The research sought to determine concepts of peaceful coexistence appropriate for Saudi secondary school students in the track of Sharia, to explore representations of these concepts through Islamic sciences curricula, and to suggest a validated framework that is implementable within educational reforms under Vision 2030. The study involved analysis of three units with 108 lessons based on three textbooks on Sharia track: Tafsir, Fiqh, and Al-Fara'id that underwent descriptive as well as analytical analysis. The research developed a comprehensive checklist with five domains and 100 subskills on international research study as well as national policy statements. This tool was validated using the Lawshe formula (≥0.82 agreement), piloted, then applied using inter-coder reliability tools such as Cohen's kappa as well as percentage agreement. The coding exercise led to defining the standard, approaches pedagogiclès as well as rubrics of assessment as well as differentiating implicit from explicit expressions regarding peaceful coexistence. The research revealed total integration rate 61.9 per cent with predominant emphasis on religious (95 per cent), political (85 per cent), social (78.3 per cent), economic (48.3 per cent), as well as intellectual (46.6 per cent) dimensions. At subject levels, Tafsir and Fiqh exhibited 76 per cent as well as 71 per cent inclusion levels respectively, while Al-Fara'id showed 20 per cent as well as exclusion regarding religious as well as political consideration levels. The majority of these indicators manifested in implicit modes across materials. The research concluded that applications of concepts on peaceful coexistence are partial as well as uneven as well as suggested a standards-based curricula makeover as well as targeted teacher-training on filling intellectual as well as economic dimension gaps.