In the Italian educational system, economic education is rarely taught, and when it is, the content coverage is quite limited despite the most recent educational reforms. However, this discontinuity is not simply due to myopic educational policies, nor is it merely the consequence of the government’s lack of goodwill. It is primarily the result of an inadequate identification of an economic pedagogy or a mature theoretical framework whose focus is the promotion of the economic and financial literacy to all students, from primary school to vocational training, and which is traditionally included in secondary schools and specific university courses. Pedagogical research must be devoted to the formulation of a new and emerging knowledge which in the last decades has already developed into informal settings and can be the initial step for action. To fill the gap, it is necessary to start by creating a science that besides the managerial, legal and administrative aspects, it should also include economic and financial components.