The article presents the study and the level of effectiveness of STEAM education for the development of financial literacy of high school students. The authors of the study identified the main types of methods that were used in the lessons and presented criteria for assessing their effectiveness. During the study, testing, interviewing students and teachers were conducted, the results of the data were analyzed and the most effective methods for implementing economic education were identified. This helped to identify the most preferred methods among students and teachers, and conclusions were made about their use through the integration of subjects.

During the crisis, the development of financial literacy becomes especially important, so Kazakhstani teachers have a high need to use new pedagogical technologies and teaching methods to develop economic literacy. This interest is aimed at the desire of the community of teachers to improve their lesson and their pedagogical activities through the use of new methods and approaches, without overloading students. This problem of improving teaching methods was especially relevant in the context of the pandemic and after the pandemic, when, due to situations beyond the teacher's control, it was necessary to change the teaching format, to make it functional not only in the lessons of the natural sciences and mathematics, but also in the humanities. Solving economic problems in Kazakhstan is one of the priority tasks, so Kazakhstani teachers directly respond to changes in the country's economic development at different stages. In this regard, we need to revise the approaches to the educational process based on a conscious solution to these problems through the development of economic culture and financial literacy of students.

In financial literacy lessons, you can use interactive games, cases so that students can apply their knowledge in practice; discuss real-life situations, such as budget planning, choosing investments or managing loans.

Project activities play a special role, including assignments on drawing up financial plans or solving financial problems with the invitation of experts from the financial sector to give lectures and answer students' questions. These methods help make financial literacy training interesting and practical, develop the skills of analysis, critical thinking and making informed financial decisions, prepare students for effective management of their finances in the future.

Financial literacy promotes the development of critical and creative thinking through the analysis of financial situations, risk and opportunity assessment, critical reading of financial materials, solving financial problems, reasoned financial arguments, and managing financial resources. In general, financial literacy not only provides specific knowledge about finances, but also stimulates the ability to think critically when making decisions.

In recent years, there has been a growing interest in interdisciplinary integration in education through STEAM learning. Many organizations and researchers consider interdisciplinary integration as a promising approach in teaching and teacher education.

This includes the level of knowledge about budgeting, investing, retirement planning, and the ability to effectively manage personal finances. Conducting research and educational programs can help disseminate information about financial literacy among the population. STEAM learning can promote financial literacy through the integration of various disciplines. Integrating a STEAM approach into financial literacy education can make learning more interesting and applicable to real-life situations, and help develop cross-cutting skills, including critical thinking and collaboration.

The goal of the study was to find out how students, by improving their creative thinking skills, can better understand their own competence in solving economic issues and understand how to improve it.

The study consists of 3 stages: pre-test; STEAМ lessons on financial literacy development; post-test\ interviewing teachers and students of the school, comparative analysis with the data of the experimental and control classes. 12 teachers, 64 students in the experimental and control classes aged 16-17 years, including 41 boys, 23 girls, were involved. Diagnostic testing methods, teacher observation, interviews with students and teachers were used to obtain quantitative and qualitative results. We conducted a diagnostic test of the level of creative thinking of students. The results obtained during the study provided rich and valuable information about the skills of creative and imaginative thinking. As a result of the synthesis, four indicators were obtained: fluency, flexibility, originality and detail. STEAM tasks were developed, which examined the development of positive inclinations to learn in students through practice in the classroom. The topic of the lesson "Fair Price of a National Product" is associated with the analysis of a hard type of cheese and understanding market trends in the lesson. Scientific method in research: students compare and analyze the properties of camel and cow milk, from which the hard cheese "kurt" is made, identifying common trends and differences. They come to the conclusion that "kurt" has a unique composition: complete milk proteins, biologically active substances, carbohydrates, enzymes, trace elements, vitamins. Nomads could eat only it for almost six months without harm to health. According to legend, Amir Timur's troops moved at the speed of tank corps, eating "kurt" in the dry steppes. He strengthened his strength and watered his horses with "kurt" dissolved in water. Mathematics and financial calculations: students calculate fat content, calories, useful properties, compare the composition of nutrients on the label of tetra-packs of dairy products. Calculate the cost and market value of the product, integrating mathematical knowledge in financial calculations for data analysis and decision-making. Engineering and Art: Students create kurta shapes - round, oval, square; design packaging using national ornaments. Create an advertising poster to promote a product. At this stage of the lesson, students demonstrate a creative approach to solving financial problems. Technology and Finance: Students study a recipe and the technology of its creation; research and analyze pricing. Researching products in the classroom can be a fun and practical way to develop students' analytical skills, critical and creative thinking, understanding market trends for applying knowledge in real life.

The study showed that the integration of subjects into STEAM can lead to positive results. During the observation, it was confirmed that the introduction of new methods into the learning process can have a positive effect on the development of creative thinking skills, which will have a positive effect on the development of economic culture and financial literacy of students. We received positive comparative results expressed in monitoring graphs, interview responses. The results of the data analysis on the answers to pre- and post-questions, as well as on STEAM tasks, show that there were significant differences in the attitude of teachers before the training, self-confidence and STEAM integration. A positive correlation was also found between attitudes towards work and STEAM integration, as well as between confidence and STEAM integration. As a result, they learned to integrate subjects, plan STEAM lessons. The results of the analysis of teachers' responses to their post-questions show that the participants in general demonstrated significant interest in the STEAM approach. The overall sentiment among preservice teachers (55%) was that there are many ways to design a STEAM project that can be easily incorporated into the curriculum with little cost to teachers. Some (42%) felt that it is a creative and engaging way for students to work together to creatively and critically learn math and science at the same time, while others (33%) felt that STEAM assignments allow students to not only apply math concepts, but also apply them to real-life concepts. About 32% felt that sharing ideas through teamwork was effective when completing STEAM assignments. Teachers felt that STEAM projects can be implemented effectively at all grade levels.

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