In an increasingly complex financial landscape, the ability to make sound financial decisions is a critical life skill. Traditional financial education often adopts a one-size-fits-all approach that emphasizes knowledge transmission over behavioural change. However, this approach is rather ineffective, as it does not sufficiently consider participants' specific needs, strengths or difficulties (e.g., Aprea, 2021). This paper argues for a paradigm shift toward learner-centred financial education that takes into account the psychological factors influencing financial behaviour. The paper explores how constructs such as financial self-efficacy, motivation, cognitive biases, emotional regulation, and risk perception shape individuals' financial decisions. Drawing from economics education, behavioural economics, educational psychology, and financial literacy research, it presents a framework for integrating these factors into the design of effective financial education programmes. Emphasis is placed on the importance of tailoring interventions to the learner's developmental stage, context, and prior experiences. Through case studies and evidence from experimental and field research, the paper illustrates how gamification, experiential learning, and game-based approaches can be employed to foster deeper engagement and long-term behavioural change (e.g. Schultheis & Aprea, 2021). Additionally, it discusses how psychological profiling and learner segmentation can enhance the personalization of content and instructional formats. The paper also examines challenges such as overcoming overconfidence, addressing financial anxiety, and avoiding paternalism in program design. It calls for an interdisciplinary approach that combines insights from psychology, education, and finance, and highlights the need for robust evaluation frameworks that go beyond knowledge gains to assess attitudes, behaviours, and long-term outcomes