Subject. Economic culture and financial literacy of students at creative higher education institutions. Methods. Methods of analysis, synthesis, comparison and grouping were used. Results. An analysis was conducted of documents reflecting the content of the main professional educational programmes at creative?oriented higher education institutions. It was established that not all universities include in their curricula disciplines aimed at developing the competence UK?9 – Able to make informed economic decisions in various areas of life. In some cases, the development of this competence is assigned to disciplines whose subject area does not align with the content of UK?9. The low workload allocated to disciplines included in the curricula of educational programmes for creative specialties/specializations does not allow for the adequate development of competencies in the field of economic culture and financial literacy. A list of topics has been proposed that could be incorporated into the syllabi of economics courses in order to improve the level of economic culture and financial literacy among students at creative?oriented universities. Conclusions and Relevance. Improving the financial literacy of students at creative universities will contribute to enhancing the stability of Russia’s financial system, improving the financial management skills of cultural sector workers in handling personal finances, diversifying funding sources for the implementation of creative projects, and increasing the share of extra?budgetary funding in such projects. This, in turn, will help improve the overall efficiency of the cultural sector’s operation. The results can be used by creative?oriented universities to adjust their main professional educational programmes.
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