Psychological and Educational Principles in the Training of Efficient Human Capital from an Islamic Perspective: Designing a Comprehensive Model

Abstract

This study was conducted with the aim of designing a comprehensive and practical model for the training of efficient human capital based on psychological and educational principles derived from Islamic teachings. The research approach is qualitative and grounded in deductive content analysis of reliable religious and scientific sources. To achieve this objective, the content of verses from the Holy Qur’an, narrations of the Infallibles (peace be upon them), and scholarly texts related to human capital development were carefully examined and analyzed. Purposeful sampling was employed, and data were collected through systematic note-taking methods. Data analysis was conducted using a three-stage thematic coding process (open, axial, and selective coding) within a deductive categorization framework. To ensure the credibility of the findings, criteria of trustworthiness and reliability were applied. The results indicate that the model for training efficient human capital from the perspective of the Islamic educational system is based on three foundational domains: individual, social, and political characteristics. This model was derived from the integration of approximately 204 initial concepts, organized into 16 core categories. These components include: (1) religious knowledge and awareness, (2) creativity and expertise in the field of work, (3) competence, (4) managerial efficiency, (5) courage, (6) decisiveness, (7) humility and avoidance of arrogance, (8) faith and commitment to purpose, (9) trustworthiness in responsibilities, (10) a clean record and absence of misconduct, (11) pursuit of social justice, (12) social interaction with intellectual individuals, (13) understanding societal conditions and enduring hardship, (14) responsibility and initiative in action, (15) simplicity and being a role model, and (16) political insight and the ability to outline general policy directions. In addition, the present study has identified effective educational methods based on Islamic teachings. These methods, derived from approximately 90 initial concepts categorized into 14 central themes, include: (1) effective response, (2) timely reaction, (3) reward, (4) encouragement, (5) firm reaction, (6) reprimand, (7) supervision and monitoring (including overt, covert, and public oversight), (8) tolerance, (9) strength and firmness, (10) role modeling, and (11) emulating the conduct of the Infallible Imams (peace be upon them). Ultimately, the proposed model in this study encompasses all foundational educational principles and, through the application of the identified instructional methods, paves the way for the flourishing and training of efficient and faithful human capital among educators and instructors.