Save the Date, Spark a Conversation: Our Stanford Conference, Financial Literacy Month, and Teaching with AI
Dear Members of the Teaching Personal Finance Network,
Welcome to the latest edition of our newsletter, which arrives at an exciting moment filled with new opportunities to advance financial education in our classrooms and communities.
In this issue, we showcase timely initiatives, new research, and upcoming events to strengthen our shared mission. Financial Literacy Month is on the horizon, giving us all an additional channel for championing financial education.
We are also pleased to announce that the 2026 Teaching Personal Finance Conference will be held in person at Stanford University on Sept. 25. Please save the date!
Thank you for your continued commitment to teaching personal finance and empowering the next generation.
Warm regards,
Annamaria Lusardi
Faculty Director
Stanford Initiative for Financial Decision-Making (IFDM)
Save the Date: 2026 Teaching Personal Finance Conference
IFDM’s 2026 Teaching Personal Finance Conference will be held in person at Stanford University on Sept. 25, 2026.
The conference will bring together educators, researchers, and other experts to explore ways to improve and accelerate financial literacy education. It is a forum for learning about new teaching methods, innovative classroom materials, and emerging strategies for delivering personal finance courses. It is also an opportunity to exchange best practices and strengthen our growing community.
You can watch last year’s Teaching Personal Finance Conference here.
More details for this year’s conference, including registration information, will be shared soon. We look forward to welcoming you to Stanford.
Q&A: Teaching Personal Finance with AI
Interview with Jodi Letkiewicz
Assistant Professor of Finance, Financial Planning, and Insurance
California State University, Northridge
How are you using AI?
In our personal finance course, we use AI chatbots for personalized learning. These tools probe student understanding through guided questioning and allow students to apply concepts using their own financial situations, including budgeting, debt management, and savings decisions.
In advanced courses, we incorporate AI as a simulation tool for case studies, an on-demand tutor, and a “study partner” that helps students practice conversations and decision-making.
Does AI enhance students' understanding of financial concepts?
AI provides immediate, iterative feedback, which helps students understand financial concepts. Students can ask follow-up questions, request alternative explanations, or work through examples at their own pace.
AI also lowers the barrier to engagement—students who may hesitate to ask questions in class can explore topics in depth using AI. Moreover, AI extends learning beyond the classroom and office hours.
Have you seen changes in student outcomes and learning?
While many students report positive experiences and high engagement with AI tools, we haven’t yet collected sufficient data to see improvements in academic performance or financial behaviors.
We have also observed challenges. Some students express confusion about how to use AI, and others appear hesitant to use it (or to admit using it) possibly due to uncertainty about expectations or concerns about academic integrity.
It’s important to provide clear guidance and normalize appropriate AI use in the classroom. We are also exploring ways to systematically assess AI’s impact on learning and behavior.
What advice would you give educators who want to incorporate AI into their teaching?
Identify the specific learning objectives you want to support. Think through Bloom’s Taxonomy and consider where AI can be most effective, whether that’s helping students understand and apply concepts, or supporting higher-order skills like analysis and evaluation.
Moreover, recognize AI’s limitations, including the potential for hallucinations or incorrect information, and design assignments that encourage students to critically evaluate AI-generated responses. We want students to become familiar with these tools, but not overly reliant on them.
Finally, be mindful of the AI environment, particularly with respect to data privacy and student information. Normalize AI use and provide guidelines to students about how to use AI appropriately. Then, students can engage with AI confidently and responsibly.
Advancing Training for Teaching Personal Finance
Engaging with new audiences and building academic partnerships are key steps to expand the reach and impact of personal finance education.
At the Academy of Economics and Finance Conference, Irene Foster, Director of Inclusive Excellence and Professor of Economics at The George Washington University, and Faculty Director Lusardi offered a teaching training session titled: “Teaching Personal Finance for the 21st Century: The Importance and Pedagogies that Enhance Learning.”
Held at the conference in Jacksonville, Fla., in February 2026, the panel:
- Made the case for teaching personal finance
- Shared effective pedagogical approaches
- Created connections for academics interested in expanding financial education.
Many thanks to Denise Streeter, Associate Professor, Howard University School of Business, for facilitating our involvement.
If you know about an upcoming conference where personal finance will or could be part of the program, email us at stanfordifdm@stanford.edu.
Spotlight Topic: Let’s Talk About Money During Financial Literacy Month
April is Financial Literacy Month in the United States. This is a great opportunity for open conversations about money, and a chance for financial educators to advocate for personal finance teaching.
We encourage you to celebrate with your students, integrate discussions of financial decision-making into your curriculum, share resources, and organize a session or workshop on personal finance, if you do not yet teach a course. Financial Literacy Month builds on the momentum of Global Money Week (GMW), which, this year, encouraged open conversations about money.
“When first-generation students take a personal finance course, they bring that knowledge back to their parents, their siblings, and their communities. There is a multiplier effect. When a girl receives financial education, she doesn't just benefit herself — she becomes an educator for the people around her. She changes her world,” said Faculty Director Lusardi during her keynote address at the launch of GMW.
Let’s talk about money. Those who know better, do better.
The Ripple Effect of Personal Finance Education
Research shows that when students build financial literacy, their knowledge filters through to their families—extending the impact far beyond the classroom.
That ripple has turned into real momentum within our Stanford University community. Each year, hundreds of students enroll in one of Stanford’s most popular undergraduate elective courses, Econ 43: Introduction to Financial Decision-Making. Students who took Econ 43 visited East Palo Alto Academy to teach high school students about the importance of financial literacy.
The students covered topics including credit cards, budgeting responsibly, and investing for the future, said Stanford student Walker Coley. “These visits … help young adults build a financial foundation they can rely on as they enter college and adult life.”
Financial education doesn’t stop at the classroom door. It spreads outward, strengthening families and communities along the way. That is one of its signature assets. Students are great access points for peer-to-peer learning. Encourage your students to share what they learn with those around them.
Let’s Keep Building Our Momentum
We welcome your stories, teaching experiences, research, and ideas for future newsletters. Please share your insights with us at stanfordifdm@stanford.edu, and help us expand our community by forwarding this email and the page to subscribe. Invite colleagues interested in teaching personal finance to join the network. Together, we can continue to advance financial literacy and make a lasting impact.