DETERMINATION OF TECHNOLOGY-BASED ACCOUNTING CURRICULUM THROUGH FINANCIAL LITERACY

Abstract

Purpose This study aims to determine which factors that can affect financial literacy as the basis for developing a technology-based accounting curriculum at the Accounting Department, Faculty of Economics and Business, Mulawarman University.

Design/methodology/approach This research is a quantitative study using primary data obtained through a questionnaire filled out by 100 respondents, then the data is processed using Smart-PLS.

Findings The results showed that financial behavior and financial attitudes had a positive effect on financial literacy, while financial technology had no effect on financial literacy. This proves that the behavior and attitudes shown by students of the Faculty of Economics and Business can increase student curiosity regarding financial management and understanding of financial instruments so as to improve student financial literacy. In addition, from the respondents' answers, it can also be seen that the literacy level of students is at a sufficient literate level, which means that students have a good understanding of financial management but are still unable to maximize the use of financial products and services. This is evidenced by the lack of use of financial technology by students.

Practical implications The results of this research contribute to the Accounting Department needing to add material about the benefits and functions of financial technology in financial management to improve student competence in the industrial era 4.0.

Originality/value This paper presents the case of financial literacy as the basis to improve a technology-based curriculum which is currently indispensable in the scope of accounting education.

Keywords Financial Literacy; Financial Technology; Financial Attitude; Accounting Curriculum

Paper type Case study