<![CDATA[Contemporary educational models often fragment human development into discrete cognitive, affective, or psychomotor domains, overlooking the unified conception of the self that the Qur'an presents. This study addresses the theoretical gap by proposing a holistic Qur'anic framework for the development of an-nafs (the human self) and examining its implications for educational theory and practice. Employing a qualitative library research design grounded in the thematic (mawḍūʿī) method of Qur'anic interpretation, the study systematically analyzes classical and contemporary tafsīr literature alongside peer-reviewed scholarship in Islamic education, psychology, and human development. The findings identify four interconnected methods of self-development: taswiyah al-nafs (self-harmonization), tazkiyah al-nafs (self-purification), iktisyāf al-qudrah (discovery of individual potential), and at-tawāṣul al-wālidī (constructive parent–child communication). These methods are not merely sequential but mutually reinforcing, and they are operationalized through an integrated educational system that encompasses institutional vision, curricular design, learning strategies, management, and assessment. The study contributes a Qur'anic framework that simultaneously integrates spiritual, intellectual, moral, emotional, and psychological dimensions of human growth, offering an alternative to reductionist paradigms that treat these domains in isolation. Rather than rejecting extant theories, this framework provides an additional theoretical perspective rooted in a unified conception of the self. Practically, it offers Islamic educators a theoretically grounded model for fostering character formation and spiritual maturity, and it informs curriculum development and pedagogical practices in contemporary Muslim educational contexts. Keywords: An-Nafs; Thematic Tafsir (Mawḍūʿī); Holistic Human Development; Islamic Educational Philosophy; Self-Purification (Tazkiyah al-Nafs); Parent–Child Communication; Character Education ]]>
