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Impact of Financial Technology Training on Accounting Students’ Digital Financial Skills in Nigerian Polytechnics

Abstract

Financial technology has increasingly transformed the way financial transactions, accounting processes, and business activities are conducted in the modern economy. Financial technology training provides students with knowledge and practical exposure to digital financial tools, electronic payment systems, mobile financial applications, digital banking platforms, and other technology-driven financial services. However, accounting students may face difficulties developing the practical skills required to use and evaluate these technologies effectively if adequate training is not provided. This study examines the impact of financial technology training on accounting students’ digital financial skills in Nigerian polytechnics. The study is aimed at determining whether exposure to financial technology training improves students’ ability to perform and manage financial activities using digital technologies. Financial technology training involves structured learning activities designed to familiarize students with the application of technology in financial operations. Such training may include practical exposure to electronic payment systems, mobile banking, digital accounting platforms, financial applications, online transaction processing, electronic invoicing, and digital financial record management. Through demonstrations, practical exercises, simulations, and technology-supported classroom activities, students can develop familiarity with digital financial tools and understand their application in accounting and business environments. Effective financial technology training can therefore help bridge the gap between theoretical accounting knowledge and the technological skills required in contemporary financial practice. Digital financial skills refer to students’ ability to effectively use digital technologies to perform, manage, interpret, and evaluate financial activities. These skills may include operating digital payment platforms, processing electronic transactions, maintaining digital financial records, using financial applications, interpreting digitally generated financial information, and applying appropriate security practices when conducting financial activities online. Financial technology training can strengthen these abilities by giving students opportunities to interact with relevant digital tools and practice financial tasks in technology-based environments. Students who receive adequate training are therefore expected to demonstrate greater competence in applying digital technologies to financial activities. The study will adopt a survey research design. The population will consist of Accounting Education students in selected Nigerian polytechnics, from which an appropriate sample will be selected using a suitable sampling procedure. Data will be collected through a structured questionnaire designed to measure students’ exposure to financial technology training and their digital financial skills. The instrument will be subjected to appropriate validity and reliability procedures before administration. Data collected will be analyzed using descriptive statistics and an appropriate inferential statistical technique to determine the impact of financial technology training on students’ digital financial skills. The study is expected to establish that financial technology training has a positive impact on accounting students’ digital financial skills. Students who receive adequate exposure to financial technology training are expected to demonstrate stronger abilities in using digital payment systems, financial applications, electronic transaction platforms, and digital accounting tools. The study may further establish that practical and technology-based training provides students with opportunities to develop confidence and competence in performing financial tasks within increasingly digital accounting and business environments. The findings are expected to have important implications for the teaching and learning of Accounting Education in polytechnics. Accounting lecturers may need to integrate practical financial technology activities into accounting courses rather than relying mainly on theoretical explanations. Demonstrations, simulations, computer-based exercises, and practical assignments involving digital financial tools may provide students with meaningful opportunities to develop relevant skills. Greater exposure to financial technology may also help students understand how technological developments are changing accounting and financial operations in contemporary organizations. The study is expected to be significant to accounting students, lecturers, polytechnic management, curriculum developers, employers, and other stakeholders in accounting education. Students may benefit from improved digital financial competence that can enhance their readiness for technology-driven accounting and financial activities. Lecturers may gain insight into the importance of incorporating financial technology into accounting instruction, while curriculum developers may use the findings to strengthen technology-related components of accounting programmes. Employers may also benefit from graduates who possess practical digital financial skills relevant to modern workplaces. The study recommends that Nigerian polytechnics should strengthen financial technology training within Accounting Education programmes by providing students with practical opportunities to use relevant digital financial tools. Lecturers should employ demonstrations, simulations, computer-based exercises, and practical assignments to improve students’ digital financial competence. Polytechnic management should also support access to appropriate technological resources and encourage continuous updating of financial technology content in accounting programmes. The study concludes that effective financial technology training can contribute significantly to developing accounting students’ digital financial skills and preparing them for technology-driven financial and accounting environments.

Keywords: Financial Technology Training, Accounting Students, Digital Financial Skills, Financial Technology, Digital Accounting, Electronic Payments, Mobile Banking, Digital Banking, Financial Applications, Electronic Transactions, Digital Financial Services, Accounting Technology, Financial Technology Education, Digital Competence, Accounting Education