Financial literacy is internationally recognized as an essential requirement for citizens who need to make informed personal finance decisions in an increasingly deregulated and complex financial system coupled with the fast emergence of fintech. In the Middle East, Gulf countries are facing serious economic growth challenges since the collapse of oil prices in 2014.

This paper analyzes the main socio-economic and demographic factors of financial literacy among University students. The data is collected though an online survey submitted to a randomly selected sample of 2500 students from the University of Sharjah in the UAE. The survey includes 32 questions adapted to the Gulf context covering knowledge, behavior and attitude dimensions. The results of the main binary logistic regression show that the most vulnerable students in multidimensional financial literacy are UAE national females, studying in the undergraduate level, majoring in non-scientific areas, who did not take the Personal Finance course (University elective), with a lower CGPA and a lower family income. It was found that 31.36% of students who responded to the survey are classified as financially literate.

Logistic regressions considering each of the three dimensions of financial literacy were performed with the same predictors. The results confirm that most of the explanatory variables are significant in predicting the category of financial knowledge. However, they fail to predict the categories of financial behavior and attitude.

对于需要在日益放松的管制和复杂的金融体系中以及金融科技的迅速兴起的情况下做出明智的个人理财决定的公民而言，金融知识被国际公认是一项基本要求。自2014年石油价格暴跌以来，海湾国家在中东地区面临着严峻的经济增长挑战。

本文分析了大学生金融素养的主要社会经济和人口因素。数据是通过在线调查收集的，该调查已提交给阿联酋沙迦大学的2500名学生的随机样本。该调查包括针对海湾地区的32个问题，涉及知识，行为和态度方面。主要二元logistic回归结果显示，在多维金融知识中最脆弱的学生是阿联酋本国女性，在大学学习，主修非科学领域，未修过个人理财课程（大学选修课程），较低的CGPA和较低的家庭收入。调查发现，在回答调查的学生中，有31.36％的学生具有财务知识。

使用相同的预测因子进行考虑了金融知识素养三个维度的逻辑回归。结果证实，大多数解释变量对预测金融知识的类别具有重要意义。但是，他们无法预测财务行为和态度的类别。