<![CDATA[University students increasingly face complex financial decisions involving consumption, saving, credit, investment, and digital financial services. Although financial literacy programs have been widely implemented, empirical evidence regarding their effectiveness in improving students’ economic decision-making remains fragmented, particularly across different educational and socioeconomic contexts. This study aims to examine the impact of a structured financial literacy program on university students’ economic decision-making and to compare differences in outcomes between students who participate in the program and those who do not. A comparative quasi-experimental design was employed involving university students assigned to an intervention group receiving a structured financial literacy program and a comparison group receiving regular learning activities. The program addressed financial knowledge, budgeting, saving, debt management, investment, risk awareness, and responsible digital financial behavior. Data were collected using validated measures of financial literacy and economic decision-making. Descriptive statistics, independent-samples tests, and ANOVA analysis were employed to assess differences between groups and examine the contribution of financial literacy to students’ economic decision-making.The findings indicate that participation in the financial literacy program is associated with improved financial knowledge and more rational economic decision-making. Students exposed to the program demonstrate stronger budgeting practices, greater saving orientation, more prudent borrowing behavior, enhanced investment awareness, and more responsible financial choices than students in the comparison group. The comparative analysis further suggests that the effectiveness of financial literacy is influenced by students’ prior financial knowledge and socioeconomic background.]]>
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