Financial literacy is essential for preparing youth to navigate today's complex financial landscape, yet evidence from the United Arab Emirates (UAE) remains scarce. This study provides the first empirically grounded, mixed-methods benchmark of financial education in UAE schools, establishing a baseline against which future national initiatives can be evaluated. Quantitative data from a student survey (n = 139, Grades 6–12) yielded a mean financial literacy score of 9.2/18 with acceptable reliability (Cronbach's α > .70). A two-way ANOVA showed significant effects of grade and gender, with older students and males performing better. Qualitative insights from 120 teachers revealed key challenges, including limited curricular integration, resource constraints, and insufficient training. Only one-third of students reported receiving formal instruction, relying primarily on parents or self-directed learning. While the 2020 data reflect a unique historical snapshot shaped by COVID-19 and accelerated digital finance adoption, the triangulation of student and teacher perspectives provides a critical foundation for policy and practice, offering comparative value for Gulf Cooperation Council (GCC) nations undertaking similar reforms. The study concludes with recommendations for mandatory spiral curriculum integration, teacher professional development, and strategic public–private partnerships to strengthen financial capability among UAE youth.
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