Financial knowledge is a vital competency that enables individuals to make informed decisions regarding budgeting, investments, debt management, and retirement planning. While much research has focused on students and the general population, academic professionals represent a unique group whose financial literacy directly impacts personal well-being and institutional financial practices. This study explores the key drivers influencing financial knowledge among university professors by examining socio-demographic, psychological, and environmental factors. Socio-demographic aspects such as age, gender, income, and educational background shape foundational financial understanding, while psychological variables, including financial self-efficacy, risk tolerance, and planning orientation, affect the application of knowledge. Environmental factors, such as access to financial education, institutional support, and peer influence, further reinforce literacy levels. By integrating these dimensions into a theoretical framework, the study provides insights for designing targeted interventions and educational programs that enhance financial literacy among academic professionals, ultimately promoting sound financial decision-making in higher education contexts.