Elucidating the Conceptual Model of Islamic Revolution-Oriented Teacher Education in the Future Horizon: An Ideological Reappraisal

Articles in Press

Document Type : Original Research

Authors

1 Department of Educational Sciences, Farhangian University, Tehran, Iran

2 Department of Theology Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran

10.48310/itt.2026.22662.1334

Abstract

As the Islamic Republic of Iran enters a new phase in light of the Second Step Statement of the Islamic Revolution, which emphasizes teachers' strategic role in society-building and civilization-making, rethinking teacher education has become an urgent necessity at this historical juncture. The main problem currently is the absence of a coherent, future-oriented, and operational model that can effectively bridge the ideological foundations of the Islamic Revolution with contemporary advances in educational sciences. This study aims to design a conceptual framework for reconfiguring teacher education aligned with revolutionary ideals from a future-oriented perspective. The research is qualitative in nature with an explanatory-critical orientation, employing document analysis and theoretical inference as primary methods. Axial coding from grounded theory informed the organization of concepts and model formulation. Data were collected from three main sources: national and international teacher education literature, Islamic epistemological and educational texts, and upstream policy documents, particularly the Second Step Statement. Analysis involved extracting key concepts, critiquing hidden ideologies in modern educational structures, and synthesizing concepts into a coherent model. The findings are presented as a causal-contextual-strategic-consequential model. In response to the identified gaps, six key strategies emerged: rethinking the concept of knowledge, embracing multiple ways of knowing, localizing teacher education, field-oriented training, strengthening the master-apprentice model, and redefining the teacher's role as a cultural and social agent. The results indicate that implementing these strategies can produce self-aware, meaning-oriented teachers with coherent identities, reduce the gap between ideals and practice, and cultivate civilization-building teachers for the Second Step's horizon.

Keywords

Main Subjects

Theory and Practice in Teachers Education

Articles in Press, Accepted Manuscript
Available Online from 30 August 2026

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