This study comparatively examines approaches to developing students’ financial literacy in Australia, South Ireland, India, and Turkey, and explores their educational implications for Iran. Countries were selected based on the strategy of different social systems, different educational output. Data were collected through documentary analysis of primary and secondary sources, including official documents, curriculum frameworks, national reports, and international resources, and were analyzed using Bereday’s comparative approach. The findings indicated that the selected countries share common features, including teaching basic financial literacy concepts from primary education, such as understanding money, distinguishing needs and wants, managing expenses, saving, and consumer decision-making; employing active learning methods such as financial games, storytelling, project-based activities, and real-life contexts; and utilizing digital tools and multimedia resources. However, differences were identified: Australia and India mainly integrate financial literacy into formal and interdisciplinary curricula, whereas South Ireland and Turkey rely more on informal programs and the participation of financial institutions. India has also developed a national assessment system and teacher training and certification programs in financial literacy, while such mechanisms are less evident in other countries. In contrast, Turkey has linked financial literacy development to macroeconomic objectives, particularly promoting a culture of saving. The findings suggest that enhancing students’ financial literacy in Iran requires simultaneous attention to practical financial content, active learning strategies, teacher empowerment, educational technologies, and assessment mechanisms.