Financial Inclusion and Technological Influence on SDG 4 - Quality Education Attainment in Africa: A Case Study of Gombe State

Abstract

The pursuit of Sustainable Development Goal 4 (SDG 4) - Quality Education, remains a critical imperative for African nations, particularly in the context of fostering inclusive and equitable education systems. This study aims to address the gaps in understanding the relationship between financial inclusion, technological advancements, and the achievement of SDG 4 in Africa, focusing specifically on Gombe State. Questionnaires were distributed to 700 respondents, with 580 valid responses collected. Data was collected on access to financial services, awareness and usage of educational technology, financial behavior, and attitudes towards education financing. Data analysis was conducted using Covariance-Based Structural Equation Modeling (CB-SEM) with AMOS. The study found a significant positive relationship between access to financial services and attitudes towards education financing. Additionally, awareness and usage of educational technology were found to positively influence attitudes towards education financing. Finally, positive financial behaviors, such as savings and prudent financial management, were associated with supportive attitudes towards education financing. The study suggests integrating financial inclusion, educational technology, and promoting positive financial behaviors, in order to advance inclusive and equitable quality education in Gombe State, thereby fostering sustainable development in the region.