ISSN: 2222-6990
Open access
The increasing integration of artificial intelligence (AI) and digital technologies into financial services has transformed how university students access financial information and make financial decisions. However, awareness of emerging technologies may not necessarily translate into better financial decision-making. This study examines the associations of AI awareness, digital financial literacy, and trust in technology with financial decision-making quality among university students. A quantitative cross-sectional design was employed, and data were collected from 101 university students using a structured questionnaire through convenience sampling. The measurement instrument comprised four constructs: AI awareness, digital financial literacy, trust in technology, and financial decision-making quality. Data were analyzed using descriptive statistics, reliability analysis, exploratory factor analysis, Pearson correlation, and multiple linear regression. The regression model was statistically significant and explained 37.3% of the variance in financial decision-making quality (R² = .373, adjusted R² = .354). Digital financial literacy was significantly and positively associated with financial decision-making quality (? = .240, p = .024), while trust in technology also demonstrated a significant positive association (? = .475, p < .001). In contrast, AI awareness did not demonstrate a significant unique association with financial decision-making quality after the other predictors were considered (? = ?.086, p = .364), despite its positive bivariate correlation with the outcome. The findings highlight the distinction between technological awareness and the competencies required for informed financial decision-making. The study suggests that financial education for university students should extend beyond increasing AI awareness by strengthening digital financial literacy and promoting appropriately calibrated trust in financial technologies.
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