Building Financial Technology Curriculum Architecture in Higher Education under the Digital Economy Paradigm
Abstract
With the rapid development of the digital economy, promoting the integration of finance and information technology, fintech is the
future development trend in the financial industry. The market imperative for professionals with techno-financial acumen is intensifying expo
nentially. Based on the ground-level teaching realities of higher education, this study eschews theoretical abstraction to address concrete chal
lenges in developing FinTech curricula for the digital economy era. It proposes implementable pathways derived from institutional teaching
practice to cultivate industry-aligned FinTech talents.
future development trend in the financial industry. The market imperative for professionals with techno-financial acumen is intensifying expo
nentially. Based on the ground-level teaching realities of higher education, this study eschews theoretical abstraction to address concrete chal
lenges in developing FinTech curricula for the digital economy era. It proposes implementable pathways derived from institutional teaching
practice to cultivate industry-aligned FinTech talents.
Keywords
Digital Economy;Higher Education;Financial Technology (FinTech); Curriculum Architecture;Talent Cultivation;Teaching Reform
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PDFReferences
[1] Gang Liu, Wantong Li, Qiaoyan Ji. (2024) Constructing Finance Curriculum Architecture in Application-oriented Universities in the
FinTech Context: A Case Study of Jilin University of Chemical Technology [J]. Journal of Jilin University of Chemical Technology,
41(08), 29-33.
[2] Haitang Jiang. (2020) Reform and Research on the Curriculum Architecture Construction of Internet Finance in Application-oriented
Universities [J]. Modern Business Trade Industry, 41(25), 115-116.
[3] Huawe Niu, Rongqing Yan, Xudong Li. (2019) Optimization of Financial Engineering Curriculum Architecture in the FinTech Context:
Based on a Survey of 5 Universities under the "985 Project" [J]. Research of Finance and Education, 32(05), 75-80.
DOI: http://dx.doi.org/10.70711/memf.v3i6.9249
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