<![CDATA[The mental health crisis and heightened academic anxiety among secondary students demand a pedagogical reorientation in Islamic Religious Education (PAI). PAI instruction has predominantly remained tethered to a cognitive-dogmatic orientation, rendering it unresponsive to students' emotional needs. This conceptual article aims to formulate an epistemological integration between Tazkiyatun Nafs (Al-Ghazali and Ibn Qayyim Al-Jawziyya) and Positive Psychology (Seligman's PERMA Model), constructing the Mindful-Spiritual Pedagogy framework as a mental health-friendly PAI instructional design. Utilizing a qualitative library research methodology, this study applies content analysis, critical hermeneutics, and integrative synthesis across primary sources and indexed secondary literature (2016–2026). The findings reveal crucial theoretical intersections: the Takhalli stage aligns with negative emotion regulation and spiritual mindfulness; Tahalli intersects with cognitive engagement, resilience, meaning, and accomplishment; and Tajalli manifests as positive relationships and student flourishing. As a state-of-the-art contribution, the Mindful-Spiritual Pedagogy model is operationalized into three preventive-educational classroom phases: (1) Pre-Learning (Takhalli Orientation) using spiritual mindfulness to alleviate anxiety; (2) Core-Learning (Tahalli Internalization) through cognitive reframing of patience, gratitude, and trust in God; and (3) Post-Learning (Tajalli Actualization) by fostering an empathetic classroom climate (peer-support) to instantiate inner peace (thuma'ninah). This study offers theoretical contributions to PAI curricular transformation and provides recommendations for future empirical research.]]>
