This paper addresses the connection between traditionally accepted rationality and behavioral factors, with a particular emphasis on the behavior of the student population. The purpose od this master's research is to understand the relationship between rationality and behavioral economics. For a long time, economic theory viewed people as rational actors maximizing benefits. However, behavioral economics introduces psychological and emotional factors into the decision-making process. Therefore, the paper begins by defining the concept of rationality as the fundamental premise of traditional economic theory, especially focusing on the concept of homo economicus. After a historical overview, the main critiques of this approach are presented. The work then introduces the concept of behavioral economics and its historical development. Behavioral economics encompasses concepts like heuristics, biases, framing, and prospect theory, which were not acknowledged in traditional models. Consequently, the aim of this paper is to investigate the extent to which irrational factors influence students' decisions. Using a survey questionnaire, it explores how various heuristics and biases affect decision-making. Results indicate that students are also influenced by behavioral biases, which can impact their capacity for rational decision-making. The conducted research shows that students are not entirely driven by behavioral factors either. Hence, integrating knowledge form various disciplines such as psychology, sociology, and economics allows behavioral economics to provide a more comprehensive and deeper insight into human decision-making mechanisms. As society becomes increasingly complex, this multidisciplinary approach offers crucial insights and resources for better understanding and shaping strategies leading to more informed decisions.