The increasing complexity of financial markets and the expansion of digital means of payment have intensified the need to strengthen financial education in the young population. Studies show that low levels of financial literacy are associated with over-indebtedness, poor planning, and lower economic well-being. The objective of this study is to analyze the relationship between financial education and economic decision-making in young university students, considering dimensions of knowledge, attitudes and financial behavior. A quantitative, non-experimental and cross-sectional design was developed, applying a structured questionnaire to a sample of undergraduate university students. The instrument integrates items from previously validated scales on youth financial literacy and responsible economic behaviors. The results suggest medium levels of financial literacy, with gaps between declared knowledge and the translation of such knowledge into savings habits, credit use, and budget planning. A positive and statistically significant association is observed between the level of financial education and the perceived quality of economic decisions, especially in areas of responsible consumption, budget management, and planning of medium-term goals. These findings support the need to incorporate systematic financial education programs into university education and to take advantage of digital tools and active methodologies to enhance their impact.