Financial literacy has become critical for mitigating everyday financial risks and sustaining saving behavior, particularly in professions with stable but often constrained income such as teaching. This study examines whether financial literacy predicts teachers’ saving habits indirectly through financial practices, and whether technological access may be associated with the link between practices and saving. Using a cross-sectional survey of 180 teachers from public educational institutions in the Jequetepeque Valley (Peru) in 2025, we tested a moderated mediation model (PROCESS Model 14). Financial literacy showed a strong positive association with financial practices, while its direct effect on saving habits was not significant after controls. The indirect effect through financial practices was significant across levels of technological access; however, the moderation effect of technological access was only marginally significant (p = 0.057) and the index of moderated mediation did not reach statistical significance at α = 0.05, indicating that the moderating role of technology requires further investigation. Overall, the results suggest that financial knowledge alone does not predict saving habits: the effect operates through consistent financial practices, and digital access may facilitate the continuity of these practices. The study contributes to financial risk management research in teacher populations and to Sustainable Development Goals (SDGs) 4, 8, and 9 in rural educational contexts.
Rojas et al. (Mon,) studied this question.
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