Objective: Considering the rapid transformations and complexities of the modern world and the crucial role of teachers in shaping future generations, this study investigates and elucidates the role of the teacher from the perspective of the Holy Qur’an. The primary aim is to offer a comprehensive and ideal image of the teacher’s role within the Islamic educational system, grounded in propositions inferred from the Qur’an while considering contemporary requirements.
Method: This qualitative research employed conceptual analysis and progressive inference, based on the assumptions of the Qur’an’s comprehensiveness, systematic structure, and timelessness. Through a meticulous examination of selected verses — treated as the research sample and population — sixty educational propositions were extracted and organized into dedicated tables. Following a detailed analysis of each proposition and its relevance to the teaching role, fifty distinct roles were inferred and subsequently synthesized into an eight-dimensional model.
Results:  The findings reveal that the Qur’anic perspective on the teacher’s role is multifaceted, transcending mere knowledge transmission and extending far beyond the confines of the classroom. Accordingly, the study proposes an eight-dimensional model of the teacher’s role, with guidance at its core. The dimensions are as follows: knowledge enhancement (scholarly), guidance (in a mentoring way), healing (therapeutically), philosophical inquiry (philosophically), sympathy (motherly), heritage preservation (through culturalization), community building (in a reformative way), and management (administratively).
Conclusion: This study highlights the urgent need to revisit teacher education systems and to empower teachers based on the proposed eight-dimensional framework, enabling them to play a more effective role in nurturing future generations.