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Effect of Adult Education on Adults’ Knowledge of Biometric Payment Systems

Abstract

Biometric payment systems are emerging digital payment technologies that use biological characteristics, such as fingerprints, facial features, or other biometric identifiers, to authenticate individuals during financial transactions. Adults’ knowledge of these systems is becoming increasingly important as digital financial services adopt new authentication methods to improve transaction convenience and security. However, limited knowledge may prevent some adults from understanding how biometric payment systems operate, where they can be used, and the benefits and risks associated with biometric authentication. This study will examine the effect of adult education on adults’ knowledge of biometric payment systems, with the purpose of determining whether adult education can improve their awareness and understanding of this emerging financial technology. Adult education provides opportunities for adults to acquire relevant knowledge through discussions, demonstrations, practical activities, and experience-based learning. In relation to biometric payment systems, educational activities can introduce learners to the meaning and basic operation of biometric authentication, the different forms of biometric identification, and their application in payment transactions. Participants may also learn about authentication procedures, transaction verification, user consent, privacy considerations, and basic security practices. Through practical demonstrations and simplified explanations, adult education can make the technical features of biometric payment systems easier for learners to understand and relate to their everyday financial experiences. Adults’ knowledge of biometric payment systems refers to their ability to identify biometric payment methods, explain how biometric authentication is used in transactions, recognize their potential benefits, and understand relevant security and privacy considerations. Adequate knowledge can help adults make more informed decisions when encountering biometric payment services and evaluate the suitability of such systems for their financial activities. Adult education can strengthen this knowledge by presenting emerging financial technologies in accessible language and providing opportunities for learners to examine their practical applications. Improved knowledge may therefore contribute to greater awareness and more responsible engagement with biometric payment systems. The study will adopt a suitable descriptive survey research design. The population will comprise adults participating in selected Adult Education programmes, from which an appropriate sample will be selected using a suitable sampling procedure. Data will be collected through a structured questionnaire and an appropriate knowledge assessment designed to measure participants’ knowledge of biometric payment systems. The research instruments will be subjected to appropriate validation procedures, while their reliability will be established before administration. Data collected will be analysed using relevant descriptive and inferential statistical techniques to determine the effect of adult education on adults’ knowledge of biometric payment systems. The study is expected to establish that adult education has a positive effect on adults’ knowledge of biometric payment systems. Adults who participate in relevant educational activities are expected to demonstrate improved understanding of biometric authentication, its application to payment transactions, and associated privacy and security considerations. The study may also establish that practical demonstrations and real-life examples improve learners’ ability to understand unfamiliar biometric payment processes. Such findings would highlight the role of Adult Education in helping adults keep pace with emerging developments in digital financial services. The findings will have implications for Adult Education practitioners, financial educators, digital-literacy facilitators, and programme developers. Adult Education programmes may need to incorporate emerging financial technologies into relevant learning activities to help adults understand new forms of payment authentication. Facilitators can use demonstrations, case examples, guided discussions, and practical exercises to explain biometric payment processes and associated security considerations. Such approaches can help reduce knowledge gaps and support adults in making informed decisions when interacting with technology-enabled financial services. The study will be significant to adult learners, educators, financial-service stakeholders, digital-payment users, policymakers, and organizations interested in financial and digital inclusion. It will provide useful information on the role of adult education in improving adults’ knowledge of biometric payment systems and preparing them for changes in modern payment technologies. The study will recommend the inclusion of relevant biometric-payment concepts in appropriate Adult Education programmes and encourage practical learning approaches that address both technological applications and responsible usage. It will conclude that strengthening adults’ knowledge through adult education can promote greater awareness and informed engagement with emerging biometric payment systems.

Keywords: Adult education, biometric payment systems, biometric authentication, digital payments, financial technology, payment authentication, fingerprint payment, facial recognition, transaction security, payment technology, digital finance, financial awareness, privacy awareness, digital inclusion, financial literacy