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Purpose The purpose of this study is to explore international students’ perceptions of FinTech adoption and its implications for financial literacy interventions in the UK. Design/methodology/approach A small-scale exploratory and interpretive research design was adopted, using semi-structured interviews with international postgraduate students who had varying levels of financial knowledge and were encountering UK financial services for the first time. Findings Limited access to financial information and support constrains students’ ability to manage personal finances and reduces their confidence in using digital financial services. Interview findings show that even financially literate students reported reduced trust in the use of banking applications in the presence of information gaps. However, FinTech services were perceived as an accessible alternative to mitigate such constraints during a student’s transition into the UK financial system. Ultimately, the findings of this study establish a case for the importance and value of tailored financial literacy programmes for international students in the UK. Practical implications Providers of financial literacy education should integrate FinTech functionalities into short-term technology-enabled financial literacy programmes. Basic financial literacy concepts can be introduced through direct engagement with FinTech applications, allowing participants to revisit and reinforce learning during and after the FinTech intervention. Originality/value This study identifies FinTech as a financial coping resource during students’ financial transition and examines how its personalised features shape their financial management practices. The findings further suggest that FinTech-enabled interventions may strengthen students’ financial capability during the transition period.
Delshad et al. (Thu,) studied this question.