FINANCIAL EDUCATION ACTIVITY PLAN

INTRODUCTION: Despite the growing interest in entrepreneurship among university students, a critical gap remains between the intention to start a business and the concrete action of launching one. While general financial education provides foundational knowledge, it often falls short of equipping students with the complex business skills needed to overcome real-world financial barriers. Therefore, the central problem focuses on understanding how and under what conditions financial education transforms this intention into real action, specifically highlighting the role of corporate finance capability through the synergistic lenses of Human Capital Theory and the Theory of Planned Behavior. AIMS: The primary objective of this research is to execute a systematic literature review investigating the influence of financial education, with a specific focus on corporate finance capabilities, on the transition from entrepreneurial intention to concrete entrepreneurial action among university students. MATERIALS AND METHODS: The study adopted a Systematic Literature Review design adhering strictly to the PRISMA protocol. A comprehensive search was conducted in the Web of Science database for the period between 2014 and 2025, utilizing a targeted search string combining keywords related to finance, entrepreneurship, and behavioral theories. Following rigorous inclusion and exclusion criteria to ensure methodological transparency, a final portfolio of seventeen articles was selected. The data was systematically extracted and categorized using a Framework Coding matrix to map the behavioral stages of the entrepreneurial journey. RESULTS: The qualitative synthesis revealed that while basic financial literacy and personal financial management, particularly saving behavior, act as crucial mediators that enhance students’ perceived behavioral control and self-efficacy, they are ultimately insufficient to trigger actual venture creation. The literature highlights a severe intention-action gap where students develop the desire to venture but remain paralyzed due to a profound lack of technical and operational skills. FINAL CONSIDERATIONS: The study concludes that applied corporate finance capability, encompassing skills such as cash flow projection, working capital management, and securing external credit, is the decisive missing link required to convert planned behavior into executed action. Consequently, higher education institutions must shift curricula from general personal finance to integrating hard corporate finance skills, empowering young entrepreneurs to overcome funding barriers and ensuring long-term startup survival.

KEYWORDS: Financial Education; Theory of Planned Behavior; Entrepreneurial Intention; Entrepreneurial Action; personal Financial Management.