turanВестник университета «Туран»Bulletin of "Turan" University1562-29592959-1236Университет «Туран»10.46914/1562-2959-2026-1-1-153-165turan-5222Research ArticleЭКОНОМИКА: ИСТОРИЯ, ТЕОРИЯ, ПРАКТИКАECONOMY: HISTORY, THEORY, PRACTICEОбзор с картированием цифровой финансовой грамотности среди пожилых людейThe scoping review on digital financial literacy among older adultshttps://orcid.org/0000-0003-3765-8036ИзекеноваА. К.IzekenovaA. K.

PhD, доцент, МШУ шақырылған ғалымы 

г. Алматы ; Ист-Лэнсинг 

PhD, associate professor, MSU visiting scholar 

Almaty; East-Lansing, USA 

izekenova.a@uib.kzhttps://orcid.org/0000-0002-7306-3809ГриммА. Т.GrimmA. T.

PhD, ассоциированный профессор 

Ист-Лэнсинг 

PhD, associate professor 

East-Lansing

grimmada@msu.eduhttps://orcid.org/0000-0001-6662-7349ЖусуповаА. К.ZhussupovaA. K.

к.э.н., доцент 

г. Алматы 

c.e.s., associate professor 

Almaty 

aigera2008@gmail.comhttps://orcid.org/0000-0001-9971-2240ЗайтеноваН. К.ZaitenovaN. K.

PhD, доцент 

г. Алматы 

PhD, associate professor 

Almaty 

zaitenova.n@uib.kzУниверситет международного бизнеса им. К. Сагадиева ; Университет штата МичиганКазахстанK. Sagadiyev University of International Business ; Michigan State UniversityKazakhstanУниверситет штата МичиганСоединённые Штаты АмерикиMichigan State UniversityUnited StatesУниверситет международного бизнеса им. К. СагадиеваКазахстанK. Sagadiyev University of International BusinessKazakhstan20262503202601153165Copyright © Изекенова А.К., Гримм А.Т., Жусупова А.К., Зайтенова Н.К., 20262026Изекенова А.К., Гримм А.Т., Жусупова А.К., Зайтенова Н.К.Izekenova A.K., Grimm A.T., Zhussupova A.K., Zaitenova N.K.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vestnik.turan-edu.kz/jour/article/view/5222

Целью данного обзора c картированием (scoping review) является обобщение современных знаний о цифровой финансовой грамотности (ЦФГ) в контексте пожилых людей. Исследование изучает, как определяется и понимается ЦФГ, какие методы измерения применяются в разных исследованиях, а также какие образовательные программы разрабатываются для поддержки пожилых людей в управлении финансами онлайн. Обзор выполнен в соответствии с рамочной концепцией PCC (популяция, концепция, контекст), что позволило включить исследования о взрослых в возрасте от 18 до 79 лет и сделать выводы, релевантные для пожилых людей. Проведен систематический поиск в базе Web of Science (Clarivate) за период 2014–2025 гг., затем двухэтапный отбор и анализ полных текстов. Данные были извлечены и тематически проанализированы с акцентом на определения, методы измерения ЦФГ и образовательные интервенции, учитывающие возрастные особенности и вызовы. В большинстве исследований цифровая финансовая грамотность оценивается с помощью опросов и самоотчетов, фокусируясь на знаниях, навыках и осведомленности о финансовых мошенничествах. Поведенческие эксперименты, включая рандомизированные контролируемые испытания, предоставляют важные данные об эффективности различных образовательных подходов. Структурированные цифровые образовательные программы в целом улучшают финансовые знания и принятие решений, тогда как мотивационные методы показывают неоднозначные результаты. Новые концептуальные рамки подчеркивают необходимость интеграции цифровой грамотности с финансовой и адаптации программ к культурному и контекстуальному разнообразию, особенно для пожилых и уязвимых групп населения. Обзор подчеркивает необходимость комплексного финансового образования, объединяющего знания, цифровые навыки и защиту прав потребителей, особенно для пожилых людей.

This scoping review aims to bring together what we know about digital financial literacy (DFL), especially for older adults. It explores how DFL is defined and understood, how it’s measured in different studies, and what kinds of educational programs have been developed to support older people in managing their finances online. This review was guided by the PCC (Population, Concept, Context) framework, allowing for the inclusion of studies on adults aged 18 to 79 to draw insights relevant to older adults. A systematic search of the Web of Science database (2014–2025) was conducted, followed by a two-stage screening and full-text review process. Data were extracted and thematically analyzed to identify how digital financial literacy is defined, measured, and supported through educational interventions, with a focus on age-specific needs and challenges. The review found that most studies assess digital financial literacy (DFL) using surveys and self-report questionnaires focused on knowledge, skills, and fraud awareness. Behavioral experiments, such as randomized controlled trials, provide valuable insights into the effectiveness of different educational approaches. Emerging frameworks emphasize integrating digital literacy with financial literacy and highlight the need for culturally and contextually adaptable interventions, especially for older adults and underserved populations. This review highlights the critical need for integrated financial education that combines knowledge, digital skills, and consumer protection, especially for older adults.

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The authors declare that there are no conflicts of interest present.