The Synergy between Components of Positive Psychology and Cultural-Religious Foundations in Promoting Psychological Well-being: An Emerging Paradigm in the Formal Education of Islamic Iran: A Qualitative Study

Background and Objectives: In recent years, the psychological well-being of students and educators has emerged as a central concern within educational systems.The growing challenges in this domain highlight the need for innovative approaches to enhancing mental health. In this regard, integrating the principles of positive psychology with cultural and religious values offers a promising framework for fostering students’ lifelong flourishing. Methods:This study employed a systematic review with an analytical–critical approach, grounded in both evidence and value-based perspectives, to explore the synergies between positive psychology and the cultural–religious foundations of Islamic Iran. The inclusion criteria covered studies conducted between 2011 and 2025 (1390–1404 in the Iranian calendar). The analysis focused on identifying the benefits, challenges, and educational implications of this integration.

Findings: The results indicated that the combination of positive psychology constructs with religious beliefs and cultural contexts can significantly enhance resilience, gratitude, hope, and psychological well-being among students. Furthermore, the findings underscored the importance of understanding the dynamic interaction between individual psychological processes, cultural heritage, and spiritual values, demonstrating how such synergy can empower both students and educators in achieving optimal well-being. Conclusion: Overall, the study suggests that improving psychological well-being within the Iranian educational system requires an integrative paradigm that aligns positive psychology with cultural and religious values. The key contribution of this research is the development of a conceptual–practical model that offers a strategic framework for policymakers. This model delineates a transformative pathway in which nurturing psychological well-being and reinforcing cultural–spiritual identity are positioned alongside academic learning objectives.