Relationship Between University Students' Digital and Financial Literacy

Abstract

In this study, the digital literacy levels of university students and how these levels relate to their financial knowledge and behaviors were examined, with particular emphasis on how digital competencies shape financial decision-making processes. Furthermore, the study aimed to highlight the complementary relationship between digital and financial literacy in enabling individuals to make more informed and effective decisions in an increasingly digital financial system, thereby offering scientific contributions to efforts aimed at enhancing financial literacy. The research was conducted using a quantitative design and employed a relational survey model. Data were collected through the Digital Literacy Scale and the Financial Literacy Attitude and Behavior Scale, and analyses included independent samples t-test, one-way ANOVA, and Pearson correlation methods. Data obtained from 549 students enrolled at Aksaray University Ortaköy Vocational School indicate that the sample predominantly falls within the 18–20 age range, with one-third studying in technical programs and two-thirds in social sciences programs. Descriptive findings show that students possess moderate-to-high levels of digital literacy, whereas their financial literacy remains more limited, particularly in the dimensions of basic financial behavior and risk management. Correlation analyses reveal a low but statistically significant relationship between digital and financial literacy. Additionally, significant differences were found across demographic variables such as department, income level, and type of academic program. Overall, the findings suggest that although students actively use digital tools, they tend to be more cautious in financial decision-making processes, and digital competencies serve as a supportive factor in shaping financial behaviors.