Εναλλακτική χρηματοδότηση στην εκπαίδευση μέσω FinTech
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Keywords
FinTech ; Χρηματοδότηση ; CrowdfundingAbstract
This dissertation investigates how teachers and education leaders perceive the use of financial technologies (FinTech) as a means of supporting and strengthening education funding, with particular attention to platform-based funding solutions and alternative financing practices, including crowdfunding. The study focuses on participants’ reported familiarity with relevant digital tools, their perceptions of potential benefits and risks, and the factors they believe may facilitate or hinder the integration of FinTech solutions into school funding mechanisms, while also exploring whether these perceptions vary across professional roles and demographic characteristics. A quantitative, non-experimental, descriptive cross-sectional design was adopted and data were collected through an online questionnaire administered to a sample of teachers and education leaders in Greece (N=83). Data analysis was conducted in SPSS using descriptive statistics and non-parametric tests to examine group differences. Findings indicate that enhanced transparency is perceived as the most salient benefit of funding platforms, while the contribution of FinTech to supplementary funding is also viewed positively, albeit less strongly. At the same time, respondents express concerns about transaction security risks and the potential for increased inequalities between schools, whereas trust in lawful platforms and willingness to participate appear at moderate levels, alongside noticeable interest in training and comparatively lower expectations regarding colleagues’ supportive attitudes. Higher familiarity with the term FinTech is associated with more favourable evaluations and greater trust. Overall, the dissertation suggests that effective adoption of FinTech in education funding requires a clear institutional and organisational framework, stronger transparency and accountability arrangements, robust technical safeguards, and targeted professional development, so that trust can be strengthened while risks linked to unequal access and resource divergence can be mitigated. The dissertation contributes empirical indications that can inform school-level decision making and policy discussions in Greece, especially where accountability, secure transactions, and equitable access are prioritised for platform-based education funding initiatives.