The aim of this doctoral dissertation is to investigate the relationship between education and economic reforms. The central idea is that education is not limited to the accumulation of knowledge, but contributes more broadly to the formation of ways of thinking, attitudes, and skills that influence how societies perceive economic and social change. Through this process, it can strengthen the understanding of complex economic issues, cultivate a more long-term perspective, and affect the acceptance of policies that involve short-term costs but potentially long-term benefits.

The dissertation places particular emphasis on the role of educational reforms, examining whether they can influence not only citizens’ attitudes toward economic reforms, but also, more broadly, the political preferences of each society. At the same time, it highlights the importance of the relationship between education and institutions, arguing that education can strengthen societies’ ability to assess public policies more maturely, shape more coherent collective choices, and support reforms associated with long-term economic progress and institutional stability.