Financial Literacy as a Predictor of Academic Decision-Making and Career Readiness Among Students with Special Educational Needs: A Quantitative Analysis

Abstract

Financial literacy has emerged as a critical life skill that supports informed educational and career-related decisions, particularly for students with special educational needs (SEN). This study investigated the influence of financial literacy on academic decision-making and career readiness among SEN students using quantitative research design. A secondary dataset comprising 300 student records was analyzed using descriptive statistics, reliability analysis, Pearson correlation, and multiple linear regression. The measurement scales demonstrated satisfactory internal consistency, with Cronbach's alpha values ranging from 0.760 to 0.887. Correlation analysis revealed significant positive relationships between financial literacy and academic decision-making (r = 0.710, p < 0.001) as well as career readiness (r = 0.672, p < 0.001). Regression analyses further indicated that financial literacy was the strongest predictor of both academic decision-making (β = 0.693, p < 0.001) and career readiness (β = 0.627, p < 0.001), explaining 54.5% and 53.2% of the variance in the respective models. These findings suggest that financial literacy extends beyond financial management by strengthening students' ability to make informed academic choices and prepare for future careers. The study highlights the importance of integrating accessible financial education, inclusive teaching strategies, and career development initiatives within SEN education to foster independence, informed decision-making, and successful educational and employment transitions.