The purpose of this work is to analyze the activities related to Financial Education in the textbooks used in Primary Education, both in public and subsidized schools in the Autonomous Community of Andalusia, considering the OECD definition for financial competence. Through a qualitative methodological process, based on content analysis, an entire textbooks' series was studied for the subject of mathematics. The outcome showed the existence of 252 activities that agree with the Financial Education proposed model, highlighting the categories of money's value (145 activities) and state and citizens (133) with the greatest presence and, therefore, with the greatest development. According to this, we consider that a good culture in financial education in an early schooling facilitates the various economic decisions faced by students insituations of economic uncertainty.

This study examines the attitudes and expectations of primary school students towards STEAM learning in rural schools in Chile, emphasizing its role in fostering 21st-century skills. A mixed-methods design was employed, combining surveys and semi-structured interviews with 54 fifth- and sixth-grade students in a context characterized by technological limitations. The findings reveal positive perceptions of STEAM, with high levels of motivation and a preference for artistic and hands-on activities. The study concludes that promoting equity in access to STEAM education is crucial, as overcoming gender stereotypes and resource constraints is key to ensuring inclusive education that supports the academic and professional futures of students in rural settings.