DESIGN PROCESS
PROBLEM STATEMENT
SOLUTION
“Urban Indian teenagers are increasingly making everyday financial decisions, but their financial learning remains fragmented, theoretical and disconnected from real-life application.”
Making financial learning part of everyday money use.
A financial learning layer integrated into FamPay, where teenagers learn concepts through short, interactive lessons and immediately apply them through the app.
Research & Insights
Defining the problem
Concept & Ideate
Prototype
User Testing
30
Teenagers interviewed
2
Surveys across 2 user groups
80+
Combined survey respondents
MONEY, ACCORDING TO TEENS
KEY
INSIGHTS
of Indian teenagers passed a basic financial-literacy test.
was the average score of Indian high-school students on basic financial-literacy
of students in the Streak survey did not understand investments, risk–reward or time value of money.
16.7%
45%
60%
70%
of surveyed teenagers rated their interest in learning about finance 5/5
Teenagers are actively spending, saving and making everyday financial decisions, but mostly through small, informal experiences.
Financial learning is informal and fragmented, with teenagers relying on family, social media and trial-and-error rather than a structured learning system.
There is clear interest in financial learning, but teenagers respond better to hands-on, engaging and goal-oriented experiences than theoretical teaching.
By translating financial concepts from the existing curriculum into interactive, bite-sized learning experiences, and integrating them into FamPay so that learning can be immediately connected to real financial behaviour.
When money starts becoming their responsibility.
Allowances. First UPI payments. Everyday spending. Saving for goals. Small financial decisions that gradually become habits.
Money, Made Learnable
Project Overview
WHEN
HOW
Rethinking financial literacy for teenagers through FamPay and everyday digital payments.
Design Project 03 · NID Ahmedabad
Timeline: 8 weeks
Money, Made Learnable explores how financial literacy can be made more practical and engaging for urban Indian teenagers. The project began by understanding how teenagers currently learn, spend, save and make financial decisions, and where existing financial education falls short. The final intervention translates concepts from the existing financial curriculum into short, interactive learning experiences within FamPay. Each lesson connects what the teenager learns to a relevant action they can take within the app, turning financial knowledge into something they can understand, practise and apply.
“The lack of financial literacy is not a lack of intelligence. It is a lack of education.”
— Robert Kiyosaki
WHAT
Financial literacy for teenagers
Exploring how financial concepts can become more practical, engaging and relevant to everyday money decisions.
WHY
Teenagers are already spending, saving and making financial decisions, but their financial learning is often fragmented, theoretical and disconnected from real-life application.
WHO
Urban Indian teenagers · 13–19 years
The project focuses on teenagers who are increasingly managing money through allowances, UPI and digital platforms.
USER PERSONAS
Learning through everyday financial behaviour.
Integrating financial learning within digital payment platforms like FamPay.
Embed learning into real money usage
Combine theory with practice
Use interactive and gamified experiences
Focus: Learning through everyday financial behaviour.
OPPORTUNITY
FROM CURRICULUM TO EXPERIENCE
WHAT I TRANSLATED
A financial learning experience integrated into FamPay, helping teenagers learn financial concepts and apply them through everyday money use.
TEXTBOOK
INTERACTIVE
LEARNING
FAMPAY
FEATURE
REAL LIFE
ACTION
Learn → Interact → Apply
WHAT IS FAMPAY?
WHY FAMPAY?
THE GAP
A digital payment platform designed for teenagers to make payments and manage their money.
FamPay helps teenagers use money, but doesn’t help them understand it.
Because it is already a part of teenagers’ everyday money behaviour — making it a natural space to introduce financial learning.
UPI & PAYMENTS · WALLET · CARD · REWARDS · SAVINGS
→ Money Exchange
→ Financial Planning
→ Income
→ Expenses
→ Bank
→ Saving
→ Goals
→ Investments
→ Budgeting
SELECT + SIMPLIFY
INFORMATION ARCHITECTURE
WIREFRAMES
STUDYING THE EXISTING UI SYSTEM OF FAMPAY
GENERATING ELEMENTS
Credits - Google Gemini
EXPLORING INTERFACE
Tap to view prototype
leaderboard
Lessons to unlock
Coins earned by solving every activity
Feeling of achievement after every Activity
Lesson into feature
streak
Your own profile
Friends
Pay
Metropolis
Metropolis
Metropolis
History option made visible
Learn page
Home page
New tab : Learn established
For plans instead on 1 section 3 more added
Needs and wants have different budgets
allocate anytime
Goals is the feature
Pay
Pay
Pay
Start saving
Start saving
Start saving
Acknowledgement
This project was undertaken as part of Design Project 3 at the National Institute of Design, Ahmedabad.
I would like to express my sincere gratitude to my guide, Shemal Pandya, and anchor faculty, Jagadish Kumar, for their valuable guidance, feedback, and support throughout the project.
I am also thankful to all the teenagers, parents, and students who participated in the research and shared their experiences and perspectives, helping shape the direction of this project
THANK YOU !
GENERATING ELEMENTS
Credits - Google Gemini
EXPLORING INTERFACE
Tap to view prototype
leaderboard
Lessons to unlock
Coins earned by solving every activity
Feeling of achievement after every Activity
Lesson into feature
streak
Your own profile
Friends
Pay
Metropolis
Metropolis
Metropolis
History option made visible
Learn page
Home page
New tab : Learn established
For plans instead on 1 section 3 more added
Needs and wants have different budgets
Goals is the feature
Pay
Pay
Pay
Start saving
Start saving
Start saving
Acknowledgement
This project was undertaken as part of Design Project 3 at the National Institute of Design, Ahmedabad.
I would like to express my sincere gratitude to my guide, Shemal Pandya, and anchor faculty, Jagadish Kumar, for their valuable guidance, feedback, and support throughout the project.
I am also thankful to all the teenagers, parents, and students who participated in the research and shared their experiences and perspectives, helping shape the direction of this project
THANK YOU !
