<![CDATA[Digital financial services have expanded rapidly across Afghanistan's banking sector, yet the extent to which university students possess the digital financial literacy (DFL) needed to use these services safely and productively remains poorly understood. This study examined the relationship between digital financial literacy and financial decision-making among students at Samangan University, Afghanistan. A quantitative, descriptive-correlational design was employed using a structured questionnaire administered to 220 randomly selected undergraduate students across five faculties. The instrument measured four dimensions of DFL — digital knowledge, digital skills, financial attitude, and financial behavior — alongside a financial decision-making scale. Results indicated that most respondents (55.0%) possessed a moderate level of digital financial literacy, while 20.9% scored low and 24.1% scored high. Financial attitude recorded the highest mean score (M = 3.61, SD = 0.55), while digital skills recorded the lowest (M = 3.15, SD = 0.68). Correlation and regression analysis revealed a significant positive relationship between digital financial literacy and financial decision-making (r = .58, p < .001), with DFL explaining approximately 34% of the variance in decision-making quality. The findings underscore the need for structured digital financial education programs within Afghan higher education institutions, particularly in under-resourced provincial universities such as Samangan.]]>
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