اسلام و پژوهش‌های تربیتی

Purpose: This study aimed to explain the paradigmatic model of the educational–professional motivation of instructors of Islamic Studies courses and to identify the factors influencing it. Method: This qualitative study employed the Grounded Theory approach. Data were collected through semi-structured interviews with 45 instructors of Islamic Studies courses at universities in Isfahan, Iran, using purposive sampling. The data were analyzed through open, axial, and selective coding. Findings: The educational–professional motivation of instructors emerged from the interaction of intrinsic interest in teaching, commitment to religious and social values, perceived teaching effectiveness, and a sense of educational mission. The educational and cultural capacities of Islamic Studies courses, instructional innovation, and effective interaction with students provided a supportive context for strengthening this motivation. In contrast, prevailing stereotypes, outdated educational content, inadequate facilities, professional challenges, the absence of sustainable policies, and limited opportunities for academic development were identified as the major barriers. The main strategies included enhancing the status of Islamic Studies courses, revising educational content and teaching methods, strengthening institutional support, promoting instructors’ professional development, and expanding academic collaboration. Conclusion: The educational–professional motivation of instructors of Islamic Studies courses is a dynamic and multidimensional phenomenon. Strengthening supportive and professional environments can enhance their professional vitality, self-efficacy, job commitment, and educational effectiveness.