Redefining Mathematics Education in Universities with a Theological and Cultural Approach: A New Model Suitable for the Iranian Generation Z

Extended Abstract
 
Introduction and Objectives: In today’s world, where science and technology are regarded as the foundation of development, increasing attention is being paid to the humanistic and spiritual dimensions of education. Mathematics education, despite its abstract nature and logical structure, cannot be divorced from the cultural, ethical, and social contexts of society. In Iran—characterized by its Islamic-Iranian civilization and an educational system rooted in religious policy documents—revisiting mathematics instruction through a theological, cultural, and identity-based approach is necessary.
Generation Z, shaped by digital environments and rapid social transformations, exhibits traits such as a search for meaning, a strong sense of justice, a preference for interactive learning, and a desire for experiential engagement. Traditional, rigid, and spiritless methods of teaching mathematics fail to meet the needs of this generation and may even lead to disengagement and a sense of irrelevance toward scientific knowledge.
This study designs and proposes a conceptual model for mathematics education grounded in theological and cultural principles. The model aims to revitalize abstract and often dry mathematical concepts by embedding them within a framework of meaning, value, and cultural relevance—guiding students toward a deeper understanding of divine order, ethical responsibility, and the human applications of scientific knowledge.
Drawing upon Islamic epistemic sources, contemporary scientific experiences, and the psychological-identity needs of the new generation, the model offers an integrated and practical framework for transforming mathematics instruction. Key components of this approach include:

Integrating mathematical concepts with religious teachings
Localizing educational content
Employing interactive pedagogical methods
Embedding values within assessment systems
Reframing the role of the instructor as a spiritual guide

This research ultimately argues that mathematics, beyond being a utilitarian discipline, can serve as a platform for intellectual and moral elevation—provided it is designed and taught through a monotheistic and culturally conscious lens.
Method: This study is classified as a theoretical-applied investigation in terms of its nature, and as developmental in its approach, given its aim to design a conceptual model for transforming mathematics education with emphasis on theological and cultural principles. The research adopts a qualitative paradigm, utilizing inductive qualitative content analysis to identify and explain the components and dimensions of the proposed model.
Data collection was conducted through document analysis, library research, and semi-structured interviews with scholars from both the seminary (Hawzeh) and university contexts. The sources consulted include:

Authoritative religious texts (the Qur’an, Nahj al-Balāghah, and selected ḥadīths)
Strategic policy documents of the Islamic Republic of Iran’s educational system (such as the Fundamental Reform Document of Education, the Comprehensive Scientific Roadmap, and the Second Phase of the Islamic Revolution Statement)
Specialized literature in Islamic pedagogy and mathematics education
Recent peer-reviewed papers on Generation Z learning, educational localization, and value integration in science instruction

Following data collection, key concepts were extracted using inductive qualitative content analysis. The core components of the model were then identified and organized into four foundational domains:

Theoretical principles
Content design
Teaching methods
Educational assessment

Results: The findings of this study led to the development of a conceptual model for mathematics education that integrates theological teachings, culturally indigenous principles, and the pedagogical needs of the emerging generation. The model is structured around four core pillars: foundational principles, instructional content design, teaching methods, and assessment systems. Each pillar comprises synergistic components that collectively offer a coherent framework for transforming mathematics education.
In the domain of foundational principles, emphasis is placed on concepts such as divine unity (tawḥīd) and cosmic order, ethical orientation, cultural-national identity, and the cultivation of critical thinking and spiritual reflection. These principles serve as the foundation for all other educational elements within the model.
In the content design pillar, localization is pursued through the lens of Islamic-Iranian culture. This includes linking mathematical concepts to verses of the Qur’an, revisiting the historical contributions of Muslim scholars to mathematics, and incorporating ethical narratives and moral storytelling. These strategies aim to enhance learners’ motivation, identity formation, and value-based understanding.
In the pillar of teaching methods, the model responds to the specific characteristics of Generation Z by emphasizing interactive learning, the use of educational technology, project-based instruction, and attention to individual differences. These approaches foster deeper learning, cognitive skill development, and active student engagement.
In the assessment pillar, a comprehensive and value-oriented approach is adopted—one that evaluates both conceptual knowledge and problem-solving skills, as well as ethical dimensions such as honesty, responsibility, and commitment. Within this framework, the instructor assumes the role of a spiritual guide—someone who, with insight into religious and cultural perspectives, conveys scientific concepts within an inspiring and formative context. This model provides an innovative and culturally grounded response to the challenges of mathematics education, addressing the needs of the new generation.
Discussion and Conclusion: The findings of this study demonstrate that mathematics education—when properly integrated with theological teachings, ethical values, and the cultural context of Iran—can serve as a platform for the holistic development of students, encompassing cognitive, moral, spiritual, and identity-based dimensions. In contrast to the predominantly abstract and skill-centered approaches found in many educational systems, the proposed model emphasizes value-oriented conceptualization, aiming to establish a systematic link between scientific instruction and cultural-religious formation.
Within this framework, the identity of mathematics as a subject is redefined: mathematics is not merely a computational tool, but a language for understanding divine order and wisdom in creation. This ontological perspective fosters a deeper comprehension of mathematical concepts and the unity of the cosmos among learners.
Given the characteristics of Generation Z—such as a preference for interaction, technology, and meaning-seeking—the model prioritizes personalized, purposeful, and dynamic learning. The role of the instructor is elevated from a mere transmitter of knowledge to a facilitator of meaningful learning experiences.
In the domain of assessment, a significant transformation is proposed: rather than focusing solely on numerical proficiency and traditional testing, a hybrid and value-based approach is adopted, which also evaluates ethical, attitudinal, and spiritual growth. Within this framework, the teacher is envisioned as a moral and spiritual guide—one who is proficient in subject matter, skilled in modern pedagogical methods, and committed to ethical principles.
In summary, the conceptual model developed in this study presents a localized and Islamically grounded approach to mathematics education, designed to cultivate individuals who align with the ideals of the Islamic Revolution. Implementation of this model can serve as a culturally responsive framework within Iran’s higher education system, particularly in teacher training programs.