This study aims to explore the use of storytelling methods as a pedagogical tool to introduce financial literacy concepts to students in Grades 6, 7 and 8. With growing concerns around low levels of financial awareness among schoolchildren, this research attempts to test whether moral-based narratives can be effectively used to teach essential personal finance concepts such as saving, borrowing, investment and ethical earning. The study followed a three-phase structure. In Phase I, a pre-test was conducted to assess students’ existing knowledge. In Phase II, a story was narrated to students using the character of ‘Raju’ to embed core financial lessons through real-life scenarios. Phase III involved a post-test with MCQ-format questions that measured students’ understanding of financial and indigenous knowledge concepts. The study was conducted in an Indian school setting, using purposive sampling and classroom observation. The results revealed a significant improvement in students’ conceptual clarity post-intervention. Most students could now differentiate between needs and wants, understood the importance of saving, and became aware of borrowing risks. Concepts such as income diversification, asset protection, and ethical money habits, which were previously unknown, were now clearly understood. The story format allowed students to engage, reflect, and retain concepts better than formal methods. The study demonstrates that storytelling rooted in Indian cultural values can serve as an effective, low-cost, and engaging pedagogy for imparting financial literacy at the school level. It also highlights the gap in formal curriculum and household financial discussions, making a case for structured interventions through creative means.

Financial literacy, Indian knowledge system, personal finance, school education, storytelling pedagogy

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