<![CDATA[Qur’an teaching required more than technical mastery of recitation and tajwid because effective instruction also depended on ethical orientation and productive teacher–learner relationships. This study aimed to construct an integrative competency framework for Qur’an teachers through thematic tafsir. It employed qualitative library research using a conceptual thematic (maudhu‘i) approach. Primary data consisted of QS. Al-‘Alaq [96]: 1–5, QS. Al-Kahf [18]: 65, and QS. An-Nahl [16]: 125, interpreted through selected tafsir works and supported by relevant hadith. Secondary data comprised scholarly literature on teacher competence, Qur’an education, and pedagogy. Data were collected through documentation, classified thematically, compared across interpretive sources, and synthesized through descriptive-interpretive and comparative analysis. Credibility was strengthened through source triangulation and interpretive traceability. The findings identified three interdependent dimensions: epistemic-professional, spiritual-personality, and pedagogical-relational competence. The novelty lay in explaining their functional integration within a Qur’anic competency architecture: knowledge formed the epistemic foundation, rahmah and moral-spiritual qualities provided ethical orientation, while hikmah, constructive counsel, dialogue, and gentleness shaped pedagogical transmission. The framework offered a conceptual basis for Qur’an teacher development and competency assessment.]]>
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