Abstract
This scoping review aims to bring together what we know about digital financial literacy (DFL), especially for older adults. It explores how DFL is defined and understood, how it’s measured in different studies, and what kinds of educational programs have been developed to support older people in managing their finances online. This review was guided by the PCC (Population, Concept, Context) framework, allowing for the inclusion of studies on adults aged 18 to 79 to draw insights relevant to older adults. A systematic search of the Web of Science database (2014–2025) was conducted, followed by a two-stage screening and full-text review process. Data were extracted and thematically analyzed to identify how digital financial literacy is defined, measured, and supported through educational interventions, with a focus on age-specific needs and challenges. The review found that most studies assess digital financial literacy (DFL) using surveys and self-report questionnaires focused on knowledge, skills, and fraud awareness. Behavioral experiments, such as randomized controlled trials, provide valuable insights into the effectiveness of different educational approaches. Emerging frameworks emphasize integrating digital literacy with financial literacy and highlight the need for culturally and contextually adaptable interventions, especially for older adults and underserved populations. This review highlights the critical need for integrated financial education that combines knowledge, digital skills, and consumer protection, especially for older adults.