Redefining Mathematics Education in Universities through a Theistic and Cultural Approach: A Novel Model Aligned with the Iranian Generation Z

The transformation of mathematics education, as one of the foundational and strategic components of the educational system, is an inevitable necessity in addressing the multifaceted cultural, ethical, and generational challenges of contemporary Iran. This article adopts an analytical, conceptual, and forward-looking approach to explore the possibility and necessity of a theocentric and culturally grounded orientation in mathematics instruction. Emphasizing the characteristics, concerns, and learning preferences of Generation Z, it presents a conceptual framework for reimagining and redesigning mathematics education. Initially, the current state of mathematics instruction at the university level is critically examined, highlighting weaknesses such as the disconnect between content and indigenous values, the lack of interactive methodologies, and the neglect of students’ identity development. Drawing upon ontological and epistemological foundations rooted in Islamic sources, alongside up-to-date scientific research in the fields of mathematics education and Islamic pedagogy, the article underscores the importance of integrating scientific learning with value-based education. The proposed model is structured as a transformation cycle encompassing four stages: defining foundational principles, revising content, designing instructional methods, and constructing a comprehensive evaluation system. The article concludes with policy recommendations related to curriculum planning, faculty development, and the creation of educational resources inspired by Islamic and cultural values.