Dark Side of UPI: How Digital Ease Triggers Impulse Spending and Reduces Savings Among Gen Z

June 2026
Vol-12, Issue-3
Paper ID: 28659
ISSN: 2395-4396
Downloads: 0

Abstract & Details

Research Area
Behavioral Finance
Keywords
UPI Digital Payments Impulse Spending Savings Behavior Generation Z Financial Literacy
Abstract
The Unified Payments Interface (UPI) has revolutionized India's digital payment ecosystem by offering instant, secure, and seamless financial transactions. With the widespread acceptance of UPI among the Gen Z generation, shopping practices and consumer habits have significantly changed. UPI has created a great deal of convenience and accessibility, but with that, there have been concerns about the rising reduced savings rates and impulsive consumption rates among young consumers. Generation Z, who are very tech-driven and tech-savvy, often rely on UPI to access shopping, food delivery, entertainment subscriptions, and peer-to-peer transactions. Digital payments are frictionless, meaning that they remove the psychological barriers of making monetary transactions, and people spending money are not as aware of their payments. This also can make you feel compelled to buy things that you wouldn't have in the real world if you were buying them in cash. The present study aims to investigate the impact of usage of UPI on impulse spending and saving propensity among Gen Z in India. The paper explores how convenience of electronic payment affects financial choices and helps to lower saving. Secondary data sources included academic journals, reports and previous studies were consulted to gain insight into the behaviour of digital payment systems. The study shows that UPI can enhance spontaneous buying by being simple, swift, and easily accessible. Moreover, being constantly exposed to online ads, cashback offers, and promotional discounts increase the urge to make impulse purchases. The study also shows that UPI users might not be financially disciplined and may not save in the long run. The research highlights the importance of financial literacy and responsible digital payment practices. Policymakers, education and financial institutions should increase awareness of budgeting, expenditure tracking and savings strategies to prevent negative financial impacts on their youth population when using digital payment services.

Author Information

# Name Institute / Affiliation
1 Dhruv Arora St. Joseph's University

How to Cite

Use the following formats to cite this article in your research.

APA Style
Arora, Dhruv (2026). Dark Side of UPI: How Digital Ease Triggers Impulse Spending and Reduces Savings Among Gen Z. International Journal of Advance Research and Innovative Ideas In Education, 12(3), 2509-2513.
MLA Style
Arora, Dhruv. "Dark Side of UPI: How Digital Ease Triggers Impulse Spending and Reduces Savings Among Gen Z." International Journal of Advance Research and Innovative Ideas In Education, vol. 12, no. 3, 2026, pp. 2509-2513.
IEEE Style
Dhruv Arora, "Dark Side of UPI: How Digital Ease Triggers Impulse Spending and Reduces Savings Among Gen Z," International Journal of Advance Research and Innovative Ideas In Education, vol. 12, no. 3, pp. 2509-2513, 2026.
Vancouver Style
Arora Dhruv. Dark Side of UPI: How Digital Ease Triggers Impulse Spending and Reduces Savings Among Gen Z. International Journal of Advance Research and Innovative Ideas In Education. 2026;12(3):2509-2513.
Harvard Style
Arora, Dhruv (2026) 'Dark Side of UPI: How Digital Ease Triggers Impulse Spending and Reduces Savings Among Gen Z', International Journal of Advance Research and Innovative Ideas In Education, 12(3), pp. 2509-2513.
Chicago Style
Arora, Dhruv. "Dark Side of UPI: How Digital Ease Triggers Impulse Spending and Reduces Savings Among Gen Z." International Journal of Advance Research and Innovative Ideas In Education 12, no. 3 (2026): 2509-2513.
Turabian Style
Arora, Dhruv. "Dark Side of UPI: How Digital Ease Triggers Impulse Spending and Reduces Savings Among Gen Z." International Journal of Advance Research and Innovative Ideas In Education 12, no. 3 (2026): 2509-2513.

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