Financial literacy among university students: An empirical proposal for its integration into the curriculum

Abstract

Financial education in higher education has gained relevance as a key skill for individual and collective well-being and responsible decision-making in adult life. Therefore, the financial skills of university students were analyzed, considering attitudinal, behavioral, and planning dimensions, to develop a curriculum proposal for its cross-cutting integration into higher education. A quantitative approach of a descriptive correlational nature was applied, using a Likert-type instrument. Means, standard deviations, correlations between dimensions, and differences according to gender were calculated. The results showed favorable attitudes toward financial management, although with variability in habits and use of digital applications. Positive associations were identified between interest and habits, with moderate differences in the use of digital tools. This supports progressive and practical training aimed at the comprehensive development of skills in the university curriculum.