Inclusive Financial Literacy Education Driven by Generative AI: An Empirical Study on the Effectiveness of Adaptive Learning Platforms in Resource-Scarce Areas

Kaiqi Yang

Authors

Kaiqi Yang Department of Finance, School of Finance, Heilongjiang University of Finance and Economics, Harbin, Heilongjiang, 150025, China Author

Keywords:

generative AI, financial literacy, educational equity, resource-constrained regions

Abstract

This paper delves into the potential of generative AI to promote inclusive financial literacy education. Through real-world cases like a pilot program conducted in Bihar state, India, reported by local education authorities, utilized AI-generated educational content (60% cost reduction), visual comparisons of global literacy gaps (e.g., sub-Saharan Africa's 28% basic literacy rate), and practical strategies, it analyzes how AI-powered adaptive platforms tackle educational inequities in resource-constrained regions. Drawing on empirical evidence (e.g., 42% knowledge score improvement in the experimental group) and theoretical frameworks like Social Cognitive Theory, the study underscores the platforms' impact on enhancing learners' financial knowledge, skills, and attitudes. It also proposes multistakeholder measures — such as government broadband subsidies and enterprise offline-mode development — for global financial inclusion, integrating emerging trends like AI localization and hybrid learning models to expand educational equity frameworks.

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