20.500.12556/RUL-189782 Financial literacy in digital and AI-supported educational contexts a bibliometric and PRISMA-based systematic review In 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. artificial intelligence bibliometric analysis digital learning financial education financial inclusion financial literacy systematic review umetna inteligenca bibliometrična analiza digitalno učenje finančno izobraževanje finančna vključenost finančna pismenost true false true Angleški jezik Slovenski jezik Članek v reviji 2026-10-15 10:42:26 2026-10-15 10:42:27 2026-10-16 04:10:12 0000-00-00 00:00:00 2026 0 0 17 str. art. 1933924 Vol. 11 2026 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 336:37.011.22 2504-284X 10.3389/feduc.2026.1933924 300964611 RAZ_Drnovsek_Nika_2026.pdf RAZ_Drnovsek_Nika_2026.pdf 1 F51FF01EEBD6FE6AB7BCDF0518761883 c49dc73a651e1d6fe8bb518ba1195a4fe0f91a46401844f9975f69338f2abe79 6eca33d9-c875-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=250597 https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1933924/full 1 2e44e283-c874-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=250594 Pedagoška fakulteta 0 0 0