El reto de la alfabetizacion financiera digital en el ámbito de la fintech (industria 4.0)

Gallego-Losada, María Jesús; Garcia-Abajo, María Elisa; Montero-Navarro, Antonio; Losada, Rocío Gallego

doi:10.7200/esicm.53.277

Cited by 5 publications

(2 citation statements)

References 26 publications

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“…It remains to be determined whether those who perceive more excellent skills are also users who leverage the opportunities that financial institutions offer them. Previous studies (Gallego-Losada et al, 2021;Latheef and Sunitha, 2016) have shown that the literacy level is even lower when evaluating the implementation of the competency, which has implications for future research. Higher digital financial literacy could lead to better results in managing personal finances.…”

Section: Discussionmentioning

confidence: 95%

“…In digital financial literacy, young adults thought they had a higher level of financial literacy than they did (Latheef and Sunitha, 2016). Specifically, the Gallego-Losada et al (2021) study evidences the disparity in measuring digital financial competency in young people. There is an intermediate level in the self-perception of digital financial knowledge, skills, and attitudes and a lower level when they must tangibly demonstrate digital financial competency.…”

Section: Theoretical Backgroundmentioning

confidence: 98%

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Digital competency as a key to the financial inclusion of young people in complex scenarios: A focus groups study

Fernández

Ramírez-Montoya

Ibarra-Vazquez

et al. 2023

Citizenship, Social and Economics Education

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Young people's financial and digital literacy have been studied independently and in-depth during the last decades. However, digital financial literacy as a compound concept is novel and still needs to be explored in the scientific literature. This work investigated young people's perception of their digital financial culture, identified factors that hinder or facilitate it, and explored their preferences in the training modalities for improvement. Twenty-two focus groups were carried out in different Mexican educational institutions based on diversity criteria. The evidence shows that: (1) young people perceive the need for digital financial education linked mainly to the understanding of critical concepts, the use of mobile applications, online financial operations, and digital financial security; (2) some voluntarily exclude themselves from online finance, this being one of the main obstacles in the development of digital financial culture; (3) the digital financial culture gap is accentuated more among young people in public educational institutions and upper secondary education; (4) they have a preference for emerging technological and digital resources for their training in digital finance. These findings make it possible to contextualize training proposals that favor the financial inclusion of young people in complex scenarios brought about by the digital transformation of the economy and society.

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Section: Discussionmentioning

confidence: 95%

Section: Theoretical Backgroundmentioning

confidence: 98%