Author(s)

Yuxiao Cai ¹, Ning Shi ¹, Li'na Zhu ¹, Hongjiang Jiang ²

Affiliation(s)

¹ Harbin Finance University, Heilongjiang, Harbin, 150000, China
² Harbin Sport University, Heilongjiang, Harbin, 150000, China

Corresponding Author

Yuxiao Cai

ABSTRACT

This study examines a practical case in which science-technology finance literacy education is integrated into innovation talent training in a university setting, focusing on the implementation background, practice process, and evaluation outcomes. By establishing a curriculum system, teaching activities, school–enterprise collaboration, and ability-support mechanisms, the study observes students’ performance in understanding science-technology finance concepts, using analytical tools, and applying knowledge in context. It also evaluates their practical capabilities and outcomes in innovation and entrepreneurship projects. The results show that students exhibit clear changes in knowledge application, project practice approaches, and outcome performance. Compared with traditional teaching models, the case-based model demonstrates a more pronounced advantage in promoting applied learning and enhancing project outcomes. Based on the evaluation results, the study summarizes scalable experience to provide reference for universities seeking to deepen science-technology finance literacy education within innovation talent cultivation.

KEYWORDS

Science-technology finance; innovation talent; case-based teaching; university–enterprise collaboration

CITE THIS PAPER

Yuxiao Cai, Ning Shi, Li'na Zhu, Hongjiang Jiang, A Practical Case Study on Integrating Science-Technology Finance Literacy Education into Innovation Talent Training in Universities. Curriculum and Teaching Methodology (2025) Vol. 8: 56-62. DOI: http://dx.doi.org/10.23977/curtm.2025.080909.

REFERENCES

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