Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review

Why is it important? 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Financial literacy in students in entrepreneurship: A systematic literature review", "datePublished": "2025-01-27T14:56:38", "dateModified": "2025-10-31T17:19:22", "author": [ { "@type": "Person", "name": "Dwi Nanda Akhmad Romadhon" }, { "@type": "Person", "name": "Hari Mulyadi" } ], "publisher": { "@type": "Organization", "name": "F1000Research", "logo": { "@type": "ImageObject", "url": "https://f1000research.com/img/AMP/F1000Research_image.png", "height": 480, "width": 60 } }, "image": { "@type": "ImageObject", "url": "https://f1000research.com/img/AMP/F1000Research_image.png", "height": 1200, "width": 150 }, "description": "This paper aims to analyze financial literacy in students a foundational understanding of personal finance management in addition to more intricate financial concepts like corporate risk analysis and capital management techniques. A comprehensive evaluation of the literature has been conducted by locating 155 studies from different sources. 36 papers were determined to be pertinent for the current investigation after the 155 research were eliminated based on selection criteria. The results of the study show that financial literacy has a significant impact on the success of students in entrepreneurship, both in planning, management, and business development. This article also provides recommendations for the development of a more comprehensive entrepreneurship education curriculum, which integrates financial literacy as a core competency. This paper develops a research model that can be used for universities or policymakers who need to create financial skills in entrepreneurial students in order to improve financial performance." } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://f1000research.com/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://f1000research.com/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://f1000research.com/articles/14-138/v1", "name": "Why is it important? Financial literacy in students in entrepreneurship:..." } } ] } Home Browse Why is it important? Financial literacy in students in entrepreneurship:... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article Romadhon DNA and Mulyadi H. Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :138 ( https://doi.org/10.12688/f1000research.160829.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Systematic Review Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review [version 1; peer review: 1 approved with reservations, 1 not approved] Dwi Nanda Akhmad Romadhon https://orcid.org/0009-0006-7276-8440 1 , Hari Mulyadi 2 Dwi Nanda Akhmad Romadhon https://orcid.org/0009-0006-7276-8440 1 , Hari Mulyadi 2 PUBLISHED 27 Jan 2025 Author details Author details 1 Universitas Pendidikan Indonesia, West Java, Indonesia 2 Universitas Pendidikan Indonesia, West Java, Indonesia Dwi Nanda Akhmad Romadhon Roles: Conceptualization, Data Curation, Formal Analysis, Methodology, Resources, Software, Visualization, Writing – Original Draft Preparation Hari Mulyadi Roles: Validation, Writing – Review & Editing OPEN PEER REVIEW DETAILS REVIEWER STATUS Abstract This paper aims to analyze financial literacy in students a foundational understanding of personal finance management in addition to more intricate financial concepts like corporate risk analysis and capital management techniques. A comprehensive evaluation of the literature has been conducted by locating 155 studies from different sources. 36 papers were determined to be pertinent for the current investigation after the 155 research were eliminated based on selection criteria. The results of the study show that financial literacy has a significant impact on the success of students in entrepreneurship, both in planning, management, and business development. This article also provides recommendations for the development of a more comprehensive entrepreneurship education curriculum, which integrates financial literacy as a core competency. This paper develops a research model that can be used for universities or policymakers who need to create financial skills in entrepreneurial students in order to improve financial performance. READ ALL READ LESS Keywords Financial Literacy, Entrepreneurship, Systematic Literature Review Corresponding Author(s) Dwi Nanda Akhmad Romadhon ( [email protected] ) Close Corresponding author: Dwi Nanda Akhmad Romadhon Competing interests: No competing interests were disclosed. Grant information: We would like to thank BPPT and LPDP Indonesia Endowment Fund for Education Agency from the Ministry of Finance of the Republic of Indonesia as the funders of the Indonesian Education Scholarship (BPI KEMENDIKBUDRISTEK Scholarship) for the Doctor Programme with grant number 00419/BPPT/BPI.06/9/2023. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Copyright: © 2025 Romadhon DNA and Mulyadi H. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Romadhon DNA and Mulyadi H. Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :138 ( https://doi.org/10.12688/f1000research.160829.1 ) First published: 27 Jan 2025, 14 :138 ( https://doi.org/10.12688/f1000research.160829.1 ) Latest published: 31 Oct 2025, 14 :138 ( https://doi.org/10.12688/f1000research.160829.3 )  There is a newer version of this article available. Suppress this message for one day. Introduction Due to the increasing emphasis on entrepreneurship education and supportive university initiatives, entrepreneurship is increasingly recognized as a viable career choice among students worldwide. Studies show that universities are actively strengthening their support systems to encourage students to be entrepreneurs, especially those who are somewhat proactive ( Mustafa et al., 2023 ). In today’s era of globalization and digitalization, opportunities to start and develop businesses are increasingly wide open, especially for the younger generation who have access to technology and information ( Kumar, 2024 ). According to research, the entrepreneurship landscape has become easier for young people, mainly because they have access to technology and data in the digital age. Digital platforms such as e-commerce and social media allow young people to create innovations and transform conventional industries. However, success in the business world is not only determined by innovation and creativity alone, but also by the ability to manage finances effectively. Financial literacy, which includes an understanding of personal financial management, financial planning, investing, and risk management, is an important factor that can influence an entrepreneur’s success. Businesses, including MSMEs, are successful because financial skills help them make informed financial decisions, identify opportunities, and ensure long-term growth and sustainability ( Dwyanti, 2024 ). The problem of low financial literacy among students has been studied in a variety of contexts, revealing common problems and unique insights. However, many students around the world have low financial literacy, which can have significant consequences ( Abdul Karim et al., 2023 ). Unfortunately, various studies show that the level of financial literacy among college students, including those interested in entrepreneurship, is still relatively low. Despite the acknowledged significance, research shows that the level of financial intelligence of college students including those interested in entrepreneurship remains very low. Many studies draw attention to various aspects of this issue, because financial skills support personal wealth management and business decision-making, it is especially important for college students, especially those who intend to pursue entrepreneurship ( Li, 2024 ). Ignorance or lack of understanding of the basic principles of finance can negatively impact students’ ability to make informed financial decisions, manage cash flow, and avoid risks that could lead to business failure. In this context, financial literacy is not just an additional skill, but an essential element that can determine the success or failure of a business ( Rehman & Mia, 2024 ). The importance of financial skills in influencing individual and organizational financial decision-making is increasingly recognized as a key factor in determining company performance. The ratio of entrepreneurs in Indonesia from year to year has not experienced the expected increase ( Katadata, 2023 ). Figure 1 illustrates the entrepreneurship ratio in Indonesia, highlighting its comparison with the minimum standard in developed countries. According to Teten Masduki, Minister of Cooperatives and SMEs (MenKopUKM), the number of entrepreneurs in Indonesia is very large, reaching 64 million people, but the ratio of new entrepreneurs is only 3.47 percent. He said that developed countries must have an entrepreneurship ratio of at least 4 percent. Meanwhile, Arif Satria, Rector of Universitas IPB, said that 43% of new students aspire to become entrepreneurs. To realize the dreams of these students, IPB is preparing various programs to become an incubator that is able to give birth to new entrepreneurs in Indonesia ( Kemenkopukm, 2023 ). Figure 1. Entrepreneurship Ratio in Indonesia. Note: This figure/table has been reproduced with permission from https://databoks.katadata.co.id/ketenagakerjaan/statistik/db2da5b8fde8716/ini-perkembangan-rasio-wirausaha-indonesia-sampai-2023 . In the world of entrepreneurship, financial skills play an important role, significantly influencing business performance, decision-making, and economic empowerment. For example, Srivastava’s study emphasizes that financial skills improve women’s confidence, decision-making abilities, and access to resources, thereby improving business performance and promoting entrepreneurial success ( Prabha, 2024 ). In the current digital economy era, entrepreneurship is one of the career options that is increasingly in demand by students. However, success in entrepreneurship is not only determined by innovation and creativity, but also by the ability to manage finances effectively. Financial literacy, which includes an understanding of financial planning, risk management, and investing, is an important competency for students who want to enter the business world ( Sumantri, Alit & Indraswari, Paramita, Ayu, Agung, Gusti, 2024 ). Seeing the importance of financial literacy in the world of entrepreneurship, this study aims to systematically review the existing literature related to the topic using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method, this research will identify, filter, and analyze relevant research to understand the role of financial literacy in student entrepreneurship. This literature review is expected to provide deeper insights into the importance of financial literacy in entrepreneurship education, as well as provide recommendations for the development of a more comprehensive curriculum in higher education. Thus, this research will make a significant contribution not only to academics and researchers, but also to education policymakers and entrepreneurial practitioners. The results of this literature review can be the basis for efforts to improve financial literacy among students, so that they are better prepared to face challenges in the business world and become successful entrepreneurs. Methods Research design This study uses a systematic literature review method with PRISMA guidance. This method involves four main stages: identification, screening, feasibility, and inclusion ( Page et al., 2021 ). PRISMA procedure A. Identification Relevant literature is identified through an academic database search from Scopus. Scopus with more than 22,794 titles and more than 78 million bibliographic records includes research journals, conference proceedings, and academic books from more than 5,000 publishers worldwide, and was selected as the main database for academic literature despite some limitations noted ( Gasparyan & Kitas, 2021 ). The keywords used include “financial literacy” and “entrepreneurship”. Source search using Publish or Perish software ( Harzing, 2024 ). The results of the Scopus keyword search, visualized using Publish or Perish, are shown in Figure 2 . Figure 2. Scopus keyword search using publish or perish. Paper selection from 2014-2024 with an average number of citations of 10 per year. The number of papers obtained was 155 with a total of 1210 citations and an average of 121 citations, followed by 7.8 citations per paper. Scopus with more than 22,794 titles and more than 78 million bibliographic records includes research journals, conference proceedings, and academic books from more than 5,000 publishers worldwide, and was selected as the main database for academic literature despite some limitations noted ( Gasparyan & Kitas, 2021 ). B. Filtering Articles that are irrelevant, such as those that are not student-focused or entrepreneurial, are filtered by title and abstract. The study of the selection process is a process consisting of search, selection, and development, each of which is divided into a number of stages and performs different activities. To start your search, use the Publish or Perish electronic database, which has a Scopus output of 155 works of literature. In addition, the process consists of selecting articles that meet the criteria that have been set, as well as analyzing the development of the article. C. Eligibility Articles that pass the screening stage are further evaluated based on eligibility criteria, such as the research method used, the suitability of the topic, and the validity of the research results. D. Inclusion Articles that meet all eligibility criteria are included in the final review for further analysis. To ensure relevance and appropriateness in systematic reviews and other research methodologies, inclusion and exclusion criteria are an important component in selecting studies to conduct. They are used to determine which research is considered relevant and which is not, based on pre-defined parameters that are in accordance with the research objectives. Creating clear and clear criteria for inclusion and exclusion is critical to the decision-making process ( Tod, 2019 ). E. Inclusion and Exclusion Criteria Results are collected after the search is applied. Each study must be eligible for inclusion and removal. In the first section, 155 articles were reviewed based on inclusion and exclusion criteria. After that, the last 144 articles were selected for judging. This systematic literature review discusses financial literacy and entrepreneurship in students. The main questions discussed in this review are as follows: definition of financial literacy and ethics in students; Objectives, methodologies, and key outcomes of research on financial literacy and credit in students over the past 10 years. • Inclusion : Research published in the last 10 years, using quantitative or qualitative methods, and focusing on financial literacy in the context of student entrepreneurship. • Exclusion : Articles that are not in United Kingdom, are not peer-reviewed, or do not provide empirical data. Inclusion research criteria will be incorporated into it, and research that does not meet them will be thoroughly reviewed to ensure that it meets certain quality standards. This overview focuses on quality standards. It concentrates on the description of the draft financial literacy in entrepreneurship, purpose research, design research, instruments, samples, answers to research questions, conclusions, weaknesses, and recommendations for financial literacy in entrepreneurship in college students. In the end, 36 articles were selected for analysis and used in research that answered the questions. Here are the total documents based on the type of documents sorted in Table 1 . Table 1. Sorting documents. Document type Sum Article 115 Book 1 Book Chapters 16 Conference Papers 20 Editorials 1 Reviews 3 Results and Discussion Result From the search results, a number of relevant articles were obtained as many as 115 papers, The distribution of citation counts across the analyzed articles is illustrated in Figure 3 ( Romadhon & Mulyadi, 2025 ). Figure 3. PRISMA flow diagram. Discussion The results of this literature review show that knowledge about finance should be part of the entrepreneurship education program at the university. There is also a need for more practical and relevant educational programs that teach students how to manage money. It is essential to have a good understanding of finance, which should be thoroughly incorporated into the entrepreneurship education program in college. Students gain extensive financial knowledge. It not only teaches them the basics of personal financial management, such as budgeting, savings planning, investment, and debt management, but also helps them understand more complex financial dynamics, such as capital management strategies in business competition, and risk analysis when making investment decisions. In addition, these results show that educational programs must be created on a theoretical and practical basis. Realistic case study analysis, business simulations, and involvement in real entrepreneurial projects should be part of a program like this. This method will allow students to use their understanding of finance in relevant and challenging situations. This will improve their abilities in financial analysis, business planning, and financial risk management. A college entrepreneurship curriculum that integrates in-depth financial knowledge is expected to produce graduates who not only have a strong theoretical understanding, but are also practically prepared to face the complex financial challenges of the business world. Therefore, financial literacy can be a strategic tool that helps reduce the rate of business failure caused by a poor understanding of finance. In addition, financial literacy can prepare students to become smarter and more flexible business leaders in the face of constant economic changes. Budgeting, cash flow monitoring, and investment allocation are just a few of the technical aspects of financial management, but financial literacy affects many things. A strong understanding of finance helps students gain more confidence when facing difficult and uncertain business challenges. With good financial knowledge, students can not only overcome various methods of capital management and financial instruments, but they can also make more careful and strategic decisions in a dynamic business environment. This includes looking for profitable investment opportunities, managing financial risk, and creating sustainable growth strategies. In addition, entrepreneurship education that incorporates financial knowledge is also an important foundation for building a proactive and flexible entrepreneurial mentality. Students who have a good financial understanding tend to be better prepared to take calculated risks and more confident in the face of changing market pressures. They rely not only on basic knowledge or intuition, but also in-depth financial analysis and accurate calculations to help them make important decisions. Therefore, the inclusion of financial knowledge into the high school entrepreneurship curriculum is very important. This step not only improves students’ technical skills in financial management, but also builds a resilient and confident mindset to manage a business in the real world. By understanding finance well, students will be better prepared to face the complex business world, better equipped to adapt to market changes, and ultimately will become successful and innovative entrepreneurs in the future. Conclusion As part of the entrepreneurship education curriculum at universities, financial knowledge is essential, according to this literature review. Students must understand finance thoroughly. This includes basic knowledge of managing personal finances as well as more complex financial dynamics, such as capital management strategies and business risk analysis. Educational programs that combine theory with practice, such as case studies and business simulations, will help students apply their knowledge to real-world situations. Students who have financial knowledge will be more confident in facing business challenges, better able to make careful choices, and better equipped to become successful and flexible entrepreneurs as the economy changes. Financial literacy is an essential competency that supports student success in entrepreneurship. Therefore, the integration of financial literacy in entrepreneurship education needs to be improved to produce young entrepreneurs who are competent and ready to face global economic challenges. Recommendations • Development of a financial literacy module specific to entrepreneurship students. • Increased collaboration between academics, business practitioners, and financial institutions to strengthen financial literacy education. Data availability statement No data are associated with this article. Extended data Reporting guidelines Zenodo: PRISMA Flow Diagram for Why is it important? Financial Literacy in Students in Entrepreneurship: A Systematic Literature Review [Data set]. Zenodo. https://doi.org/10.5281/zenodo.14639718 ( Romadhon & Mulyadi, 2025 ). Software availability statement The software tools mentioned in the article are as follows: Publish or Perish: This software is open-access and was used to retrieve bibliometric data for the PRISMA methodology. A hyperlink to the software has been added in the revised manuscript: https://harzing.com/resources/publish-or-perish/windows . Mendeley Citation Manager: This software is a proprietary tool but is freely available for reference management purposes. To address your suggestion, we have provided an additional note in the Software Availability statement to indicate Mendeley’s availability and functionality. This has been acknowledged in the revised manuscript. Software availability: The Publish or Perish software used for bibliometric analysis is freely available at https://harzing.com/resources/publish-or-perish/windows . Mendeley, a citation management tool used in this study, is freely available for download at https://www.mendeley.com . References Abdul Karim N, Ab Wahid Z, Kamarul Ariffin S-N, et al. : Financial Literacy among University Students and its Implications towards Financial Scams. Information Management and Business Review. 2023; 15 (3(I)): 124–128. Publisher Full Text Dwyanti D: The Importance of Financial Literacy in Financial Management in Micro, Small and Medium Enterprises (MSMEs). Journal of Applied Management and Business. 2024; 5 (1): 1–6. Publisher Full Text Gasparyan AY, Kitas GD: Editorial Strategy to Get a Scholarly Journal Indexed by Scopus. Mediterr. J. Rheumatol. 2021; 32 (1): 1–2. Harzing AW: Publish or Perish (Version 8.17.4863).2024. Reference Source Katadata: Ini Perkembangan Rasio Wirausaha Indonesia Sampai 2023.2023. Reference Source Kemenkopukm: 43 Persen Mahasiswa IPB Ingin Wirausaha.2023. Reference Source Kumar P: Challenges and Opportunities for Young Entrepreneurs in Digital Age. Interantional Journal of Scientific Research in Engineering and Management. 2024; 08 (05): 1–5. Publisher Full Text Li J: College students’ innovation and entrepreneurship the cultivation and value of financial literacy. 国际化教育科学与理论. 2024; 2 (12): 23. Publisher Full Text Mustafa MJ, Chin JW, Nungsari M, et al. : Do proactive students benefit more from university support for entrepreneurship when it comes to choosing entrepreneurship as a career choice? An examination of Ghanian and Malaysian students. The International Journal of Management Education. 2023; 21 (3): 100868. Publisher Full Text Page MJ, McKenzie JE, Bossuyt PM, et al. : The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ. 2021; 372 : n71. PubMed Abstract | Publisher Full Text | Free Full Text Prabha S: Empowering Women Entrepreneurs Through Financial Literacy. International Journal For Multidisciplinary Research. 2024; 6 (3): 1–8. Publisher Full Text Rehman K, Mia MA: Determinants of financial literacy: a systematic review and future research directions. Future Business Journal. 2024; 10 (1). Publisher Full Text Romadhon D, Mulyadi H: PRISMA Flow Diagram for Why is it important? Financial Literacy in Students in Entrepreneurship: A Systematic Literature Review. Zenodo. 2025. Publisher Full Text Sumantri, Alit IGA, Indraswari, et al. : Peran Literasi Keuangan dalam Meningkatkan Pembangunan Ekonomi Masyarakat Desa. Jurnal Akademik Pengabdian Masyarakat. 2024; 2 (4): 151–153. Publisher Full Text Tod D: Inclusion and Exclusion Criteria BT - Conducting Systematic Reviews in Sport, Exercise, and Physical Activity. Tod D, editor. Springer International Publishing; 2019; pp. 55–66. Publisher Full Text Comments on this article Comments (0) Version 3 VERSION 3 PUBLISHED 27 Jan 2025 ADD YOUR COMMENT Comment Author details Author details 1 Universitas Pendidikan Indonesia, West Java, Indonesia 2 Universitas Pendidikan Indonesia, West Java, Indonesia Dwi Nanda Akhmad Romadhon Roles: Conceptualization, Data Curation, Formal Analysis, Methodology, Resources, Software, Visualization, Writing – Original Draft Preparation Hari Mulyadi Roles: Validation, Writing – Review & Editing Competing interests No competing interests were disclosed. Grant information We would like to thank BPPT and LPDP Indonesia Endowment Fund for Education Agency from the Ministry of Finance of the Republic of Indonesia as the funders of the Indonesian Education Scholarship (BPI KEMENDIKBUDRISTEK Scholarship) for the Doctor Programme with grant number 00419/BPPT/BPI.06/9/2023. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Article Versions (3) version 3 Revised Published: 31 Oct 2025, 14:138 https://doi.org/10.12688/f1000research.160829.3 version 2 Revised Published: 09 Oct 2025, 14:138 https://doi.org/10.12688/f1000research.160829.2 version 1 Published: 27 Jan 2025, 14:138 https://doi.org/10.12688/f1000research.160829.1 Copyright © 2025 Romadhon DNA and Mulyadi H. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Romadhon DNA and Mulyadi H. Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :138 ( https://doi.org/10.12688/f1000research.160829.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 1 VERSION 1 PUBLISHED 27 Jan 2025 Views 0 Cite How to cite this report: Hasan M. Reviewer Report For: Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :138 ( https://doi.org/10.5256/f1000research.176781.r370750 ) The direct URL for this report is: https://f1000research.com/articles/14-138/v1#referee-response-370750 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 02 Apr 2025 Muhammad Hasan , Universitas Negeri Makassar, Makassar, Indonesia Not Approved VIEWS 0 https://doi.org/10.5256/f1000research.176781.r370750 Dear Author, Congratulations on successfully completing this manuscript. I have read it with great interest. There are several problems that need to be addressed in this manuscript. First, in the introduction. You have not ... Continue reading READ ALL Dear Author, Congratulations on successfully completing this manuscript. I have read it with great interest. There are several problems that need to be addressed in this manuscript. First, in the introduction. You have not specifically described the novelty of this finding. There have been many literature review themes like this. However, you have not explained what distinguishes the findings of this study from previous studies. My suggestion is to explore it with the perspective of entrepreneurship education in developing countries. In addition, the theoretical perspective you use has not been described specifically. Second, in the results section. This section is very weak. There is no information found by the reader, especially the latest information. This section is unable to reduce the entire literature that has been reviewed. Third, the conclusion section. Not in line with the research results. In addition, the recommendations and/or theoretical and practical implications are unclear. Are the rationale for, and objectives of, the Systematic Review clearly stated? Yes Are sufficient details of the methods and analysis provided to allow replication by others? No Is the statistical analysis and its interpretation appropriate? Not applicable Are the conclusions drawn adequately supported by the results presented in the review? No If this is a Living Systematic Review, is the ‘living’ method appropriate and is the search schedule clearly defined and justified? (‘Living Systematic Review’ or a variation of this term should be included in the title.) Not applicable Competing Interests: No competing interests were disclosed. Reviewer Expertise: Entrepreneurship education, economics literacy, economics education, knowldge transfer. I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Hasan M. Reviewer Report For: Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :138 ( https://doi.org/10.5256/f1000research.176781.r370750 ) The direct URL for this report is: https://f1000research.com/articles/14-138/v1#referee-response-370750 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 09 Oct 2025 Dwi Romadhon , Universitas Pendidikan Indonesia, West Java, Indonesia 09 Oct 2025 Author Response Dear Reviewer, Thank you for your valuable and constructive feedback on our manuscript titled "Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review." We ... Continue reading Dear Reviewer, Thank you for your valuable and constructive feedback on our manuscript titled "Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review." We appreciate your time and effort in reviewing the manuscript. Below are our responses to your comments and the revisions we have made: 1. Novelty and Theoretical Framework in the Introduction We acknowledge the concern regarding the lack of a clear explanation of the novelty of our study. To address this, we have revised the introduction to explicitly highlight the unique contribution of our research. Specifically, we have emphasized how our study explores entrepreneurship education in developing countries, a perspective that has not been adequately addressed in previous literature. Additionally, we have provided a more detailed description of the theoretical framework, focusing on the integration of financial literacy within entrepreneurship education and its significance in the context of developing countries. 2. Weak Results Section We agree that the results section lacked sufficient clarity and recent insights. In response, we have strengthened this section by incorporating the most current literature and synthesizing the findings in a more comprehensive manner. We have clearly presented key trends, gaps, and challenges related to financial literacy among students, particularly in developing countries, and how these factors impact entrepreneurship education. 3. Conclusion and Implications We understand that the conclusion did not align well with the research findings. We have revised the conclusion to ensure it directly reflects the results of the systematic review. Furthermore, we have expanded the recommendations to include both theoretical and practical implications for enhancing financial literacy in entrepreneurship education. This includes suggestions for policymakers, educators, and curriculum developers in developing countries. 4. Methodology and Replicability We recognize that the methodology section required more detail. In response, we have elaborated on the systematic review process, providing clear information on the selection criteria, data sources, and analysis methods used in our study. This ensures that the methodology is transparent and allows for replication by other researchers in the field. We hope that these revisions address your concerns and improve the clarity and quality of the manuscript. Thank you once again for your thoughtful feedback. We look forward to your continued guidance. Sincerely, Dwi Nanda Akhmad Romadhon & Hari Mulyadi Authors Dear Reviewer, Thank you for your valuable and constructive feedback on our manuscript titled "Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review." We appreciate your time and effort in reviewing the manuscript. Below are our responses to your comments and the revisions we have made: 1. Novelty and Theoretical Framework in the Introduction We acknowledge the concern regarding the lack of a clear explanation of the novelty of our study. To address this, we have revised the introduction to explicitly highlight the unique contribution of our research. Specifically, we have emphasized how our study explores entrepreneurship education in developing countries, a perspective that has not been adequately addressed in previous literature. Additionally, we have provided a more detailed description of the theoretical framework, focusing on the integration of financial literacy within entrepreneurship education and its significance in the context of developing countries. 2. Weak Results Section We agree that the results section lacked sufficient clarity and recent insights. In response, we have strengthened this section by incorporating the most current literature and synthesizing the findings in a more comprehensive manner. We have clearly presented key trends, gaps, and challenges related to financial literacy among students, particularly in developing countries, and how these factors impact entrepreneurship education. 3. Conclusion and Implications We understand that the conclusion did not align well with the research findings. We have revised the conclusion to ensure it directly reflects the results of the systematic review. Furthermore, we have expanded the recommendations to include both theoretical and practical implications for enhancing financial literacy in entrepreneurship education. This includes suggestions for policymakers, educators, and curriculum developers in developing countries. 4. Methodology and Replicability We recognize that the methodology section required more detail. In response, we have elaborated on the systematic review process, providing clear information on the selection criteria, data sources, and analysis methods used in our study. This ensures that the methodology is transparent and allows for replication by other researchers in the field. We hope that these revisions address your concerns and improve the clarity and quality of the manuscript. Thank you once again for your thoughtful feedback. We look forward to your continued guidance. Sincerely, Dwi Nanda Akhmad Romadhon & Hari Mulyadi Authors Competing Interests: No competing interests were disclosed. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 09 Oct 2025 Dwi Romadhon , Universitas Pendidikan Indonesia, West Java, Indonesia 09 Oct 2025 Author Response Dear Reviewer, Thank you for your valuable and constructive feedback on our manuscript titled "Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review." We ... Continue reading Dear Reviewer, Thank you for your valuable and constructive feedback on our manuscript titled "Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review." We appreciate your time and effort in reviewing the manuscript. Below are our responses to your comments and the revisions we have made: 1. Novelty and Theoretical Framework in the Introduction We acknowledge the concern regarding the lack of a clear explanation of the novelty of our study. To address this, we have revised the introduction to explicitly highlight the unique contribution of our research. Specifically, we have emphasized how our study explores entrepreneurship education in developing countries, a perspective that has not been adequately addressed in previous literature. Additionally, we have provided a more detailed description of the theoretical framework, focusing on the integration of financial literacy within entrepreneurship education and its significance in the context of developing countries. 2. Weak Results Section We agree that the results section lacked sufficient clarity and recent insights. In response, we have strengthened this section by incorporating the most current literature and synthesizing the findings in a more comprehensive manner. We have clearly presented key trends, gaps, and challenges related to financial literacy among students, particularly in developing countries, and how these factors impact entrepreneurship education. 3. Conclusion and Implications We understand that the conclusion did not align well with the research findings. We have revised the conclusion to ensure it directly reflects the results of the systematic review. Furthermore, we have expanded the recommendations to include both theoretical and practical implications for enhancing financial literacy in entrepreneurship education. This includes suggestions for policymakers, educators, and curriculum developers in developing countries. 4. Methodology and Replicability We recognize that the methodology section required more detail. In response, we have elaborated on the systematic review process, providing clear information on the selection criteria, data sources, and analysis methods used in our study. This ensures that the methodology is transparent and allows for replication by other researchers in the field. We hope that these revisions address your concerns and improve the clarity and quality of the manuscript. Thank you once again for your thoughtful feedback. We look forward to your continued guidance. Sincerely, Dwi Nanda Akhmad Romadhon & Hari Mulyadi Authors Dear Reviewer, Thank you for your valuable and constructive feedback on our manuscript titled "Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review." We appreciate your time and effort in reviewing the manuscript. Below are our responses to your comments and the revisions we have made: 1. Novelty and Theoretical Framework in the Introduction We acknowledge the concern regarding the lack of a clear explanation of the novelty of our study. To address this, we have revised the introduction to explicitly highlight the unique contribution of our research. Specifically, we have emphasized how our study explores entrepreneurship education in developing countries, a perspective that has not been adequately addressed in previous literature. Additionally, we have provided a more detailed description of the theoretical framework, focusing on the integration of financial literacy within entrepreneurship education and its significance in the context of developing countries. 2. Weak Results Section We agree that the results section lacked sufficient clarity and recent insights. In response, we have strengthened this section by incorporating the most current literature and synthesizing the findings in a more comprehensive manner. We have clearly presented key trends, gaps, and challenges related to financial literacy among students, particularly in developing countries, and how these factors impact entrepreneurship education. 3. Conclusion and Implications We understand that the conclusion did not align well with the research findings. We have revised the conclusion to ensure it directly reflects the results of the systematic review. Furthermore, we have expanded the recommendations to include both theoretical and practical implications for enhancing financial literacy in entrepreneurship education. This includes suggestions for policymakers, educators, and curriculum developers in developing countries. 4. Methodology and Replicability We recognize that the methodology section required more detail. In response, we have elaborated on the systematic review process, providing clear information on the selection criteria, data sources, and analysis methods used in our study. This ensures that the methodology is transparent and allows for replication by other researchers in the field. We hope that these revisions address your concerns and improve the clarity and quality of the manuscript. Thank you once again for your thoughtful feedback. We look forward to your continued guidance. Sincerely, Dwi Nanda Akhmad Romadhon & Hari Mulyadi Authors Competing Interests: No competing interests were disclosed. Close Report a concern COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Mohd Noor NH. Reviewer Report For: Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :138 ( https://doi.org/10.5256/f1000research.176781.r370755 ) The direct URL for this report is: https://f1000research.com/articles/14-138/v1#referee-response-370755 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 25 Mar 2025 Nurul Hidayana Mohd Noor , Faculty of Administrative Science and Policy Studies, Universiti Teknologi MARA, Seremban, Negeri Sembilan, Malaysia Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.176781.r370755 “Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review” – the title is confusing. Does it include students who are involved in entrepreneurship? The methodology is not clearly explained in the abstract. ... Continue reading READ ALL “Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review” – the title is confusing. Does it include students who are involved in entrepreneurship? The methodology is not clearly explained in the abstract. In the introduction , the authors need to deliberate on the impact of entrepreneurship on the country, economy, and society. Explain also how entrepreneurship is significant in the Indonesian context. Then, down to a discussion on youth entrepreneurship. Explain the growth, highlight the challenges and issues, and then focus on the importance of financial management. Financial skills – define and elaborate on the skills and what is still lacking among youth in Indonesia. Please highlight the research gaps and discuss the significance of the study. The literature review section needs to be included in the manuscript. Methodology Why did the researchers include the SCOPUS journal only? How about WOS? Scopus keyword search needs to be included in a written form. Figure 3 is not a result. You may organize it as “Findings and Discussion.” The findings section is poor, with a lack of in-depth discussion. Please thoroughly discuss the findings. The study should have clear research objectives to help the researchers to organize the findings. For example: To assess types of financial skills Findings and Discussion To assess the approach to improving financial literacy Findings and Discussion Thus, you can structure the discussion section based on the PRISMA findings The current structure is disorganized and difficult to understand. Recommendations – needs improvement as not explained properly. Are the rationale for, and objectives of, the Systematic Review clearly stated? Partly Are sufficient details of the methods and analysis provided to allow replication by others? Partly Is the statistical analysis and its interpretation appropriate? Partly Are the conclusions drawn adequately supported by the results presented in the review? Partly If this is a Living Systematic Review, is the ‘living’ method appropriate and is the search schedule clearly defined and justified? (‘Living Systematic Review’ or a variation of this term should be included in the title.) Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: Entrepreneurship. social and youth studies, management, and environmental studies I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Mohd Noor NH. Reviewer Report For: Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :138 ( https://doi.org/10.5256/f1000research.176781.r370755 ) The direct URL for this report is: https://f1000research.com/articles/14-138/v1#referee-response-370755 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 26 Mar 2025 Dwi Romadhon , Universitas Pendidikan Indonesia, West Java, Indonesia 26 Mar 2025 Author Response 1. We appreciate the reviewer’s comment regarding the title of the article. The primary objective of this article is to provide a systematic review of financial literacy among students who are ... Continue reading 1. We appreciate the reviewer’s comment regarding the title of the article. The primary objective of this article is to provide a systematic review of financial literacy among students who are either engaged in or interested in pursuing entrepreneurship. The title was designed to attract readers by highlighting the importance of financial literacy for student entrepreneurs. 2. We agree and have revised the abstract to clearly state the use of the PRISMA methodology, inclusion criteria, and number of studies selected for review. The revised version includes: “This study systematically reviews 36 peer-reviewed articles from Scopus indexed journals using PRISMA guidelines (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) from 2014 to 2024...” 3. We have restructured the introduction by: Elaborating on entrepreneurship's macroeconomic contributions. Including data from Indonesia’s Ministry of Cooperatives and SMEs. Highlighting the growing aspirations among youth for entrepreneurship, the persistent low entrepreneurship ratio, and financial challenges as a key barrier 4. In the introduction and discussion sections, we have included a comprehensive definition of financial skills, including budgeting, debt management, savings planning, investment decision-making, and risk analysis. We also emphasize empirical findings about gaps in Indonesian youth’s understanding, especially related to debt and long-term financial planning. 5. We added a dedicated paragraph in the final section of the introduction, explaining: The lack of integration of financial literacy in entrepreneurship education curricula. Inadequate empirical exploration of financial behavior among student entrepreneurs. The need for a framework that connects financial skills to entrepreneurial success among youth in Indonesia. 6. We have now added a distinct section titled “Literature Review” , which summarizes relevant theories, prior findings, and trends over the last 10 years concerning student entrepreneurship and financial literacy. 7. We have now clarified in the methodology section that: “Scopus was selected due to its comprehensive coverage of peer-reviewed journals and practical access limitations. However, we acknowledge that future reviews should include WoS and ERIC to broaden the perspective.” 8. We have now written explicitly in the methodology section: “The keywords used in Scopus via Publish or Perish were: (‘financial literacy’) AND (‘entrepreneurship’) AND (‘students’ OR ‘youth’). Search filters included publication year (2014–2024), English language, and peer-reviewed sources.” 9. Figure 3 (PRISMA diagram) has been moved to the Method section, and we have renamed the third section to “Findings and Discussion” to reflect the synthesis of reviewed literature and align with PRISMA flow. 10. We agree. The discussion section has now been expanded with: Thematic analysis of the 36 selected studies (e.g., types of financial skills emphasized, teaching approaches used, regional contexts, outcomes). A synthesis comparing financial education practices across countries. Implications for Indonesian higher education and policy. 11. We now include specific objectives at the end of the introduction: To identify the types of financial skills essential for student entrepreneurs. To analyze current approaches to improving financial literacy among student entrepreneurs. To develop implications for integrating financial literacy in entrepreneurship education. These objectives are used to structure the Findings and Discussion section accordingly. 12. The Recommendations section has been expanded to include: Proposals for module development and integration into curricula. Collaboration models between universities, banks, and entrepreneurs. Policy recommendations for higher education authorities in Indonesia. 13. Summary comments: We have thoroughly revised the manuscript to address all these concerns: Objectives clearly stated. PRISMA methodology explained with flow diagram and inclusion criteria. No statistical meta-analysis was conducted, but thematic synthesis was applied and described. All conclusions are now tightly aligned with the synthesized literature findings. 1. We appreciate the reviewer’s comment regarding the title of the article. The primary objective of this article is to provide a systematic review of financial literacy among students who are either engaged in or interested in pursuing entrepreneurship. The title was designed to attract readers by highlighting the importance of financial literacy for student entrepreneurs. 2. We agree and have revised the abstract to clearly state the use of the PRISMA methodology, inclusion criteria, and number of studies selected for review. The revised version includes: “This study systematically reviews 36 peer-reviewed articles from Scopus indexed journals using PRISMA guidelines (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) from 2014 to 2024...” 3. We have restructured the introduction by: Elaborating on entrepreneurship's macroeconomic contributions. Including data from Indonesia’s Ministry of Cooperatives and SMEs. Highlighting the growing aspirations among youth for entrepreneurship, the persistent low entrepreneurship ratio, and financial challenges as a key barrier 4. In the introduction and discussion sections, we have included a comprehensive definition of financial skills, including budgeting, debt management, savings planning, investment decision-making, and risk analysis. We also emphasize empirical findings about gaps in Indonesian youth’s understanding, especially related to debt and long-term financial planning. 5. We added a dedicated paragraph in the final section of the introduction, explaining: The lack of integration of financial literacy in entrepreneurship education curricula. Inadequate empirical exploration of financial behavior among student entrepreneurs. The need for a framework that connects financial skills to entrepreneurial success among youth in Indonesia. 6. We have now added a distinct section titled “Literature Review” , which summarizes relevant theories, prior findings, and trends over the last 10 years concerning student entrepreneurship and financial literacy. 7. We have now clarified in the methodology section that: “Scopus was selected due to its comprehensive coverage of peer-reviewed journals and practical access limitations. However, we acknowledge that future reviews should include WoS and ERIC to broaden the perspective.” 8. We have now written explicitly in the methodology section: “The keywords used in Scopus via Publish or Perish were: (‘financial literacy’) AND (‘entrepreneurship’) AND (‘students’ OR ‘youth’). Search filters included publication year (2014–2024), English language, and peer-reviewed sources.” 9. Figure 3 (PRISMA diagram) has been moved to the Method section, and we have renamed the third section to “Findings and Discussion” to reflect the synthesis of reviewed literature and align with PRISMA flow. 10. We agree. The discussion section has now been expanded with: Thematic analysis of the 36 selected studies (e.g., types of financial skills emphasized, teaching approaches used, regional contexts, outcomes). A synthesis comparing financial education practices across countries. Implications for Indonesian higher education and policy. 11. We now include specific objectives at the end of the introduction: To identify the types of financial skills essential for student entrepreneurs. To analyze current approaches to improving financial literacy among student entrepreneurs. To develop implications for integrating financial literacy in entrepreneurship education. These objectives are used to structure the Findings and Discussion section accordingly. 12. The Recommendations section has been expanded to include: Proposals for module development and integration into curricula. Collaboration models between universities, banks, and entrepreneurs. Policy recommendations for higher education authorities in Indonesia. 13. Summary comments: We have thoroughly revised the manuscript to address all these concerns: Objectives clearly stated. PRISMA methodology explained with flow diagram and inclusion criteria. No statistical meta-analysis was conducted, but thematic synthesis was applied and described. All conclusions are now tightly aligned with the synthesized literature findings. Competing Interests: The authors declare that there is no conflict of interest regarding the publication of this manuscript. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 26 Mar 2025 Dwi Romadhon , Universitas Pendidikan Indonesia, West Java, Indonesia 26 Mar 2025 Author Response 1. We appreciate the reviewer’s comment regarding the title of the article. The primary objective of this article is to provide a systematic review of financial literacy among students who are ... Continue reading 1. We appreciate the reviewer’s comment regarding the title of the article. The primary objective of this article is to provide a systematic review of financial literacy among students who are either engaged in or interested in pursuing entrepreneurship. The title was designed to attract readers by highlighting the importance of financial literacy for student entrepreneurs. 2. We agree and have revised the abstract to clearly state the use of the PRISMA methodology, inclusion criteria, and number of studies selected for review. The revised version includes: “This study systematically reviews 36 peer-reviewed articles from Scopus indexed journals using PRISMA guidelines (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) from 2014 to 2024...” 3. We have restructured the introduction by: Elaborating on entrepreneurship's macroeconomic contributions. Including data from Indonesia’s Ministry of Cooperatives and SMEs. Highlighting the growing aspirations among youth for entrepreneurship, the persistent low entrepreneurship ratio, and financial challenges as a key barrier 4. In the introduction and discussion sections, we have included a comprehensive definition of financial skills, including budgeting, debt management, savings planning, investment decision-making, and risk analysis. We also emphasize empirical findings about gaps in Indonesian youth’s understanding, especially related to debt and long-term financial planning. 5. We added a dedicated paragraph in the final section of the introduction, explaining: The lack of integration of financial literacy in entrepreneurship education curricula. Inadequate empirical exploration of financial behavior among student entrepreneurs. The need for a framework that connects financial skills to entrepreneurial success among youth in Indonesia. 6. We have now added a distinct section titled “Literature Review” , which summarizes relevant theories, prior findings, and trends over the last 10 years concerning student entrepreneurship and financial literacy. 7. We have now clarified in the methodology section that: “Scopus was selected due to its comprehensive coverage of peer-reviewed journals and practical access limitations. However, we acknowledge that future reviews should include WoS and ERIC to broaden the perspective.” 8. We have now written explicitly in the methodology section: “The keywords used in Scopus via Publish or Perish were: (‘financial literacy’) AND (‘entrepreneurship’) AND (‘students’ OR ‘youth’). Search filters included publication year (2014–2024), English language, and peer-reviewed sources.” 9. Figure 3 (PRISMA diagram) has been moved to the Method section, and we have renamed the third section to “Findings and Discussion” to reflect the synthesis of reviewed literature and align with PRISMA flow. 10. We agree. The discussion section has now been expanded with: Thematic analysis of the 36 selected studies (e.g., types of financial skills emphasized, teaching approaches used, regional contexts, outcomes). A synthesis comparing financial education practices across countries. Implications for Indonesian higher education and policy. 11. We now include specific objectives at the end of the introduction: To identify the types of financial skills essential for student entrepreneurs. To analyze current approaches to improving financial literacy among student entrepreneurs. To develop implications for integrating financial literacy in entrepreneurship education. These objectives are used to structure the Findings and Discussion section accordingly. 12. The Recommendations section has been expanded to include: Proposals for module development and integration into curricula. Collaboration models between universities, banks, and entrepreneurs. Policy recommendations for higher education authorities in Indonesia. 13. Summary comments: We have thoroughly revised the manuscript to address all these concerns: Objectives clearly stated. PRISMA methodology explained with flow diagram and inclusion criteria. No statistical meta-analysis was conducted, but thematic synthesis was applied and described. All conclusions are now tightly aligned with the synthesized literature findings. 1. We appreciate the reviewer’s comment regarding the title of the article. The primary objective of this article is to provide a systematic review of financial literacy among students who are either engaged in or interested in pursuing entrepreneurship. The title was designed to attract readers by highlighting the importance of financial literacy for student entrepreneurs. 2. We agree and have revised the abstract to clearly state the use of the PRISMA methodology, inclusion criteria, and number of studies selected for review. The revised version includes: “This study systematically reviews 36 peer-reviewed articles from Scopus indexed journals using PRISMA guidelines (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) from 2014 to 2024...” 3. We have restructured the introduction by: Elaborating on entrepreneurship's macroeconomic contributions. Including data from Indonesia’s Ministry of Cooperatives and SMEs. Highlighting the growing aspirations among youth for entrepreneurship, the persistent low entrepreneurship ratio, and financial challenges as a key barrier 4. In the introduction and discussion sections, we have included a comprehensive definition of financial skills, including budgeting, debt management, savings planning, investment decision-making, and risk analysis. We also emphasize empirical findings about gaps in Indonesian youth’s understanding, especially related to debt and long-term financial planning. 5. We added a dedicated paragraph in the final section of the introduction, explaining: The lack of integration of financial literacy in entrepreneurship education curricula. Inadequate empirical exploration of financial behavior among student entrepreneurs. The need for a framework that connects financial skills to entrepreneurial success among youth in Indonesia. 6. We have now added a distinct section titled “Literature Review” , which summarizes relevant theories, prior findings, and trends over the last 10 years concerning student entrepreneurship and financial literacy. 7. We have now clarified in the methodology section that: “Scopus was selected due to its comprehensive coverage of peer-reviewed journals and practical access limitations. However, we acknowledge that future reviews should include WoS and ERIC to broaden the perspective.” 8. We have now written explicitly in the methodology section: “The keywords used in Scopus via Publish or Perish were: (‘financial literacy’) AND (‘entrepreneurship’) AND (‘students’ OR ‘youth’). Search filters included publication year (2014–2024), English language, and peer-reviewed sources.” 9. Figure 3 (PRISMA diagram) has been moved to the Method section, and we have renamed the third section to “Findings and Discussion” to reflect the synthesis of reviewed literature and align with PRISMA flow. 10. We agree. The discussion section has now been expanded with: Thematic analysis of the 36 selected studies (e.g., types of financial skills emphasized, teaching approaches used, regional contexts, outcomes). A synthesis comparing financial education practices across countries. Implications for Indonesian higher education and policy. 11. We now include specific objectives at the end of the introduction: To identify the types of financial skills essential for student entrepreneurs. To analyze current approaches to improving financial literacy among student entrepreneurs. To develop implications for integrating financial literacy in entrepreneurship education. These objectives are used to structure the Findings and Discussion section accordingly. 12. The Recommendations section has been expanded to include: Proposals for module development and integration into curricula. Collaboration models between universities, banks, and entrepreneurs. Policy recommendations for higher education authorities in Indonesia. 13. Summary comments: We have thoroughly revised the manuscript to address all these concerns: Objectives clearly stated. PRISMA methodology explained with flow diagram and inclusion criteria. No statistical meta-analysis was conducted, but thematic synthesis was applied and described. All conclusions are now tightly aligned with the synthesized literature findings. Competing Interests: The authors declare that there is no conflict of interest regarding the publication of this manuscript. Close Report a concern COMMENT ON THIS REPORT Comments on this article Comments (0) Version 3 VERSION 3 PUBLISHED 27 Jan 2025 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 3 Version 3 (revision) 31 Oct 25 read read Version 2 (revision) 09 Oct 25 read Version 1 27 Jan 25 read read Nurul Hidayana Mohd Noor , Universiti Teknologi MARA, Seremban, Malaysia Muhammad Hasan , Universitas Negeri Makassar, Makassar, Indonesia Binod Ghimire , Tribhuvan University, Kirtipur, Nepal Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Ghimire B. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 22 Nov 2025 | for Version 3 Binod Ghimire , Tribhuvan University, Kirtipur, Nepal 0 Views copyright © 2025 Ghimire B. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The study offers valuable insights, supported by a strong rationale and well-formed conclusions. However, it would benefit from a clearer explanation of how each key conclusion is directly supported by specific evidence. If any contextual factors influence the findings, these should also be addressed. Additionally, the authors should elaborate on the broader implications for policymakers, educators, and curriculum designers. Are the rationale for, and objectives of, the Systematic Review clearly stated? Yes Are sufficient details of the methods and analysis provided to allow replication by others? Yes Is the statistical analysis and its interpretation appropriate? Not applicable Are the conclusions drawn adequately supported by the results presented in the review? Yes If this is a Living Systematic Review, is the ‘living’ method appropriate and is the search schedule clearly defined and justified? (‘Living Systematic Review’ or a variation of this term should be included in the title.) Not applicable Competing Interests No competing interests were disclosed. Reviewer Expertise Behaviour Finance, Organizational Behaviour, Stock Market I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Ghimire B. Peer Review Report For: Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :138 ( https://doi.org/10.5256/f1000research.190540.r429288) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-138/v3#referee-response-429288 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Mohd Noor N. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 07 Nov 2025 | for Version 3 Nurul Hidayana Mohd Noor , Faculty of Administrative Science and Policy Studies, Universiti Teknologi MARA, Seremban, Negeri Sembilan, Malaysia 0 Views copyright © 2025 Mohd Noor N. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions All revisions have been made accordingly in response to the reviewers’ comments. The manuscript has been thoroughly amended and improved based on the feedback provided. Competing Interests No competing interests were disclosed. Reviewer Expertise organizational and nonprofit management, entreprenuership, public policy and governance, and environmental management I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Mohd Noor NH. Peer Review Report For: Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :138 ( https://doi.org/10.5256/f1000research.190540.r421963) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-138/v3#referee-response-421963 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Hasan M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 29 Oct 2025 | for Version 2 Muhammad Hasan , Universitas Negeri Makassar, Makassar, Indonesia 0 Views copyright © 2025 Hasan M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions This revised version demonstrates a notable improvement in both structure and substance compared to the previous submission. The authors have clearly responded to prior reviewer feedback by enhancing the clarity of the title, strengthening the theoretical framework, and situating the study more firmly within the context of developing countries—especially Indonesia. The integration of Human Capital Theory and the Theory of Planned Behavior add conceptual rigor that was previously missing, while the expanded introduction now offers a stronger justification for the study’s relevance and novelty. The methodology section shows significant progress. The description of the PRISMA 2020 process, inclusion and exclusion criteria, and the visualization of the search procedure through Publish or Perish now ensure methodological transparency and replicability. Although reliance on Scopus remains a limitation, the acknowledgment of this constraint and the suggestion for future inclusion of WoS and ERIC are appropriate and strengthen the paper’s integrity. The “Findings and Discussion” section is now better structured around the stated objectives, making it easier to follow. Thematic organization by types of financial skills, pedagogical approaches, and impacts on entrepreneurial outcomes enhances interpretability and aligns with PRISMA’s systematic synthesis standards. Compared with the earlier version, the narrative demonstrates deeper engagement with the literature, and the inclusion of developing-country insights adds value to the global discussion on financial literacy and student entrepreneurship. The conclusion and recommendations are more aligned with the findings. They now clearly articulate theoretical, practical, and policy implications, particularly in terms of integrating financial literacy into entrepreneurship education and fostering collaboration among universities, financial institutions, and policymakers. These revisions meaningfully elevate the scholarly and applied contribution of the manuscript. Overall, the authors have addressed most of the critical weaknesses highlighted in the first review, including issues of novelty, organization, methodological clarity, and theoretical grounding. The paper now meets an acceptable scientific standard for indexing, with only minor polishing needed in language consistency and deeper reflection on cross-regional comparisons in the discussion section. Competing Interests No competing interests were disclosed. Reviewer Expertise Entrepreneurship education, economics literacy, economics education, knowldge transfer. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (1) Author Response 05 Nov 2025 Dwi Romadhon, Universitas Pendidikan Indonesia, West Java, Indonesia We sincerely thank the reviewer for the constructive and encouraging feedback. We appreciate the recognition of the major improvements in this revised version and have carefully addressed the remaining suggestions as follows: Language Consistency The entire manuscript has been re-edited for uniformity of academic style and grammatical accuracy. Terminologies such as financial literacy , entrepreneurial outcomes , and student entrepreneurship have been standardized. We also improved transitions between sections and verified citation formats to ensure stylistic coherence throughout the text. Cross-Regional Reflection Following the reviewer’s valuable suggestion, the Discussion section has been expanded to include a comparative analysis across developing-country contexts. The new paragraph emphasizes differences in the design and implementation of financial-literacy initiatives between Asian settings (Indonesia, Malaysia, China) and African contexts (Ghana, Nigeria) . Specifically, Asian programs tend to focus on curriculum-integrated finance modules and digital business simulations , while African studies highlight community-based mentoring, informal entrepreneurship training, and micro-finance exposure . This addition provides broader interpretive depth and strengthens the article’s contribution to understanding how socio-economic and educational structures influence financial-literacy outcomes globally. Minor Editorial Revisions Figures, tables, and in-text references have been checked for consistency, and formatting was adjusted to meet journal standards. These refinements improve clarity and readability. We believe these revisions satisfactorily address the reviewer’s final concerns. We greatly appreciate the thoughtful review and constructive guidance, which have enhanced both the scholarly depth and overall presentation of the manuscript. View more View less Competing Interests The authors declare that they have no competing interests. The study was supported by the Indonesian Education Scholarship (BPI KEMENDIKBUDRISTEK) from the Ministry of Finance of the Republic of Indonesia, which had no role in the study design, data collection and analysis, decision to publish, or preparation of the manuscript. reply Respond Report a concern Hasan M. Peer Review Report For: Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :138 ( https://doi.org/10.5256/f1000research.188832.r421962) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-138/v2#referee-response-421962 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Hasan M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 02 Apr 2025 | for Version 1 Muhammad Hasan , Universitas Negeri Makassar, Makassar, Indonesia 0 Views copyright © 2025 Hasan M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Not Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Dear Author, Congratulations on successfully completing this manuscript. I have read it with great interest. There are several problems that need to be addressed in this manuscript. First, in the introduction. You have not specifically described the novelty of this finding. There have been many literature review themes like this. However, you have not explained what distinguishes the findings of this study from previous studies. My suggestion is to explore it with the perspective of entrepreneurship education in developing countries. In addition, the theoretical perspective you use has not been described specifically. Second, in the results section. This section is very weak. There is no information found by the reader, especially the latest information. This section is unable to reduce the entire literature that has been reviewed. Third, the conclusion section. Not in line with the research results. In addition, the recommendations and/or theoretical and practical implications are unclear. Are the rationale for, and objectives of, the Systematic Review clearly stated? Yes Are sufficient details of the methods and analysis provided to allow replication by others? No Is the statistical analysis and its interpretation appropriate? Not applicable Are the conclusions drawn adequately supported by the results presented in the review? No If this is a Living Systematic Review, is the ‘living’ method appropriate and is the search schedule clearly defined and justified? (‘Living Systematic Review’ or a variation of this term should be included in the title.) Not applicable Competing Interests No competing interests were disclosed. Reviewer Expertise Entrepreneurship education, economics literacy, economics education, knowldge transfer. I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above. reply Respond to this report Responses (1) Author Response 09 Oct 2025 Dwi Romadhon, Universitas Pendidikan Indonesia, West Java, Indonesia Dear Reviewer, Thank you for your valuable and constructive feedback on our manuscript titled "Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review." We appreciate your time and effort in reviewing the manuscript. Below are our responses to your comments and the revisions we have made: 1. Novelty and Theoretical Framework in the Introduction We acknowledge the concern regarding the lack of a clear explanation of the novelty of our study. To address this, we have revised the introduction to explicitly highlight the unique contribution of our research. Specifically, we have emphasized how our study explores entrepreneurship education in developing countries, a perspective that has not been adequately addressed in previous literature. Additionally, we have provided a more detailed description of the theoretical framework, focusing on the integration of financial literacy within entrepreneurship education and its significance in the context of developing countries. 2. Weak Results Section We agree that the results section lacked sufficient clarity and recent insights. In response, we have strengthened this section by incorporating the most current literature and synthesizing the findings in a more comprehensive manner. We have clearly presented key trends, gaps, and challenges related to financial literacy among students, particularly in developing countries, and how these factors impact entrepreneurship education. 3. Conclusion and Implications We understand that the conclusion did not align well with the research findings. We have revised the conclusion to ensure it directly reflects the results of the systematic review. Furthermore, we have expanded the recommendations to include both theoretical and practical implications for enhancing financial literacy in entrepreneurship education. This includes suggestions for policymakers, educators, and curriculum developers in developing countries. 4. Methodology and Replicability We recognize that the methodology section required more detail. In response, we have elaborated on the systematic review process, providing clear information on the selection criteria, data sources, and analysis methods used in our study. This ensures that the methodology is transparent and allows for replication by other researchers in the field. We hope that these revisions address your concerns and improve the clarity and quality of the manuscript. Thank you once again for your thoughtful feedback. We look forward to your continued guidance. Sincerely, Dwi Nanda Akhmad Romadhon & Hari Mulyadi Authors View more View less Competing Interests No competing interests were disclosed. reply Respond Report a concern Hasan M. Peer Review Report For: Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :138 ( https://doi.org/10.5256/f1000research.176781.r370750) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-138/v1#referee-response-370750 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Mohd Noor N. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 25 Mar 2025 | for Version 1 Nurul Hidayana Mohd Noor , Faculty of Administrative Science and Policy Studies, Universiti Teknologi MARA, Seremban, Negeri Sembilan, Malaysia 0 Views copyright © 2025 Mohd Noor N. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions “Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review” – the title is confusing. Does it include students who are involved in entrepreneurship? The methodology is not clearly explained in the abstract. In the introduction , the authors need to deliberate on the impact of entrepreneurship on the country, economy, and society. Explain also how entrepreneurship is significant in the Indonesian context. Then, down to a discussion on youth entrepreneurship. Explain the growth, highlight the challenges and issues, and then focus on the importance of financial management. Financial skills – define and elaborate on the skills and what is still lacking among youth in Indonesia. Please highlight the research gaps and discuss the significance of the study. The literature review section needs to be included in the manuscript. Methodology Why did the researchers include the SCOPUS journal only? How about WOS? Scopus keyword search needs to be included in a written form. Figure 3 is not a result. You may organize it as “Findings and Discussion.” The findings section is poor, with a lack of in-depth discussion. Please thoroughly discuss the findings. The study should have clear research objectives to help the researchers to organize the findings. For example: To assess types of financial skills Findings and Discussion To assess the approach to improving financial literacy Findings and Discussion Thus, you can structure the discussion section based on the PRISMA findings The current structure is disorganized and difficult to understand. Recommendations – needs improvement as not explained properly. Are the rationale for, and objectives of, the Systematic Review clearly stated? Partly Are sufficient details of the methods and analysis provided to allow replication by others? Partly Is the statistical analysis and its interpretation appropriate? Partly Are the conclusions drawn adequately supported by the results presented in the review? Partly If this is a Living Systematic Review, is the ‘living’ method appropriate and is the search schedule clearly defined and justified? (‘Living Systematic Review’ or a variation of this term should be included in the title.) Partly Competing Interests No competing interests were disclosed. Reviewer Expertise Entrepreneurship. social and youth studies, management, and environmental studies I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (1) Author Response 26 Mar 2025 Dwi Romadhon, Universitas Pendidikan Indonesia, West Java, Indonesia 1. We appreciate the reviewer’s comment regarding the title of the article. The primary objective of this article is to provide a systematic review of financial literacy among students who are either engaged in or interested in pursuing entrepreneurship. The title was designed to attract readers by highlighting the importance of financial literacy for student entrepreneurs. 2. We agree and have revised the abstract to clearly state the use of the PRISMA methodology, inclusion criteria, and number of studies selected for review. The revised version includes: “This study systematically reviews 36 peer-reviewed articles from Scopus indexed journals using PRISMA guidelines (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) from 2014 to 2024...” 3. We have restructured the introduction by: Elaborating on entrepreneurship's macroeconomic contributions. Including data from Indonesia’s Ministry of Cooperatives and SMEs. Highlighting the growing aspirations among youth for entrepreneurship, the persistent low entrepreneurship ratio, and financial challenges as a key barrier 4. In the introduction and discussion sections, we have included a comprehensive definition of financial skills, including budgeting, debt management, savings planning, investment decision-making, and risk analysis. We also emphasize empirical findings about gaps in Indonesian youth’s understanding, especially related to debt and long-term financial planning. 5. We added a dedicated paragraph in the final section of the introduction, explaining: The lack of integration of financial literacy in entrepreneurship education curricula. Inadequate empirical exploration of financial behavior among student entrepreneurs. The need for a framework that connects financial skills to entrepreneurial success among youth in Indonesia. 6. We have now added a distinct section titled “Literature Review” , which summarizes relevant theories, prior findings, and trends over the last 10 years concerning student entrepreneurship and financial literacy. 7. We have now clarified in the methodology section that: “Scopus was selected due to its comprehensive coverage of peer-reviewed journals and practical access limitations. However, we acknowledge that future reviews should include WoS and ERIC to broaden the perspective.” 8. We have now written explicitly in the methodology section: “The keywords used in Scopus via Publish or Perish were: (‘financial literacy’) AND (‘entrepreneurship’) AND (‘students’ OR ‘youth’). Search filters included publication year (2014–2024), English language, and peer-reviewed sources.” 9. Figure 3 (PRISMA diagram) has been moved to the Method section, and we have renamed the third section to “Findings and Discussion” to reflect the synthesis of reviewed literature and align with PRISMA flow. 10. We agree. The discussion section has now been expanded with: Thematic analysis of the 36 selected studies (e.g., types of financial skills emphasized, teaching approaches used, regional contexts, outcomes). A synthesis comparing financial education practices across countries. Implications for Indonesian higher education and policy. 11. We now include specific objectives at the end of the introduction: To identify the types of financial skills essential for student entrepreneurs. To analyze current approaches to improving financial literacy among student entrepreneurs. To develop implications for integrating financial literacy in entrepreneurship education. These objectives are used to structure the Findings and Discussion section accordingly. 12. The Recommendations section has been expanded to include: Proposals for module development and integration into curricula. Collaboration models between universities, banks, and entrepreneurs. Policy recommendations for higher education authorities in Indonesia. 13. Summary comments: We have thoroughly revised the manuscript to address all these concerns: Objectives clearly stated. PRISMA methodology explained with flow diagram and inclusion criteria. No statistical meta-analysis was conducted, but thematic synthesis was applied and described. All conclusions are now tightly aligned with the synthesized literature findings. View more View less Competing Interests The authors declare that there is no conflict of interest regarding the publication of this manuscript. reply Respond Report a concern Mohd Noor NH. Peer Review Report For: Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :138 ( https://doi.org/10.5256/f1000research.176781.r370755) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. 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