<![CDATA[This study examines the effects of financial literacy and consumptive behavior on access to online loans among female teachers in Bandar Lampung, Indonesia. Using an explanatory quantitative design, data were collected from 200 female teachers at senior high schools, vocational high schools, and Islamic senior high schools through purposive sampling. Respondents completed a five-point Likert-scale questionnaire, and the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The measurement model demonstrated satisfactory internal consistency and convergent validity. Financial literacy recorded a path coefficient of -0.113, a t-statistic of 1.285, and a p-value of 0.100, indicating a negative but statistically insignificant relationship with online loan access. In contrast, consumptive behavior had a positive and significant effect on online loan access (β = 0.311; t = 4.405; p < 0.001). The model explained 12.0% of the variance in online loan access, suggesting that other psychological, social, economic, and digital factors remain important. The findings indicate that financial knowledge alone may not be sufficient to reduce online borrowing when consumption impulses, lifestyle pressures, and easy digital access remain strong. Financial education for teachers should therefore combine digital financial literacy with budgeting discipline, debt-risk assessment, self-control, and responsible consumption strategies.]]>
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