Financial Literacy and Planning Attitudes of Physically Handicapped Students in Higher Education Institutions

Abstract

Financial literacy is now seen as a vital life skill that helps individuals make sound financial choices, handle resources effectively, and prepare for long-term safety. Physically disabled students in higher learning institutions are most often left out of conventional financial literacy programs primarily due to social, structural, and mental factors. The exclusion not only prevents them from accessing financial education but also invades their confidence and ability to apply financial knowledge to daily decision-making. This study seeks to explore the level of financial planning behavior and literacy among physically disabled university students using a mixed-methods approach that combines the quantitative and qualitative elements. Quantitative measures levels of planning practice, literacy, and financial preparedness, while qualitative examines attitudes, issues, and motivational drivers affecting financial decision-making. Determinants like disability type, socioeconomic status, institutional support, and access to money are studied in an attempt to find differences and patterns in the behavior of money.

The research will reveal the correlation between money awareness and planning confidence in this under-represented population, gaining a comprehensive understanding of the effect of disability on financial empowerment. Findings are likely to identify major gaps in access to financial education and suggest means of developing inclusive, adaptive, and accessible financial literacy models specifically designed for physically disabled students. By filling empirical and experiential gaps in financial literacy, this study hopes to contribute to education policy, institutional practice, and financial inclusion thinking. In the end, it highlights the need for fair financial education as a way of empowering all students and promoting socio-economic independence among physically disabled pupils.