Contemporary financial education often stems from Western individualistic paradigms that prioritize personal gain, consumption-driven habits, and short-term wealth accumulation. While effective in certain contexts, these models often neglect the communal, ethical, and spiritual dimensions essential to Arab societies. This research introduces the concept of Financial Maturity (Rushd) as a culturally embedded, values-based framework that redefines financial literacy through the lens of Arab heritage, Islamic ethics, and socio-cultural realities.

Drawing on interdisciplinary insights from behavioral finance, Islamic economics, and cultural psychology, the study critiques the dominance of Western financial models and highlights their limitations when applied in Middle Eastern contexts. It proposes Rushd not merely as financial competence, but as a developmental process rooted in justice (adl), stewardship (amanah), and intergenerational responsibility.

Through qualitative case studies, practitioner observations, and field data from financial coaching across the Arab region, this research articulates the dimensions of Rushd—including intentionality, delayed gratification, communal benefit, and spiritual accountability. The paper also examines how the Rushd-based model fosters more sustainable and resilient financial behaviors, especially in youth and underserved communities.

By localizing financial education, this work advocates for a transformative shift: from importing frameworks to reconstructing indigenous models that align with cultural identity and human dignity. The Rushd framework thus positions itself as both a critique and a reconstruction—offering not only an alternative, but a culturally authentic evolution in financial education.

Keywords: Financial literacy, cultural values, Arab education, indigenous education, financial coaching, financial maturity, educational innovation, critical thinking, Middle East, inclusive education, lifelong learning, ethical finance, curriculum design.