Examining the Educational Requirements of Islamic Studies Professors in Enhancing the Religious Education of Students with Emphasis on Revealed Sources

The religious education of students in the universities of the Islamic Republic of Iran is a key function of Islamic Studies courses, and professors in this field play an important role in shaping the beliefs, attitudes, and religious behaviors of the younger generation. Given cultural transformations, the growth of critical rationality, and changes in students’ learning styles, redefining the educational requirements of Islamic Studies professors has become necessary. This study aims to identify and explain these requirements based on the verses of the Holy Qur’an and the tradition of Ahl al Bayt (peace be upon them). The research adopts a qualitative approach using thematic analysis. Data were collected through library research of the Holy Qur’an, reliable hadith sources, and classical exegeses and analyzed according to the six phase model of Braun and Clarke. The findings show that the educational requirements of Islamic Studies professors can be classified into three dimensions: personal ethical, communicative psychological, and methodological educational. The personal ethical dimension includes compassion, consistency between belief and action (role modeling), and positive regard. The communicative psychological dimension emphasizes emotional communication, strengthening self esteem, fostering belonging, and encouraging questioning and dialogue. The methodological educational dimension involves cultivating rational reflection, avoiding the imposition of beliefs, employing indirect methods, ensuring continuity in education, using modern tools, maintaining balance between firmness and flexibility, and considering students’ individual capacities. Effective religious education therefore requires integrating professors’ moral virtues, communicative skills, and appropriate teaching methods.