This study investigates the impact of various educational and social factors on the digital skills of vocational education and training (VET) students, emphasizing the significance of continuous skill development in the digital age. Utilizing structural equation modeling (SEM), the paper analyzes data from 382 adult VET students in Greece, examining the effects of Erasmus program participation, daily computer use, educational platforms, and social network engagement on digital competencies. The findings reveal that participation in Erasmus programs and the use of educational platforms significantly enhance students’ digital skills, highlighting the value of international experiences and digital learning tools in VET. Conversely, daily computer use alone does not significantly impact digital skills, suggesting that structured and purposeful digital tool integration is essential for skill development. The study also underscores the positive role of social networks in improving content management skills, advocating for their strategic use in educational settings. These results demonstrate the need for targeted digital literacy initiatives within VET programs to prepare students for modern labor market demands. The research contributes to the theoretical understanding of digital skill acquisition and offers practical insights for educators and policymakers to enhance VET curricula, fostering economic and social progress through improved digital literacy.

This study examines the influence of internal and external locus of control as mediators of financial literacy, financial attitudes, financial beliefs, and financial behavior of students in Timor-Leste. This study uses a quantitative approach with a survey method to collect sample data from students throughout Timor-Leste. Structural equation modeling (SEM) analyzes the relationship between financial literacy, financial attitudes, financial beliefs, internal and external locus of control, and financial behavior. The study’s results highlight the mediating role of internal and external locus of control in the relationship between financial literacy, financial attitudes, financial beliefs, and financial behavior of students in Timor-Leste. These findings can provide insight into the complex relationship between these factors in financial decision-making. Practical implications for educational institutions and policymakers in Timor-Leste, namely emphasizing the importance of considering internal and external locus control in financial literacy programs to improve students’ financial behavior. This study aims to fill the knowledge gap about student financial literacy by expanding the understanding of the relationship between these factors.

In the Indian context, financial planning for salaried individuals has gained increased importance due to economic fluctuations, rising living costs, and the need for robust retirement planning. Despite its importance, there is limited research on the specific factors that influence financial decision-making among salaried employees in India. Understanding these determinants is essential for developing effective strategies to enhance financial well-being among employees. This study explores the key factors influencing financial decision-making among employees, including financial goals, emergency savings, retirement planning, budgeting, financial confidence and literacy, financial stress, use of tax-saving instruments, income level, risk tolerance, and debt levels. A sample of 549 employees from diverse sectors in Uttar Pradesh participated in this research, highlighting the critical aspects of personal financial management that impact financial well-being. The study used a questionnaire-based survey to gather data on factors affecting financial decision-making. Descriptive statistics, correlation, and regression analyses were employed to identify significant predictors. The results reveal that financial literacy, access to resources, attitudes toward retirement planning, and cultural norms significantly influence financial decisions. Additionally, income level, job stability, and social support are crucial in shaping employees’ financial planning. The study recommends enhancing employees’ financial decision-making by offering financial education programs, budgeting tools, retirement planning assistance, debt management programs, tax planning workshops, financial counselling services, and employer match programs for retirement savings. These initiatives aim to boost financial literacy and confidence, enabling employees to make informed financial decisions and improve their financial well-being.

The rise of financial inclusion has notably increased household engagement in risky financial asset allocation, posing challenges to macro-financial stability. This study explored the crucial role of financial literacy in enabling households to effectively engage with complex financial markets and products. Specifically, it examined how different aspects of financial literacy—knowledge, attitudes, and skills—influence both the participation and depth of household investment in risky financial assets in China. Utilizing a comprehensive dataset from the 2019 China Household Finance Survey, which included 32,458 households, this study employed a robust indicator system and regression analysis via STATA 17.0 to assess these impacts. The results demonstrated that enhancements in financial literacy significantly foster increased engagement and deeper involvement in risky asset allocation, particularly through improved financial attitudes. Additionally, the analysis revealed that households led by women show a higher propensity towards risky asset investments than those led by men. These insights suggested the potential for targeted financial education to improve the financial health and economic resilience of Chinese households.

This study investigates how financial literacy affects the financial health of Saudi Arabian banking industry workers in Saudi Arabia. The study uses a sample of 183 individuals and a comprehensive framework that includes components like financial behaviour, risk management, financial planning, financial knowledge, financial confidence, financial communication, and overall financial pleasure. The study finds strong positive correlations between many aspects of financial well-being and financial literacy through correlation and regression analysis. Notably, risk management, financial behaviour, overall financial contentment, and financial confidence are all positively impacted by financial literacy. The results underscore the multifaceted character of financial well-being and underscore the critical function of financial literacy in moulding favourable financial consequences. Furthermore, the study pinpoints particular domains in which focused financial literacy initiatives might be executed to augment the general financial welfare of banking industry staff members. The study sheds light on the relationship between financial literacy and well-being in a particular occupational context, which is significant information for both the academic and practical domains. The banking industry needs customized financial education programs because of the social and management ramifications. These programs will help the community’s overall financial health in addition to providing benefits to individual employees. In its conclusion, the study makes recommendations for other research directions, such as longitudinal studies and examinations of the function of digital financial literacy in the changing banking environment.

This article explores the landscape of entrepreneurship education in Indonesia amid the wave of digital transformation. The research method uses Systematic Literature Review (SLR) to review research results sourced from journals indexed in Sinta or nationally accredited journals in Indonesia which can be accessed on Google Scholar. The conclusion, (i) Digital transformation-based entrepreneurship education creates a new learning model in colleges with the aim of developing entrepreneurial attitudes and values among young people, especially students, so as to produce entrepreneurial intentions. (ii) Higher education as an entrepreneur education provider must follow the progress of digital transformation in the teaching process of entrepreneurship education so that digital literacy among lecturers and students is getting better. (iii) The participation of stakeholders, the Government, college and the business world, is expected to provide support in policy making, especially curriculum changes in accordance with current circumstances in creating new business actors or entrepreneurial intentions.