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After student assessments are gathered, grades are submitted, and preparations begin for the next term, many instructors take the time to reflect and make course updates.

This year, we wanted to hear from you about your 2026 teaching resolutions and received nearly 150 submissions from professors nationwide. This blog summarizes the four main themes, along with direct quotes and a list of helpful resources. Quickly jump to any of these sections:

1. Classroom Culture Resources

2. AI Classroom Resources

3. Experiential Learning Resources

4. Career-Ready Resources

Improve Classroom Culture and Engagement

Despite AI being a hot topic in 2025 and 2026, the biggest trend and area of focus for instructors this year is developing classroom culture. Of the participating educators, 37% expressed commitment to improving the classroom environment, fostering student connections, and prioritizing meaningful engagement.

“My resolution for teaching in 2026 is to guide students toward clearer and more confident expression. I want them to feel at ease sharing their ideas, not buried under jargon or afraid of being wrong.”
– Idris Mohammed, University of Alabama 

“Give more positive reinforcement of great work and especially great process-related behaviors.”
– Scott Cowley, Western Michigan University

“In 2026, I will ensure every course experience has intentional engagement built in, not as an add-on. I will create opportunities for students to interact, question, and apply their learning, using short, low-barrier activities that make participation feel inviting rather than intimidating.”
– Dr. Rebecca Stigall, Western Governors University

“In 2026, I resolve to teach with even greater purpose to help students believe their voices matter. This year, I commit to creating classrooms where students feel safe enough to take risks, vulnerable enough to be real, and confident enough to speak."
– John Lin

“As an instructor at a small HBCU, I am committed to creating an empowering, student-centered learning environment that reflects the mission and legacy of our institution. [...] Above all, I aim to empower students to use communication as a tool for leadership, advocacy, and positive social change, upholding the values and excellence that define the HBCU tradition."
– Barbara Baymon, Mississippi Valley State University

“I commit to implementing interactive and student-centered teaching strategies, including structured class discussions, peer coaching, and applied scenario work. [...] Cultivating a classroom atmosphere built on respect, psychological safety, and collaboration will remain a top priority — especially important in sales role-plays and group-based marketing activities.”
– Pam Vaver, University of Wisconsin-Stout

“My 2026 teaching resolution is to help students develop a stronger sense of ownership over their learning by shifting more classroom time toward inquiry-driven, problem-based work. I want students to experience the satisfaction of discovering ideas rather than simply receiving them, and to see themselves as capable thinkers whose questions, not just their answers, shape the direction of our course.”
– Kristie McInnis, St. Clair College 

Instructor Classroom Culture Strategies

Overall, professors are resolving to move beyond traditional content delivery to actively shape a dynamic classroom where students are motivated, connected, and equipped with the confidence and skills to thrive.

“I plan to carry out this resolution by setting the tone early that clear and honest expression is valued in my classroom. I will use short writing exercises that push students to focus on one idea at a time, and I will build small discussion routines that help them prepare their thoughts before speaking. [...] Most importantly, I will model the kind of direct, accessible language I expect from them and create an environment where questions and mistakes are treated as part of learning.”
– Idris Mohammed, University of Alabama

“I'm going to do more to document and publicly praise students in class for great individual behaviors that I want other students to adopt. Some students will always do great work, and for others, the only thing standing in their way is a reminder that great work is the result of individual smart choices, processes, and habits. So recognizing the intermediate steps more and not only the final deliverables could be key to unlocking more self-efficacy in more students.”
– Scott Cowley, Western Michigan University

“Less lecturing, more learning: make every student an active participant. Meet students where they are — then bring them further through meaningful engagement. Share what students can do, not just what they can read or watch.”
– Dr. Rebecca Stigall, Western Governors University

“I resolve to: Push beyond comfort zones — my students’ and my own. Elevate lived experience as much as theory. Use AI and emerging tools responsibly to strengthen, not replace, human connection. Teach not just how to speak, but how to listen with intention. [...] Most of all, I resolve to never forget that one speech can change a life — because I’ve seen it happen." 
– John Lin

“I will use inclusive and culturally relevant teaching practices that honor students’ experiences and highlight the contributions of African American scholars and communicators. I am dedicated to providing clear instruction, meaningful feedback, and engaging assignments that connect communication principles to real-world contexts and community needs.”
– Barbara Baymon, Mississippi Valley State University

“I will enhance engagement through student-centered instructional strategies, including structured discussions, peer coaching, case sprints, and scenario-based exercises. Every class session will contain at least one active learning component that encourages participation and builds confidence — essential in sales role-plays and group activities. [...] Creating a classroom culture grounded in respect and psychological safety will remain a guiding priority.” 
– Pam Vaver, University of Wisconsin-Stout

“I plan to implement this by redesigning key units around real-world, open-ended challenges where students must investigate, analyze, and create solutions that feel genuinely meaningful. Instead of front-loading instruction, I will introduce curated “launch experiences,” short case studies, data sets, or dilemmas that spark curiosity and guide students to identify what they need to learn next. [...] Ultimately, my goal is to cultivate a classroom where students feel intellectually brave, academically supported, and genuinely invested in their own progress.”
– Kristie McInnis, St. Clair College

Resources to Support Your Classroom Culture Resolution

Up-to-Date and Relevant Resources

At Stukent®, we build the tools you need to modernize business education for today’s dynamic industries. Simternships® allow your students to step into real-world professional roles, while cutting-edge courseware reduces your preparation time.

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Encourage AI Literacy, Not Dependency

Many institutions have moved away from banning AI. Instructors are shifting their focus to emphasize AI fluency in 2026 by teaching students how to partner with AI tools ethically and ensuring graduates are competitive and competent.

"My 2026 teaching resolution is to help my students see the value in using AI to assist them in their future, without making it do all of the work. I want them to understand its value but also know how to use it effectively."
- Jayne Minick, University of Southern Indiana

"I have two resolutions in mind: 1) Make AI a natural, empowering part of learning and not just an add-on. 2) Mentor more faculty to create a ripple effect of excellence in my team." 
- Dr. Avisha Sadeghinejad, University of Arizona Global Campus

"In 2026, I will shift from policing AI use to cultivating ethical research practices that develop students' authentic scholarly voices. I will establish clear, discipline-specific guidelines for AI use that require transparency, critical oversight, and authentic intellectual engagement."
- Carol Swett, California Lutheran University

"Reexamine my courses to ensure that I am not simply teaching my students what an AI could do for them. I want to teach things that will help my students provide a value-added job for their employers that AI could not provide instead of them. It is not about worrying that students could cheat with AI but that they need to acquire knowledge and skills that will make them employable not replaceable by AI." 
- Carlos Ferran, Governors State University

Instructor AI Strategies

Professors' goals for AI demonstrate a strong commitment to strategic and intentional integration. They plan to teach practical AI skills, maintain clear usage guidelines, and continue to research and use AI themselves. 

"We will be doing a lot of role-playing where we use AI to practice."
- Jayne Minick, University of Southern Indiana

"For the first [resolution], in every course I teach and redesign, I will intentionally embed at least one high-value AI skill students can use in the workplace, of course, paired with clear guidance on ethics and transparency. For my second resolution, I plan to support newer associate faculty members on my team by sharing best practices, cocreating templates, and offering small “micro-mentoring moments” to enhance teaching quality across the marketing program." 
- Dr. Avisha Sadeghinejad, University of Arizona Global Campus

"Make AI use discussable, not shameful. Value visible intellectual development. Teach ethical use rather than playing "gotcha." Design assignments that require genuine expertise. AI as a tool requiring human verification, never a substitute for thinking. Frame integrity as essential to scholarly identity."
- Carol Swett, California Lutheran University

"Evaluate my courses and examine the capabilities of AI to determine what I need to teach." 
- Carlos Ferran, Governors State University

Resources to Support Your AI Resolution

GenAI Essentials

The GenAI Bundle gives you everything you need to integrate ethical, effective AI practice into your course. This course blends ethical theory with hands-on skills such as prompt engineering, bot training, and AI-integrated workflows, preparing students to leverage AI in the workplace.

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AI in Marketing

Not an AI expert? No problem. This Micro Module is designed to fit any marketing course, introducing students to AI fundamentals, ethical considerations, and practical applications.

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GenAI Essentials: A Three-Part Guide to Teaching for an AI Future

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Incorporate Experiential Learning

There is significant fatigue regarding standard lectures. Professor responses share a common goal to "flip" the classroom — moving content consumption to homework so class time can be used for simulations, workshops, and active "doing."

“In 2026, I commit to elevating my Organizational Behavior teaching by integrating evidence-based pedagogy, real-world organizational cases, and active-learning formats that strengthen students’ critical thinking and managerial competence. I will redesign key modules to emphasize behavioral insights, leadership effectiveness, team dynamics, and ethical decision-making within modern organizations.” 
- Akmal Khudaykulov, Webster University

“Reduce the number of lengthy written assignments.”
- Shane Perry, University of Maine

“In 2026, I commit to designing learning that is experiential, community-connected, and deeply meaningful, where my students apply frameworks to real businesses, real people, and real problems. I will build clear, structured pathways that set them up for success, integrate ethical and responsible AI practices, and foster a classroom grounded in psychological safety, high standards, and purpose. I will focus on helping students grow and master their skills so they can lead with competence, compassion, and impact. I will teach with purpose, knowing that one conversation, project, or moment of encouragement can change a student's path.”
- George Perez, Ph.D., Walla Walla University

“My 2026 teaching resolution is to incorporate at least one interactive activity per hour of lecture, whether in-person or online.”
- Therese Gedemer, Marian University

“Introduce more games and fun/engaging activities in class. Everyone's depressed and bored.”
- Christina Giakoumaki, American College of Greece

Instructor Experiential Learning Strategies

Experiential learning is key to many of the resolutions and strategies professors shared. Educators are focusing on more direct and hands-on learning, as opposed to passive learning and lectures.

“Integrate weekly active‐learning modules (mini case debates, role-plays, simulations). [...] Use digital simulations (e.g., team-conflict simulations, leadership style assessments). Apply data-driven learning tools for quizzes, analytics, and personalized feedback. [...] Incorporate recent organizational cases from tech, retail, and service industries. Invite 2-3 industry guest speakers to discuss leadership, motivation, and team dynamics. Assign experiential projects where students diagnose real organizational behavior problems.”
- Akmal Khudaykulov, Webster University

“Use more discussion board prompts that focus on brevity, reinforce audience-tailored communication skills, and provide opportunities for students to revise their writing on core topics.” 
- Shane Perry, University of Maine

“By prioritizing experiential learning and connecting theory to practice in every class.”
- George Perez, Ph.D., Walla Walla University

“I plan to execute this by having at least 1 or 2 activities ready for use for each primary topic I will be covering. This will allow for a choice of activities, dependent on skill level of students. I will also put stop tabs in my presentations to ensure I don't miss my activity opportunities.”
- Therese Gedemer, Marian University

“Careful planning of course structure, introduction of workshops, simulations, interesting discussions on real cases and phenomena, games, and quizzes.” 
- Christina Giakoumaki, American College of Greece

Resources to Support Your Experiential Learning Resolution

Simternships & Courseware

Stukent Simternships and courseware are backed by leading pedagogical techniques and work-integrated learning practices. Simternships increase student engagement, facilitate knowledge transfer to real-world scenarios, and support long-term retention of information. Stukent courseware is packed with hundreds of educational resources to help keep your lessons engaging and effective.

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Provide Career-Relevant Experiences​

If students can't see the job application of what they're learning, they're less engaged and retain less information. Resolutions this year are focused on soft skills, resilience, and aligning learning objectives with industry needs.

“My teaching resolution is going to make sure every project I have assigned for my classes has life beyond the class.” 
- Karen Freberg, University of Louisville

“Bring more real life experiences and projects into my course.”
- Amanda Coffey, St. John Fisher University

“To bring in outside organizations to my classes and allow my students to work on projects for them.” - Kendra Corman, Rochester Christian University

“Make my courses more relevant to industry needs.”
- Atefeh Yazdanparast, Clark University

“To teach in a way to prepare students to be ready for the changing work world from the moment they graduate. They need to be career ready, resilient, and open to change.”
- Judi Lakner, Baldwin Wallace University

Instructor Career-Ready Strategies

Instructors are relying on a few key methods to incorporate more career relevance into their courses. Guest speakers and real-world projects are popular strategies for bringing career preparation into the classroom.  

“I am going to update my assignments to tie in more applicability but also change the format of the assignment asking the students to not just create the assignment, but document the process as a TikTok or IG Reels video. Showing how they went about the project, lessons learned, and tips for future students as they go into this class in social media.”
- Karen Freberg, University of Louisville

“Get some guest speakers, owners of companies and create projects for the students to work on. They can also hear about their experiences building and maintaining their brand.”
- Amanda Coffey, St. John Fisher University

“Reaching out to the nonprofits through the chambers of commerce and having them apply to be a class case study.”
- Kendra Corman, Rochester Christian University

“Certifications and hands-on projects.”
- Atefeh Yazdanparast, Clark University

“Use of technology and staying abreast of the future career outlook.”
- Judi Lakner, Baldwin Wallace University

Resources to Support Your Career-Ready Resolution

Simternships

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If your course schedule feels chaotic, your grading comes in waves, and your prep time never seems to shrink, you’re not alone. Teaching can quickly become reactive instead of intentional. 

The good news? A few small adjustments can make a big difference. By borrowing proven tactics from project management and supply chain management, you can organize your course in a way that saves time and improves the student experience.

Here’s how to get started.

Set Expectations Early and Clearly

Before focusing on time management or grading workflows, examine your course expectations. Are they clearly defined? Are they easy for students to access?

Make sure students understand the basics: behavior standards, participation expectations, response times, and assignment requirements. Many of the issues that take time to manage later — missed deadlines, unclear communication, repeated questions — can be avoided by outlining expectations in your syllabus or learning management system.

A little clarity up front can make the rest of the semester smoother. Just like in supply chain management, it is important to oversee all the steps and ensure the customers' (students’) order (quality education) is fulfilled.

Know What to Prepare and What to Let Happen

Not every part of your course needs to be planned in advance. In fact, some things are better handled as they arise. The key is knowing when to prepare and when to wait.

If you always get questions about a particular assignment, take a proactive approach. Create a rubric, record a short explainer video, or add clarification to your LMS. If your students usually struggle with a specific chapter, consider adding a discussion prompt to encourage more critical thinking.

Other situations may only affect a small number of students. For those, a reactive strategy might be more efficient. For example, if only two or three students tend to run into a minor tech issue, it probably doesn’t make sense to create a dedicated resource.

Try reviewing your course and sorting items into two categories: push (prepare in advance) and pull (handle as needed). This will help you focus your time where it matters most. Most individuals and organizations use a hybrid approach of push and pull in their supply chain strategy to help maintain efficiency.

Balance the Grading Load

Grading tends to come in waves. One week, you’re reviewing dozens of submissions, and the next week, your gradebook is quiet. That kind of inconsistency can be hard to manage, and overcorrecting can cause issues later on.

While a business may order too much inventory after a surge in demand, some instructors might be less responsive after an influx of manually graded assignments. To reduce the grading whiplash, try assignment leveling. Stagger your due dates so that heavier assignments are followed by lighter, auto-graded work. This creates a more consistent flow and helps avoid last-minute stress. Another tactic is to review all assignment deadlines for all courses to see if many courses have the same or similar due dates, then adjust these dates to provide yourself some breathing room.

You can also take advantage of tools such as Simternships®. These auto-graded simulations offer students hands-on learning while freeing up your time to focus on higher-impact work.

And don’t forget to communicate your grading timelines with students. Letting them know that longer assignments may take more time to grade helps set realistic expectations and reduces inbox pressure. This also ties into the push and pull aspect: If you anticipate that students will be asking when they will receive their assignments, add a note to the syllabus about when students can expect their grades.

Reuse and Upcycle Course Materials

Each time you teach a class, you build valuable materials and insights. Instead of starting from scratch every term, look for ways to reuse what already works.

Consider what you can repurpose. A well-received assignment can be brought back with updated examples. A discussion prompt that generated thoughtful responses can be used again. This can even include feedback provided to students — save your most common comments in a Word document so you can later copy and paste them.

This closed-loop strategy not only saves time but also helps you build a more consistent course experience over time.

Take a Close Look at Your Schedule

The best project managers know how important it is to manage their time. Time management starts with awareness. One useful activity is to write down everything you do during a typical day. Include meetings, grading, prep, research, errands, and even meal preparation.

Once it’s all on paper, look for patterns or wasted time. Maybe meetings are scattered in ways that break your focus. Maybe short blocks of time between commitments are lost.

From there, create a simple plan to improve. Try grouping meetings back to back so you can reclaim larger chunks of time. Use brief breaks for administrative tasks such as answering emails or reviewing short assignments. And protect your most productive hours — whether morning or afternoon — for your most important work. While it is not always possible to change department meeting times, look for other items that are more flexible — it is okay to say “no, this time does not work for me” and suggest better times, especially when it comes to service items.

Clarify Performance Metrics

Students perform better when they know how they’re assessed. That’s why it’s important to clearly communicate what’s being measured, how it’s measured, and what good performance looks like.

Use rubrics whenever possible and include grading guidelines in your LMS. If participation is graded, explain how students earn those points. Make sure your expectations are consistent throughout the term. The best projects have well-defined requirements with matching metrics.

It’s also a good idea to track your own metrics. Monitor how much time you spend grading, setting up courses, hosting office hours, and responding to student questions. This gives you a baseline understanding and can help you set more realistic boundaries going forward.

Consider using AI tools or tracking software to help analyze where your time is going. For example, you could ask ChatGPT to review a sample weekly schedule and suggest a more efficient structure based on your peak focus hours and recurring responsibilities. Tools such as time-tracking apps, spreadsheets, or even a digital assistant can surface trends you might otherwise overlook.

These insights can guide better decisions moving forward.

Reflect and Reset for the Next Term

At the end of the course, set aside time for a short review. Ask yourself what went well, what created unnecessary stress, and where students struggled.

Did an assignment take longer to grade than expected? Was there a topic that confused more students than usual? Were your meetings scheduled at the right times for focused work?

These insights can help you improve your course design and schedule before the next term begins. You might also begin collecting data like average grading time or course setup time so you can track changes over time.

Small Shifts, Big Results

Improving classroom efficiency doesn’t require a complete overhaul. Most of the strategies mentioned here are simple shifts — clarifying expectations, reusing effective content, balancing your grading, or adjusting your calendar to match your focus.

And if you're looking for resources to support both efficiency and engagement, tools like Simternships can be a great addition. These real-world simulations are auto-graded, easy to implement, and give students hands-on experience aligned with course objectives.

With a few intentional changes, you can create a more organized, balanced, and sustainable teaching experience. And that means more time and energy for what matters most — teaching.

Learn more about Stukent® Simternships here.

Imagine graduating high school, stepping into adulthood, and having no idea how to manage your first paycheck, file taxes, or understand what “APR” means on a credit card application. For decades, that’s been the reality for millions of American students — but change is finally catching up.

As of 2024, 27 states now require students to take a stand-alone personal finance course to graduate (Ramsey Solutions, 2024). States like California, Indiana, and Pennsylvania have passed new laws, while others are pushing for full implementation in the next few years.

This shift isn’t just about policy. It reflects what students themselves are asking for. In a national survey, nearly 50% of young adults chose money management as the high school course that would benefit their lives the most (NFEC, 2017).

The data backs it up. Financial education improves student borrowing habits, increases long-term savings, and reduces the likelihood of high-cost debt. It’s also tied to stronger college outcomes, better credit scores, and in some cases, a measurable drop in domestic violence (NEFE, 2018; Ngo & Puente-Moncayo, 2022).

The Consumer Financial Protection Bureau (CFPB) calls this work foundational. Their national recommendations include starting early, building consistently across grade levels, offering hands-on money experiences, and supporting teachers with training and resources (CFPB, 2013).

Still, mandates alone won’t get the job done. Teachers — especially in CTE programs — are the ones making it real. And many are being asked to teach personal finance without dedicated prep time or prior experience in the subject.

This guide is for them. It covers:

• Why financial literacy is more than a graduation requirement

• What CTE educators need to teach it effectively

• Which strategies and tools actually work in the classroom

If you’re leading a personal finance course, building one from scratch, or helping your school stay ahead of state mandates, this is your starting point.

1. Why Financial Literacy Is Nonnegotiable for Today’s Students

Students Know It’s Important and the Research Agrees

If you ask students which class would help them most in life, they don’t say algebra or chemistry. In a national survey of more than 5,000 young adults, nearly 50% chose money management as the most important course they wish they’d had. That’s more than math, science, and social studies combined (NFEC, 2017).

They’re not wrong. Financial literacy is one of the few subjects where the real-world stakes are immediate and lasting.

Personal Finance Courses Change Student Behavior

Multiple large-scale studies show that financial education works across a wide range of outcomes. Students in states with personal finance graduation requirements are:

• More likely to apply for college financial aid

• Less likely to take out private student loans

• Less likely to carry credit card debt

• More likely to receive federal grants and aid

That’s according to a study published by the National Endowment for Financial Education, which analyzed postsecondary outcomes in states with and without mandated financial education.

One standout finding? A major meta-analysis of 76 randomized experiments concluded that financial education has “positive, causal treatment effects” on both knowledge and behavior — and those effects are three times larger than previously estimated (FINRA Foundation, 2022).

Equity Gains — Without Academic Tradeoffs

Some educators worry that adding new graduation requirements could create barriers for students, but the research says otherwise. A 2022 analysis by Dr. Carly Urban found no evidence that standalone personal finance mandates reduce graduation rates, even for low-income students, students of color, or those already considered at risk (Urban & IZA, 2022).

In fact, financial literacy may help level the playing field. Students from states with strong mandates are more likely to exhibit positive financial behaviors regardless of background or income level.

2. Implementation Done Right: What the Research Recommends

Mandates Matter, but Execution Is Everything

Passing a policy is just the beginning. To effectively teach financial literacy, districts need structure, accountability, and teacher support. Without those pieces, even well-intentioned mandates can fall flat — and in some cases, schools may not offer the course at all.

That’s the case in many states with embedded or flexible requirements. In a 2024 national study, researchers found that fewer than half of schools in those states actually deliver a qualifying personal finance course (Oldham Luedtke & Urban, 2024). Lack of state-level auditing and vague curriculum guidance are among the top reasons.

But there are success stories. A number of states have implemented strong, sustainable programs by moving beyond legislation and focusing on support for educators. These efforts show what’s possible when policy is paired with thoughtful execution.

States and districts that get this right don’t just pass policy. They back it up with teacher training, clear course structures, and built-in support for implementation.

A Blueprint for Sustainable Financial Education

The CFPB offers one of the most widely respected frameworks for building financial education into K-12 systems. Their national policy recommendations emphasize four key actions (CFPB, 2013):

1. Introduce financial education early and build on it throughout the K-12 journey.

2. Include personal finance concepts in standardized testing to reinforce real accountability.

3. Give students regular opportunities to practice money skills, such as managing budgets or simulating real-life expenses.

4. Support and incentivize teachers so they can confidently deliver financial literacy — even if it’s not their core subject area.

This isn’t just a nice-to-have plan. It’s based on what actually works in the classroom.

What the Best-Prepared States Have in Common

Dr. Carly Urban’s 2022 article titled "Best Practices for Implementing Financial Education in High Schools" provides a more detailed map that outlines eight implementation stages drawn from research and state case studies, including:

• Building a cross-sector coalition to lead policy change

• Passing either legislation or administrative rules

• Creating a detailed implementation plan

• Funding curriculum, training, and oversight

• Rolling out teacher professional development

• Establishing standards and endorsement pathways

• Auditing course delivery

• Creating a continuous feedback loop

States like Utah, Virginia, and Missouri have had these systems in place for years, and their results show higher student outcomes and more consistent delivery statewide (Urban, 2022).

3. How CTE Educators Can Lead the Charge

You Don’t Need a Finance Degree to Teach It Well

Here’s the reality: Many teachers who are being asked to lead personal finance courses don’t come from a financial background — and that’s OK. Business teachers, family and consumer sciences instructors, ag educators, and even social studies teachers are stepping up and doing it successfully. In fact, the CFPB explicitly recommends that schools support teachers from all content areas with the right tools and training rather than requiring a specialized finance background (CFPB, 2013).

The key is access to clear, flexible curricula paired with practical, real-world activities that bring the material to life. That’s where CTE programs already have an edge.

Simulations and Hands-on Tools Make It Click

Research consistently shows that financial literacy works best when students apply concepts to real-life decisions — not just memorize definitions or take quizzes. That’s why simulation-based learning has become a cornerstone of high-impact financial education.

The Stukent Personal Finance Simulation is built specifically for this. It’s designed to integrate easily into any existing curriculum and offers students the chance to make real decisions with real consequences — all in a controlled classroom environment.

In the simulation, students:

• Manage income and expenses

• Build and adjust a 30-day budget

• Make choices about saving, spending, and investing

• Learn how credit scores work — and how to protect them

• Explore the basics of taxes, insurance, and financial risk

This kind of decision-theory learning doesn’t just reinforce knowledge. It builds confidence and gives students the chance to safely fail, reflect, and try again before those choices impact their actual bank accounts.

It also saves teachers time. The simulation can be bundled with comprehensive curriculum materials that include concept checks, projects, and assessments, making it easier to deliver high-quality instruction with limited prep.

Financial Literacy That Fits the CTE Classroom

Personal finance naturally aligns with many existing CTE pathways. Whether you’re teaching business, career readiness, ag economics, or family finance, the skills and topics already overlap. In many states, these connections also help meet cross-credit requirements, which makes implementation easier from a scheduling perspective.

Some teachers supplement the simulation with additional lessons or activities, such as student-led spending journals, mock investment portfolios, or these teacher-tested classroom projects curated by Edutopia.

And for schools worried about reaching Gen Z learners with digital attention spans, here’s the good news: Both digital and in-person financial education formats have been shown to improve knowledge and behavior, according to a recent study of high school students in Italy. The effects persisted even three months after the course ended (Sconti, 2022).

Financial Literacy Is More than a Mandate

Personal finance is a life skill that students need now, not years down the road. And with more states making financial literacy a graduation requirement, schools and districts are facing a clear next step: Build it or fall behind.

The good news? You don’t have to do it alone. Whether you’re a CTE educator being asked to teach personal finance for the first time or an administrator navigating new state mandates, there are proven strategies, research-backed tools, and flexible resources designed to support you.

Students want this. The data supports it. And the future demands it.

By using hands-on learning, accessible curriculum, and realistic simulations, schools can move beyond compliance and deliver financial education that sticks. You don’t have to be a finance expert. You just have to be willing to help students understand the money decisions that will shape their adult lives.

Stukent CTE empowers you to create a dynamic and engaging learning environment that prepares students for success in college and careers. Ready to experience the transformative power of Stukent CTE? Try it for free today!

IDAHO FALLS, ID – March 14, 2025 – Stukent, a leading provider of innovative educational resources, is proud to announce a strategic partnership with Stephanie Taylor-Thompson, a renowned advocate for criminal justice reform and reentry. This collaboration will bring critical financial literacy education to incarcerated individuals across the nation, equipping them with the tools needed for successful reintegration into society.

Stephanie Taylor-Thompson, a survivor of human trafficking and a formerly incarcerated individual, brings a powerful personal narrative and a wealth of experience to this partnership. Her journey from adversity to advocacy has made her a prominent voice in the movement for transformative reentry programs.

"When most people think about reentry, they often focus on the essentials, like housing, transportation, food, and clothing," says Taylor-Thompson. "Undoubtedly, these are important, but there’s something that ties all of these together. Something that makes it possible to not only survive, but thrive. That something is financial literacy."

Taylor-Thompson’s own experiences highlight the critical need for comprehensive reentry programs that address financial literacy. "I didn't understand budgeting. I didn't understand savings, let alone ever how to make a smart financial decision," she explains. "Without the support of my parole officer, I would not be where I am today."

Stukent's commitment to providing accessible and impactful education aligns with Taylor-Thompson’s mission. Through this partnership, financial simulation courses created by Stukent to teach practical money management skills will be integrated into reentry programs within women’s correctional facilities. Taylor-Thompson believes these courses are "Game changers. They help returning citizens like myself gain the skills to make informed financial decisions, manage day-to-day expenses, and break the cycle of hardship."

"We are honored to partner with Stephanie Taylor-Thompson, a true champion for change," said Jim Holm, CEO of Stukent. "Her personal story and dedication to empowering others resonate deeply with our mission to provide education that transforms lives. Together, we will make a significant impact on the lives of incarcerated women, equipping them with the knowledge and skills they need to succeed upon release."

This partnership builds on existing Stukent efforts to support incarcerated individuals through programs like the Televerde Foundation. We provide the Televerde Foundation with the Stukent Personal Finance simulation, a tool that allows incarcerated women to experience real-world financial scenarios in a safe, virtual environment. 

This helps them develop crucial money management skills and confidence, setting them up for success upon release. You can learn more about this partnership by watching this video:

About Stephanie Taylor-Thompson

Stephanie Taylor-Thompson is a dynamic force in criminal justice reform, reentry, anti-human trafficking efforts, and addiction recovery. As the owner and CEO of Ignite Recovery and the founder of Empire Reentry and Recovery Solutions, she is dedicated to empowering individuals to rebuild their lives. Her work as a formerly incarcerated individual who achieved full pardons from Idaho and Montana, and her advocacy for others through the clemency and pardon process, highlight her unwavering commitment to justice and transformation. Stephanie holds degrees in criminology and sociology, has a master’s of social work, and is currently pursuing a Juris Doctorate.

About Stukent

Stukent is reimagining effective education, bridging the gap between academia and dynamic, fast-moving industries. Stukent provides innovative Simternships® for business, marketing, and communication disciplines. Over 7,500 high schools and higher education institutions across 84 countries use these simulations and courseware. Stukent was founded in 2013 with a mission to help educators help students help the world. Stukent is headquartered in Idaho Falls, ID. To learn more, visit www.stukent.com.