FinTech and financial literacy: An exploratory study of international students in the UK

Purpose- The purpose of this study is to explore international students’ per-ceptions of FinTech adoption and its implications for financial literacy inter-ventions in the UK.
Design/methodology/approach- A small-scale exploratory and interpretive research design was adopted, using semi-structured interviews with interna-tional postgraduate students with varying levels of financial knowledge who 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 confidence in us-ing digital financial services. Interview evidence further shows that even fi-nancially literate students reported reduced trust in the presence of infor-mation gaps. However, FinTech services were perceived as an accessible al-ternative that mitigates these constraints during a student’s transition into the UK financial system. Ultimately, the findings establish a case for the im-portance and value of tailored programmes for international students in the UK.
Practical implications: The authors recommend integrating FinTech func-tionalities into short-term technology-enabled financial literacy programmes. Basic financial literacy concepts can be introduced through direct engage-ment with FinTech applications, allowing participants to revisit and reinforce learning during and after the intervention.
Originality/value- This study identifies FinTech as a financial coping re-source during financial transition and examines how its personalised features shape students’ financial management practices. The findings further suggest that FinTech-enabled interventions may strengthen financial capability dur-ing the transition period.