Abstract

This study investigates the effect of AI literacy on FinTech adoption capability, while examining the mediating roles of self-directed learning and innovative thinking skills among Generation Z finance students in Thailand. A quantitative research approach was employed, with data collected via an online questionnaire administered to 391 undergraduate finance students. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results reveal that AI literacy has significant positive effects on self-directed learning, innovative thinking skills, and FinTech adoption capability. Although self-directed learning does not directly influence FinTech adoption capability, it exhibits a significant indirect effect through innovative thinking skills. Further mediation analysis indicates that innovative thinking skills function as a critical mechanism through which AI literacy and self-directed learning contribute to effective FinTech adoption. These findings suggest that enhancing AI literacy alone may not be sufficient unless it is complemented by the development of self-directed learning behaviors and innovative thinking skills. This study contributes to the growing body of literature on financial technology adoption within educational settings and offers policy-relevant insights for strengthening the digital competencies of finance students in the context of ongoing digital transformation.