The challenge of explicit learning in life skill education

Curriculum design in programs to build life skills often focuses on explicit learning methods that aim to increase declarative knowledge. However, this type of education has been shown to have minimal impact on behavior. We introduce a continuum of knowledge and argue that more flexible forms of knowledge are required to impact behavior, especially for novices. Using a randomized controlled trial conducted over several sessions, this study explores the ability of semi-flexible and flexible knowledge to promote optimal behaviors in the context of personal finances. We found that as knowledge became more flexible, desired changes in actual behavior became more likely. Our results provide evidence that life skills education programs, such as collegiate financial education, may be "barking up the wrong tree" with the focus on explicit learning. Expanding program design to incorporate a focus on flexible knowledge may improve the impact of such programs on desired behavior.