Abstract
Lower language skills often serve as an explanation for deficits in the economic and financial knowledge of learners with a migrant background compared to learners without a migrant background. In Germany, the modelling of economic and financial knowledge is based on a Western view of the economic system. Using 130 test items with 2,503 young adults between 17 and 25 years of age, the question is investigated in which concepts test persons with migrant background show problems that may be culturally determined. Differences in the concepts of interest, credit, market economy and competitive market are identified. From an economic education point of view, preliminary considerations are presented as to how this can be dealt with and which implications for teacher training can be drawn. This paper is intended to encourage a more in-depth analysis of this research question in future research in economic education.
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