that we have faced for more than a decade. Thus, our proposal aims to find the gap in the research in order to identify knowledge gaps to develop specific financial education programs that can help Puerto Rican consumers manage their personal resources effectively and hopes to fill it by analyzing this bank. of references. This annotated bibliography provides an overview of the ten research articles and/or online resources that address financial education in different segments of the Puerto Rican population. These sources highlight the need for personalized financial education programs to address existing gaps and promote better personal finance management, particularly within the unique context of Puerto Rico.

lvarez, E. (2019). Information Sources That Influence the Financial Literacy of Puerto Rican College Students. [Doctoral Thesis for the degree in Management and Technology, Walden University, Minnesota]. Walden University Institutional Repository. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=8546&context=dissertations lvarez's dissertation examines the sources of information that influence the financial education of university students in Puerto Rico. Through quantitative research, which involved a population of 216,742 students in 2017, the sources of information that shape financial education were identified. The questionnaire questions examined the preference of four sources of economic information, their level of influence, and the impact of the frequency of exposure to these socialization agents. Descriptive statistics showed that participants preferred to obtain financial knowledge from their parents. Consequently, lvarez suggests strategies to improve financial education among the country's university students. The low level of literacy observed is consistent with previous studies indicating that Puerto Ricans lack the basic financial knowledge to promote positive social change in Puerto Rico. This primary source complements the report from the Youth Development Institute (2019), according to which 58% of our children live below the poverty line and Puerto Rico occupies the third position of greatest inequality in the hemisphere (2018). , which implies that social inequalities were greater here than in any other country in America that publishes its macroeconomic data in the World Bank (Enchautegui et al., 2019). These antecedents highlight the fact that measures that negatively impact all families equally are considered regressive because they tend to increase inequality (Alemn, 2020).

Aranbar Ramos, E., Ros Vera, K. and Zanabria Cabrera, L. (2023). Financial education from a scientometric approach and systematic literature review: recent approaches and trends. Quipukamayoc, 31(65), 85-98. https://dx.doi.org/10.15381/quipu.v31i65.25005 This study focuses on financial education from a scientometric perspective and conducts a systematic review of the existing literature on the topic. Through analysis of recent trends and approaches, the article provides a panoramic view of the evolution of financial education and highlights key areas that require attention. The study was developed under a qualitative perspective and a systematic review. The research provides a solid foundation for the development of more effective financial education programs that are adaptable to the changing needs of society. This article will serve as a secondary source for the definition of some terms conceptual, as well as to guide the design of the background of our research proposal. Additionally, it presents us with the opportunity to act as a standard against which to compare our current level of financial literacy. Aranbar et al. (2023) conclude that Peruvian performance has been poor, but Puerto Rico obtained a poor grade last year. According to Kantrow (2023), Puerto Rico is one of the three states and territories of the United States that receives an "F" in the National Report on Financial Literacy, a review published every two years by the American Public Education Foundation, which highlights some of the federal items allocated to the budget of the country's Department of Education are at risk due to non-compliance. Additionally, the report confirms that Puerto Rico needs to establish an independent personal finance course in high school and implement specific financial education standards for grades K-8 as soon as possible.

Estrada Meja, C., Meja, D. and Crdoba, P. (2023). Financial literacy and financial well-being: Evidence from Peru and Uruguay. Journal of Financial Literacy and Wellbeing, 1(2), 403-429. doi:10.1017/flw.2023.15 This qualitative descriptive study investigates the relationship between financial education and well-being in Peru and Uruguay. Examining data from both countries, the authors analyze how levels of financial literacy influence people's financial well-being. The data collected in the Financial Capacity Survey carried out by the Andean Development Corporation (CAF) in Peru and Uruguay in 2022 were used. These surveys explore the financial capacities of people including knowledge, skills, attitudes and behaviors related to financial issues according to the Organization for Economic Cooperation and Development (OECD). We believe that understanding these dynamics can provide valuable insights into the factors that affect financial literacy and well-being, which can inform the development of targeted financial literacy programs. The article contributes to the broader debate about financial education and its impact on people's economic outcomes. These groups are likely to be quite vulnerable to poor financial decisions. In fact, in any country in the world, people who lack basic financial knowledge do not have the necessary tools to make the most advantageous decisions for their financial well-being, so they run the risk of getting into debt beyond their means and/or of being the target of all types of fraud, especially older adults.

Ferrada, C., Daz Levicoy, D., Puraivan, E. and Lizana, A. (2022). Systematic Review About Financial Education in the Primary Educational Context. Lasallian Research Magazine, 19(1), 21-51. https://doi.org/10.22507/rli.v19n1a2 In an increasingly complex society, financial education is widely considered essential and therefore an indispensable part of education (Sconti et al., 2023). In this regard, Ferrada et al. (2022) carry out a systematic review of the literature through bibliometric and qualitative indicators in the SCOPUS database to describe the state of the art of Financial Education in the context of primary education. With a longitudinal and descriptive design, the bibliometric indicators complemented until 2020 are analyzed. They conclude that based on the curriculum of secondary school students, they must work on the primary school curriculum so that the transition is more effective. We disagree with the researchers. Adult financial education is largely an imposed remedy to correct specific critical flaws in the way adults use (or misappropriate) money; It tends to be designed and delivered to target demographic groups and is often, although not always, intended to offset already existing financial difficulties (Fornero et al., 2023). Children's financial education must be prescriptive, preventive, developmental, and delivered on a large scale (Aranbar et al., 2023). Therefore, the pedagogies and strategies that are appropriate for adult financial education cannot be effectively transferred to the American school system's efforts to train children to be financially literate.

Fornero, E. and Lo Prete, A. (2023). Financial education: From better personal finance to improved citizenship. Journal of Financial Literacy and Wellbeing, 1(1), 12-27. doi:10.1017/flw.2023.7 This article explores the role of financial education in promoting better management of personal finances and contributing to better citizenship. By examining the connections between financial literacy, personal finance behaviors, and citizenship, the authors highlight the broader societal implications of financial literacy initiatives. The article highlights the importance of integrating financial education into educational curricula and public policy agendas to encourage informed decision-making and empower people to actively participate in economic and civic life. Additionally, it discusses financial access in Puerto Rico, with the goal of understanding and addressing the barriers that prevent segments of the population from fully participating in the economy. By identifying challenges related to financial inclusion, the paper provides valuable information for policymakers and stakeholders seeking to develop strategies to improve access to financial services. So understanding the unique context of Puerto Rico's financial landscape is essential to designing specific interventions to promote financial education and inclusion. This particular research will guide the definition of the problem and the relevance of the topic we choose in our proposal.

Lantara, I., Ni, K. and Kartini R. (2019). Financial Literacy Among University Students: Empirical Evidence from Indonesia. Journal of Indonesian Economy and Business, Vol. 30, no. 3, p. 247-256, doi:10.22146/jieb.10314. This study investigates the level of financial literacy among undergraduate and graduate students, examining the association between students' demographic factors and their rate of financial literacy. Data were collected by distributing 800 questionnaires to students at Gadjah Mada University, Indonesia, covering cross-education majors, ages, gender, educational levels, marital status, income, and work experience. Of the sample, a total of 348 respondents returned completed questionnaires, yielding a response rate of 43.5 percent. The results show that the financial literacy of the respondents was low (56.08%), which is a cause for concern and that there were substantial disparities based on socioeconomic and demographic factors, which have an impact on the degree of financial literacy of college students. The findings suggest the need for greater efforts in the development of university curricula to improve students' knowledge and skills, especially in the topic of personal finance. However, it is important to recognize the differences in financial circumstances between people around the world. For example, in some Asian countries transferring savings to a pension account is mandatory, allowing for substantial savings without active decision-making, while in others the responsibility falls on individuals. These contextual variations have the potential to determine the degree to which financial education impacts financial outcomes and overall well-being. Consequently, comparisons between countries are very necessary to personalize interventions.

Lusardi, A. and Messy, F. (2023). The importance of financial literacy and its impact on financial wellbeing. Journal of Financial Literacy and Wellbeing, 1(1), 1-11. doi:10.1017/flw.2023.8 This article discusses the importance of financial education and its correlation with financial well-being. Lusardi and Messy (2023) delve into how low levels of financial literacy can affect people's economic stability and overall well-being. By examining several studies, the authors highlight the importance of improving financial education to empower people to make informed financial decisions. The article highlights the need for personalized financial education programs to address existing gaps and promote better management of personal finances. They conclude their documentary review by stating that financial education is inadequate for making the type of financial decisions required today, from opening a bank account to managing a mortgage, using reverse mortgages in the future, to investing in assets. new and risky things like cryptocurrencies. Furthermore, financial literacy is particularly low among already vulnerable groups, such as women and people with low income or low education. This work will validate the rationale for our research proposal and add weight to our thinking about the urgency for financial education to help people address emerging trends and challenges in the financial landscape, from digital financial services to sustainable finance.

Ruiz Palomo, D., Galache Laza, M., Cisneros Ruiz, A. and Garca Lopera, F. (2023). Finance knowledge of pre-university students: Effects of age and gender. Heliyon, 9(4), e15440. https://doi.org/10.1016/j.heliyon.2023.e15440 Ruiz et al. (2023) quantitatively investigate the financial knowledge of pre-university students in Spain, focusing on the influence of age and gender. The questionnaire included four questions related to basic financial concepts such as inflation, simple and compound interest rates and risk diversification in line with the questions from the Financial Competencies Survey prepared by the Bank of Spain. Applying a set of multilevel regression models (mixed effects) to a sample of 9,917 pre-university students from 175 secondary schools in Andalusia, it was shown that age and gender are significantly related to the acquisition of financial literacy. So those responsible for educational policies have the evidence to propose specific actions to adapt to the different student profiles, which will result in greater well-being for society as a whole. Financial literacy is low among high school students, indicating that the next generation of adults is not prepared to face the challenges and changes that await them. Consequently, understanding how and why men and women have different levels of financial literacy is essential for developing policies to reduce the gender gap and improve women's savings and investment decisions. Additionally, individuals will have greater responsibility for the security of their retirement income with the advent of defined contribution pension plans (e.g., 401k plans). This article will then serve to expose such trends, implying that current financial decisions may require higher levels of financial knowledge than is available.

Schindler, K. and Cardona, R. J. (2023). The impact of financial education on knowledge teacher finance. Business Forum, 27(2), 93-121. https://doi.org/10.33801/fe.v27i2.21140 The focus of financial education must shift to the educator before evaluating student results. Therefore, this mixed study aimed to measure the potential components of effective teaching skills of elementary school financial educators through a composite score that includes the following variables: financial knowledge, financial self-efficacy and literacy, and the relationships between these variables. Researchers maintain that understanding the determinants of financial behaviors is necessary to achieve the goal of impacting student behaviors. For this purpose, a multiple regression analysis was carried out to measure the determinants of positive financial behaviors. The results show evidence that the current level of financial knowledge among these educators is below the level expected for someone responsible for teaching these topics. The researchers conclude that continuing professional education courses should be part of educator training programs. Financial education is the process by which users gain a better understanding of financial assets and risks, as well as the skills necessary to make better-informed decisions and manage the risks associated with these decisions. Given its relevance, it should be taught to citizens of all ages, since it is a lifelong process that must begin from an early age. However, the State and responsible institutions must support adequate teaching by providing training and stimulating the efforts of teachers in the various areas of this training. We fear that Puerto Rico will continue to fail at the federal level if this does not change (Kantrow, 2023).

Sconti, A. and Fernandez, D. (2023). The importance of financial literacy: Evidence from Singapore. Journal of Financial Literacy and Wellbeing, 1(2), 225-243. doi:10.1017/flw.2023.11 This research article presents evidence highlighting the importance of financial education, specifically focusing on ideas derived from Singapore. Examining data and trends within the Singapore context, the article highlights the positive impact of increased financial literacy on individual financial decision-making and overall economic stability. The findings underscore the need for targeted financial education interventions to address existing gaps and promote better financial management practices among diverse populations. Using data from the SKBI-GFLEC Sustainable Investment Survey (an online survey targeting more than 16,000 informants in eight Eurasian countries in 2023 to collect information on people's preferences for sustainable investing, ownership of ESG investment products ( by its acronym in English environmental, social and governance), as well as its level of financial literacy), finding that almost 40% of Singaporeans are financially literate. They also found that financial literacy is low among specific groups such as women, the less educated and the unemployed. Results similar to those of research in America. Additionally, they examined financial literacy through environmental, social and governance (ESG) literacy. They determined that those with greater knowledge of ESG also have more financial knowledge, demonstrating that knowledge of these two different financial concepts is positively correlated. Finally, the results show that financial education can be linked to investment behavior that can affect the country's long-term financial well-being.

Vzquez Carrillo, N. and Daz Mondragn, M. (2021). Perspectives on financial education, its importance and impacts of its incorporation in educational levels. Economic Overview, 29(2), 102-116. https://doi.org/10.32997/pe-2021-3646 This academic article presents various perspectives on financial education, evaluating its importance and the effects of its integration at educational levels. By examining the existing literature through argumentative analysis, the article highlights the need to incorporate financial education into the educational system to improve people's financial preparedness from an early age. Additionally, it offers insights into the potential positive impacts that increased financial literacy can have on society. The theoretical-descriptive study incorporates sociological perspectives, emphasizing the social implications of financial education and highlights the potential of educational institutions to contribute to broader social well-being through comprehensive financial education initiatives. As a reflection, financial literacy is essential because if I do not know how to use financial instruments, if I am not able to take advantage of a savings account, if I have no idea how to take advantage of a retirement instrument, if I do not I know how to use debt to my advantage, if I don't even know how to protect my credit, I cannot build economic well-being. Unfortunately, ignorance puts us at a disadvantage. Not knowing even predisposes us to develop the mistaken idea that many Puerto Ricans have that financial well-being is simply not for them. Therefore, our proposal has agency and urgency, since there is no way to build economic well-being through improvisation. Once misconceptions are dispelled, through financial literacy, people will have a better experience managing their finances and can begin to enjoy or strengthen their financial well-being.

Conclusion. There are three principles that unite the ten articles reviewed. First, the relevance of financial education at a global level: it affects all countries and economies, regardless of their levels of economic development. When it comes to financial education, we can learn from many countries and the topics discussed in these articles are surprisingly similar. Secondly, whether we are considering the use of basic financial instruments, such as bank accounts, or complex ones, such as crypto assets, skills are needed if they are to be used to minimize risk and maximize benefits. Third, improving the effectiveness of financial education requires effort as well as ingenuity, and one of the things we can learn from much of this work is how policies and programs can be improved with the help of research. However, financial literacy alone cannot solve Puerto Rico's complex economic crisis, driven by a combination of factors such as high levels of debt, economic stagnation and natural disasters. While financial education alone cannot solve the country's economic crisis, it is a critical component of a broader strategy to address the island's fiscal challenges. By equipping people with the knowledge to make sound financial decisions, promoting entrepreneurship, reducing dependence on government aid, and improving workforce competitiveness, financial education contributes to economic recovery and stability. Additionally, individuals' collective financial behaviors play a role in the broader economic context, highlighting the connection of personal finances and macroeconomic health. Therefore, fostering a culture of financial education is not only a matter of personal responsibility but a step towards collective resilience and economic recovery.