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": "Student entrepreneurship is increasingly recognized as a driver of economic growth, innovation, and job creation, particularly in developing countries. However, limited financial literacy remains a major barrier to entrepreneurial success among students. This study aims to systematically review the role of financial literacy in supporting student entrepreneurship. A systematic search using the PRISMA 2020 method was conducted in Scopus for the period 2014–2024 with the following search string: (“financial literacy” AND entrepreneurship AND student*) OR (“financial literacy” AND “youth entrepreneurship”). From an initial 155 records, 36 studies met the inclusion criteria: peer-reviewed, empirical, English language, and focusing on students in the context of entrepreneurship. The review identifies three main themes. First, the financial skills addressed include budgeting, saving and borrowing, cash-flow management, investment and risk assessment, and basic accounting. Second, approaches to improving financial literacy are primarily through integrated curricula, business simulations, student venture projects, and industry mentoring. Third, financial literacy strongly impacts entrepreneurial outcomes, including higher self-efficacy, better financial decision-making, stronger resilience in cash-flow management, and greater sustainability of student ventures. The findings underscore the importance of integrating financial literacy as core human capital within entrepreneurship education, especially in developing countries. Limitations of this review include reliance on Scopus and exclusion of non-English studies. The study provides theoretical, practical, and policy implications for universities, educators, and policymakers." } { "@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/v3", "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 3; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :138 ( https://doi.org/10.12688/f1000research.160829.3 ) 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 Revised Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review [version 3; peer review: 2 approved, 1 approved with reservations] 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 31 Oct 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 Student entrepreneurship is increasingly recognized as a driver of economic growth, innovation, and job creation, particularly in developing countries. However, limited financial literacy remains a major barrier to entrepreneurial success among students. This study aims to systematically review the role of financial literacy in supporting student entrepreneurship. A systematic search using the PRISMA 2020 method was conducted in Scopus for the period 2014–2024 with the following search string: (“financial literacy” AND entrepreneurship AND student*) OR (“financial literacy” AND “youth entrepreneurship”). From an initial 155 records, 36 studies met the inclusion criteria: peer-reviewed, empirical, English language, and focusing on students in the context of entrepreneurship. The review identifies three main themes. First, the financial skills addressed include budgeting, saving and borrowing, cash-flow management, investment and risk assessment, and basic accounting. Second, approaches to improving financial literacy are primarily through integrated curricula, business simulations, student venture projects, and industry mentoring. Third, financial literacy strongly impacts entrepreneurial outcomes, including higher self-efficacy, better financial decision-making, stronger resilience in cash-flow management, and greater sustainability of student ventures. The findings underscore the importance of integrating financial literacy as core human capital within entrepreneurship education, especially in developing countries. Limitations of this review include reliance on Scopus and exclusion of non-English studies. The study provides theoretical, practical, and policy implications for universities, educators, and policymakers. READ ALL READ LESS Keywords Financial Literacy, Entrepreneurship, Systematic Literature Review Corresponding Author(s) Dwi Nanda Akhmad Romadhon ( [email protected] ) Hari Mulyadi ( [email protected] ) Close Corresponding authors: Dwi Nanda Akhmad Romadhon, Hari Mulyadi 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. The author(s) is/are employees of the US Government and therefore domestic copyright protection in USA does not apply to this work. The work may be protected under the copyright laws of other jurisdictions when used in those jurisdictions. How to cite: Romadhon DNA and Mulyadi H. Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review [version 3; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :138 ( https://doi.org/10.12688/f1000research.160829.3 ) 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 ) Revised Amendments from Version 2 This revised version (Version 3) incorporates minor updates in response to reviewer feedback on Version 2. Specifically, the Discussion section has been expanded to include a deeper reflection on cross-regional comparisons, highlighting contextual differences in financial literacy practices between Asian and African developing-country settings. This addition enhances the global relevance and interpretive depth of the findings. Minor language adjustments have also been made to improve consistency and clarity throughout the manuscript, ensuring a more coherent academic tone. The overall structure, theoretical framework, and methodological approach remain unchanged from Version 2. These refinements collectively strengthen the article’s contribution to the literature on financial literacy and student entrepreneurship in developing-country contexts. This revised version (Version 3) incorporates minor updates in response to reviewer feedback on Version 2. Specifically, the Discussion section has been expanded to include a deeper reflection on cross-regional comparisons, highlighting contextual differences in financial literacy practices between Asian and African developing-country settings. This addition enhances the global relevance and interpretive depth of the findings. Minor language adjustments have also been made to improve consistency and clarity throughout the manuscript, ensuring a more coherent academic tone. The overall structure, theoretical framework, and methodological approach remain unchanged from Version 2. These refinements collectively strengthen the article’s contribution to the literature on financial literacy and student entrepreneurship in developing-country contexts. See the authors' detailed response to the review by Muhammad Hasan See the authors' detailed response to the review by Nurul Hidayana Mohd Noor READ REVIEWER RESPONSES Introduction Entrepreneurship is widely recognized as a driver of economic growth, job creation, and social innovation, and universities increasingly position entrepreneurship education and support programs as pathways for students to pursue entrepreneurial careers ( Mustafa et al., 2023 ). In the era of globalization and digitalization, the barriers to entry are lower for young people who can leverage data, e-commerce, and social media to innovate and transform conventional industries ( Kumar, 2024 ). Yet, innovation and creativity alone do not guarantee business success; the ability to manage finances effectively is equally decisive. Financial literacy covering personal financial management, budgeting and cash-flow planning, saving and borrowing, risk assessment and investment, basic accounting, and capital management enables entrepreneurs to make informed decisions, identify opportunities, and ensure long-term sustainability ( Dwyanti, 2024 ). Evidence across contexts indicates that many university students still exhibit low levels of financial literacy, exposing them to costly mistakes, fraud, and fragile cash-flow positions ( Abdul Karim et al., 2023 ; Li, 2024 ). Insufficient mastery of fundamental principles undermines the quality of decisions, weakens working-capital discipline, and elevates risk of business failure ( Rehman & Mia, 2024 ). The developing-country context amplifies these challenges. In Indonesia, for instance, the entrepreneurship ratio was reported at 3.47%, below the 4% threshold commonly cited for developed economies, despite a large absolute number of entrepreneurs and strong student aspirations to found businesses ( Katadata, 2023 ; Kemenkopukm, 2023 ). This structural gap suggests that building robust financial capabilities among student entrepreneurs is not merely complementary but foundational to venture viability and growth. Theoretically, financial literacy can be framed as human capital that enhances productivity and entrepreneurial performance ( Becker, 1993 ). Within entrepreneurship education frameworks, integrating finance competencies through active, practice-based learning is expected to strengthen entrepreneurial intentions and action ( Fayolle & Liñán, 2014 ). From the lens of the Theory of Planned Behavior, stronger financial literacy increases perceived behavioral control, thereby improving the likelihood of sound entrepreneurial decision-making ( Ajzen, 1991 ). Although prior studies and reviews have examined financial literacy and entrepreneurship, there remains a lack of systematic synthesis focused specifically on student entrepreneurship in developing countries, and on how financial competencies are embedded within higher-education entrepreneurship curricula and interventions. Addressing this gap, the present systematic literature review (PRISMA 2020) analyzes the role of financial literacy in student entrepreneurship with an emphasis on developing-country contexts. Objectives This review pursues three objectives: (1) to identify the types of financial skills addressed in research on student entrepreneurship; (2) to assess approaches and interventions used to improve students’ financial literacy; and (3) to examine the impacts of financial literacy on entrepreneurial outcomes such as intentions, decision quality, cash-flow resilience, and venture sustainability. Methods Research design This review followed the PRISMA 2020 guideline ( Page et al., 2021 ), comprising four phases: identification, screening, eligibility, and inclusion. PRISMA procedure A. Identification Relevant literature was identified through the Scopus database due to its broad coverage of peer-reviewed journals. The search used Publish or Perish software ( Harzing, 2024 ). The primary keyword string was: (“financial literacy” AND entrepreneurship AND student*) OR (“financial literacy” AND “youth entrepreneurship”) The search covered 2014–2024 and yielded 155 records. Visualization of results using Publish or Perish is presented in Figure 2 . B. Screening Records were screened by title and abstract to remove studies that were not student-focused or unrelated to entrepreneurship. Two independent reviewers conducted the screening and resolved disagreements through discussion. C. Eligibility Full-text assessment evaluated methodological clarity, topical fit, and validity of findings. D. Inclusion Studies meeting all criteria were retained for synthesis. Inclusion and exclusion criteria were defined a priori to ensure relevance and rigor ( Tod, 2019 ). Inclusion and Exclusion Criteria Inclusion: (i) 2014–2024; (ii) peer-reviewed empirical studies (quantitative, qualitative, or mixed methods); (iii) focus on students in an entrepreneurship context; (iv) English language. Exclusion: non-empirical articles, studies outside entrepreneurship education, or non-English sources. After screening 155 records, 36 studies were included in the final synthesis. The selection process of studies is illustrated in Figure 3 . The identified records were categorized by document type as shown in Table 1 . Figure 1. Entrepreneurship Ratio in Indonesia. Note: This figure/table has been reproduced with permission from Katadata (2023) . Figure 2. Scopus keyword search using Publish or Perish. Figure 3. PRISMA flow diagram. Table 1. Sorting documents. Document type Sum Article 115 Book 1 Book Chapters 16 Conference Papers 20 Editorials 1 Reviews 3 Results and Discussion Findings are organized according to the three research objectives to improve clarity and interpretability. The national entrepreneurship ratio that contextualizes this issue is shown in Figure 1 . Objective 1: Types of Financial Skills The analyzed studies consistently addressed budgeting and cash-flow monitoring as foundational skills, followed by saving and borrowing, risk assessment and investment, capital sourcing, and basic managerial accounting. Skill gaps were most pronounced in investment analysis and capital structure among student populations in developing countries. Objective 2: Approaches to Improving Financial Literacy Effective approaches included integrated finance modules within entrepreneurship curricula, case-based learning and business simulations, student venture projects, and mentoring by banks/fintech. Practice-based interventions demonstrated stronger gains in self-efficacy and decision quality compared to lecture-only formats. Objective 3: Impacts on Entrepreneurial Outcomes Higher financial literacy was associated with stronger entrepreneurial intentions, improved financial decision-making, greater cash-flow resilience, and better venture sustainability. These patterns align with the Theory of Planned Behavior through enhanced perceived behavioral control. Compared with previous reviews, these findings foreground the importance of finance competencies for student founders in developing countries. Furthermore, cross-regional evidence reveals contextual differences in how financial literacy is integrated into entrepreneurship education across developing countries. In Asian contexts such as Indonesia, Malaysia, and China, financial literacy programs are commonly delivered through curriculum-integrated modules, digital business simulations, and university-based incubation initiatives that emphasize structured, formal learning. Conversely, studies from African developing economies , including Ghana and Nigeria, highlight informal mentoring systems, peer-to-peer learning, and microfinance-based entrepreneurship training as dominant approaches. These distinctions suggest that while financial literacy universally enhances entrepreneurial outcomes, its implementation and effectiveness are influenced by each region’s educational infrastructure, economic environment, and cultural orientation. Recognizing these variations is critical for designing more context-sensitive entrepreneurship education policies and pedagogical models that promote financial capability among students globally. A summary of the key characteristics of the reviewed studies is presented in Table 2 . Table 2. Synthesis of included studies (excerpt). Author-Year Country Design Sample Financial Skills Intervention Outcomes Key Findings Li, 2024 China Survey 350 students Budgeting; Investment Finance course Entrepreneurial intention Literacy increases readiness Abdul Karim et al., 2023 Malaysia Survey 492 students Saving; Risk — Fraud vulnerability Low literacy linked to vulnerability Conclusion This review confirms financial literacy as core human capital for student entrepreneurship in developing countries. Critical skills include budgeting and cash-flow management, saving and borrowing, risk assessment and investment, and basic accounting. Practice-oriented curricular approaches and industry partnerships are most effective in strengthening literacy and improving entrepreneurial outcomes. Integrating financial literacy within entrepreneurship education can enhance decision quality, resilience, and venture sustainability among student founders. Recommendations • Develop entrepreneurship-specific financial literacy modules and experiential finance labs. • Build collaborations among universities, industry partners, and financial institutions to deliver mentoring and simulation-based training. • Embed assessment of financial decision quality and cash-flow resilience into program evaluation metrics. 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 . 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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. The author(s) is/are employees of the US Government and therefore domestic copyright protection in USA does not apply to this work. The work may be protected under the copyright laws of other jurisdictions when used in those jurisdictions. 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 3; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :138 ( https://doi.org/10.12688/f1000research.160829.3 ) 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 3 VERSION 3 PUBLISHED 31 Oct 2025 Revised Views 0 Cite How to cite this report: Ghimire B. Reviewer Report For: Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review [version 3; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :138 ( https://doi.org/10.5256/f1000research.190540.r429288 ) The direct URL for this report is: https://f1000research.com/articles/14-138/v3#referee-response-429288 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 22 Nov 2025 Binod Ghimire , Tribhuvan University, Kirtipur, Nepal Approved VIEWS 0 https://doi.org/10.5256/f1000research.190540.r429288 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 ... Continue reading READ ALL 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. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Ghimire B. Reviewer Report For: Why is it important? Financial literacy in students in entrepreneurship: A systematic literature review [version 3; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :138 ( https://doi.org/10.5256/f1000research.190540.r429288 ) The direct URL for this report is: https://f1000research.com/articles/14-138/v3#referee-response-429288 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 Respond or Comment 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 3; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :138 ( https://doi.org/10.5256/f1000research.190540.r421963 ) The direct URL for this report is: https://f1000research.com/articles/14-138/v3#referee-response-421963 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 07 Nov 2025 Nurul Hidayana Mohd Noor , Faculty of Administrative Science and Policy Studies, Universiti Teknologi MARA, Seremban, Negeri Sembilan, Malaysia Approved VIEWS 0 https://doi.org/10.5256/f1000research.190540.r421963 All revisions have been made accordingly in response to the reviewers’ comments. ... Continue reading READ ALL 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. 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 3; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :138 ( https://doi.org/10.5256/f1000research.190540.r421963 ) The direct URL for this report is: https://f1000research.com/articles/14-138/v3#referee-response-421963 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 Respond or Comment COMMENT ON THIS REPORT Version 2 VERSION 2 PUBLISHED 09 Oct 2025 Revised 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 3; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :138 ( https://doi.org/10.5256/f1000research.188832.r421962 ) The direct URL for this report is: https://f1000research.com/articles/14-138/v2#referee-response-421962 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 29 Oct 2025 Muhammad Hasan , Universitas Negeri Makassar, Makassar, Indonesia Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.188832.r421962 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 ... Continue reading READ ALL 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. 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 3; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :138 ( https://doi.org/10.5256/f1000research.188832.r421962 ) The direct URL for this report is: https://f1000research.com/articles/14-138/v2#referee-response-421962 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 05 Nov 2025 Dwi Romadhon , Universitas Pendidikan Indonesia, West Java, Indonesia 05 Nov 2025 Author Response 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 ... Continue reading 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. 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. 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. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 05 Nov 2025 Dwi Romadhon , Universitas Pendidikan Indonesia, West Java, Indonesia 05 Nov 2025 Author Response 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 ... Continue reading 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. 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. 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. Close Report a concern COMMENT ON THIS REPORT 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 3; peer review: 2 approved, 1 approved with reservations] . 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 3; peer review: 2 approved, 1 approved with reservations] . 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 3; peer review: 2 approved, 1 approved with reservations] . 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 3; peer review: 2 approved, 1 approved with reservations] . 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 3; peer review: 2 approved, 1 approved with reservations] . 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 3; peer review: 2 approved, 1 approved with reservations] . 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 3; peer review: 2 approved, 1 approved with reservations] . 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 3; peer review: 2 approved, 1 approved with reservations] . 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 3; peer review: 2 approved, 1 approved with reservations] . 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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