This study aims to examine economic education in Nordic upper secondary education within the subject of social studies. Specifically, the study investigates how the concept of financial literacy is included or excluded in the curriculum for basic courses in social studies through a idea analysis. The study then compares this comparatively to identify similarities and differences in the countries' economic education. In this context, the study also explores the epistemological relation to financial literacy in the curricula to discern the goals of economic education. The results reveal variations in the extent to which the concept of financial literacy is incorporated, with Finland clearly integrating it most prominently into its curriculum. Additionally, the findings indicate that Denmark places greater emphasis on socio-economic phenomena, while this aspect is less prominent in Norway, with a greater focus on personal finance. Sweden presents a mixture, including most aspects but not to the same extent as Norway. Regarding the epistemological perspective, there is a variation between the traditional and instrumental perspectives in the material. It is noted that the instrumental perspective receives greater emphasis overall, particularly concerning aspects related to personal finance awareness and attitudes toward economics.