This research analyzes how financial literacy and socioeconomic status influence the effectiveness of behavioral nudges in economic decision-making. Although nudges are widely applied to improve financial behavior, evidence shows that their impact is not universal. Individuals from lower-income backgrounds experience greater cognitive load due to financial scarcity, reducing their ability to process information and respond effectively to subtle interventions. Grounded in behavioral economics frameworks—such as scarcity (Mullainathan & Shafir, 2013), bounded rationality (Simon, 1982), and cognitive biases (Kahneman & Tversky, 1979)—this study develops a conceptual model explaining how social class moderates the relationship between financial literacy and nudge responsiveness. The model predicts that individuals with higher income and education levels respond better to traditional nudges (defaults, reminders, and framing), while vulnerable populations require stronger interventions combined with financial education or incentives. The main objective is to propose differentiated financial strategies that consider the cognitive constraints associated with socioeconomic status. This perspective challenges the assumption of one-size-fits-all nudges and contributes guidelines for inclusive financial education programs and public policies. This research offers theoretical and practical contributions by providing tools for policymakers, NGOs, and financial institutions to develop strategies that promote financial inclusion, economic resilience, and inequality reduction. These contributions are particularly relevant in emerging economies like those in Latin America, where financial exclusion and structural inequalities remain significant challenges.