Dimensions of Moral Education in Imam Khamenei’s Qur'anic Thought: A Study in Light of Educational Psychology

Document Type : Research Article

Authors

1 Level 4 of Qom seminary, PhD student in the field of Quran and psychology.

2 Graduate of Level 4 in Comparative Tafsir, Al-Zahra University, Qom

10.22034/dqm.2026.20842.1149

Abstract

Statement of the Problem: Moral education is among the primary objectives of the Holy Qur'an and constitutes one of the fundamental pillars of individual and social development. Despite Imam Khamenei’s consistent emphasis on the role of Qur'anic teachings in spiritual purification and moral cultivation, no systematic study has yet identified his approaches to moral education, documented their Qur'anic foundations, and analyzed them within the framework of educational psychology. This study seeks to answer the following question: What are the principal Qur'anic approaches to moral education in Imam Khamenei’s thought, and how may they be articulated within a coherent analytical model?
Objective: This study aims to systematically identify and classify the approaches to moral education grounded in Qur'anic teachings within Imam Khamenei’s thought, to document their Qur'anic foundations, and to propose an analytical model based on the cognitive, affective, and behavioral-environmental dimensions of moral education.
Research Methodology: The study adopts a descriptive-analytical approach employing qualitative content analysis. The data were collected from the works and statements of Imam Khamenei, the Holy Qur'an, authoritative Qur'anic commentaries, and other Islamic sources. Following systematic coding, the educational approaches were analyzed and classified into three principal dimensions: cognitive, affective, and behavioral-environmental.
Findings and Conclusion: The findings reveal that the approaches to moral education in Imam Khamenei’s thought are structured around three major dimensions: cognitive approaches (strengthening knowledge of Allah, understanding the teachings of the prophets, and recognizing the temptations of Satan); affective approaches (cultivating awareness of the innate human disposition (Fiṭrah), the soul (Nafs), and spiritual purification (Tazkiyah)); and behavioral-environmental approaches (supplication, obedience to Allah, making effective use of the opportunities of youth, sincere counsel, a sound educational environment, and the Islamic government). The principal contribution of this study lies in presenting a three-dimensional analytical model, firmly grounded in the Holy Qur'an, for examining these educational approaches. In addition to its consistency with established theories of moral development in educational psychology, the proposed model offers a practical framework for educational, pedagogical, and cultural planning within an Islamic society.

Keywords

References

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Contemporary Quranic Studies
Volume 5, Issue 15
June 2026
Pages 51-82

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