Financial literacy in digital and AI-supported educational contextsDrnovšek, Nika (Avtor) Avsec, Stanislav (Avtor) Lovšin Kozina, Francka (Avtor) artificial intelligencebibliometric analysisdigital learningfinancial educationfinancial inclusionfinancial literacysystematic reviewIn an era of expanding digital finance, fintech innovation and AI-supported decision-making, financial literacy has become a critical educational priority for informed, inclusive and responsible participation in contemporary financial systems. This study examines financial literacy in digital and AI-supported educational contexts through bibliometric mapping and a PRISMA-based systematic review. A bibliometric analysis of 3,105 Web of Science and Scopus records identified the broader conceptual structure of the field, followed by thematic synthesis of 29 studies with educational relevance. Methodological quality was assessed using design-specific JBI Critical Appraisal Tools. The findings show that financial literacy and financial inclusion form the main conceptual hubs, while fintech and digital finance act as bridging themes. AIrelated research is visible, but is mainly linked to prediction, decision-making, fintech adoption and digital services rather than direct pedagogy. The review further shows that digital tools are used across diverse educational and assessment contexts, with the more consistent evidence emphasizing structured instructional design and pedagogical integration rather than technology exposure alone. AI-related evidence remains limited and is predominantly analytical, diagnostic, advisory or supportive rather than directly pedagogical. The main research gap lies in the limited empirical evidence on pedagogically grounded AI-supported approaches to financial literacy education. Overall, the study provides an integrated framework for identifying conceptual structures, emerging digital and AI-supported trends, and critical pedagogical gaps relevant to evidence-informed and inclusive financial literacy education.20262026-10-15 10:42:26Članek v reviji189782sl