Purpose: This study examined the impact of financial knowledge (FK), attitude, and behavior on financial planning practice adoption among higher education teachers. Research Design/Methodology/Approach : Data were collected from 246 faculty members across different academic disciplines for the proposed issue of study, and their responses were considered the main data for analysis. For hypothesis testing of the proposed study, partial least squares structural equation modeling was executed to explore the different correlations among the variables. The study is guided by the theory of planned behavior for understanding financial planning practices, with specific emphasis on the role of financial attitudes (FA) and behavior in shaping financial decision-making.

Findings: The results showed that financial behavior (FB) and knowledge are the main determinants of financial planning practices. However, FA acts as a mediator in the sequential relationship between FK and financial planning practices through FB. Practical

Implications: The results of this study guided policymakers and educational institutions in designing faculty development programs and training programs on financial literacy. Originality/

Value: This study contributed to the financial literacy literature by focusing on the relatively underexplored context of higher education teachers in India. It examined the interactive effects of FK, attitude, and behavior on financial planning practices and empirically validated the role of FA in this relationship as sequential mediation.

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