Enhancing the Aesthetic Literacy of Student-Teachers at Farhangian University through the Verses of the Holy Quran

This research was conducted to design Quran-based pedagogical strategies for enhancing the aesthetic literacy of student-teachers at Farhangian University. The study was designed using a qualitative approach with a concept analysis method. Data were extracted from 75 verses across 32 chapters of the Qur’an, which were identified through Qur’anic databases and reputable exegeses, such as Al-Mizan, Tafsir Tasnim, Tafsir Namuneh, and Tafsir Noor. Data analysis employed a three-stage coding process (open, axial, and selective), yielding 52 open codes clustered into six axial categories, subsequently organized under two principal dimensions: “Creational Beauty” (cosmic order) and “Legislative Beauty” (divine guidance). Key findings indicate that achieving aesthetic literacy necessitates the integration of these dual dimensions: from the creational perspective, fostering contemplative observation of creation (e.g., cosmic harmony and natural diversity) and aligning physical and inner environments in educational design; and from the legislative perspective, synthesizing ethics and aesthetics in teachers’ conduct, utilizing Quranic metaphors in instruction, designing spiritually oriented relationships, and modeling equitable human interactions. The study underscores that the Holy Quran transcends confining beauty to art alone, instead offering a holistic framework for nurturing the complete human being—where the beauty of creation and the beauty of divine guidance elevate learners from obligation (“must”) to volition (“desire”) in realizing Hayat Tayyibah (the pure and virtuous life). It is recommended that Farhangian University revise its curriculum by introducing a dedicated course on “Quranic Aesthetics in Education” accompanied by practical workshops (e.g., nature contemplation sessions and classroom design using Quranic metaphors).