Abstract
Mental health is an important concern in contemporary education. It relates not only to individuals’ psychological condition, but also to spiritual, social and moral dimensions and to the educational environment. Academic pressure, changing patterns of social interaction, digital technology, bullying, social isolation, identity crises and the demands of modern life demonstrate the need for a more comprehensive paradigm of mental health education. Islamic education provides philosophical and epistemological foundations for developing such a paradigm by integrating spiritual, psychological and social dimensions into educational processes. This study aims to examine the philosophical and epistemological foundations of mental health education from the perspective of Islamic education; formulate an integration of spiritual, psychological and social values; construct a conceptual model of mental health education based on Islamic education; and assess its relevance to contemporary mental health challenges in education. The study adopts a qualitative approach using library research and content analysis. The findings indicate that mental health education based on Islamic education can be developed through a multidimensional conception of human beings encompassing the physical body, intellect, qalb (heart), ruh (spirit), moral life and social life. Integrating spiritual, psychological and social dimensions produces a biopsychosocial-spiritual model in which tawhid (the oneness of God) provides the foundation; tazkiyat al-nafs (purification and development of the self) and akhlaq (moral character) constitute the formative process; psychological well-being is an intended outcome; and healthy social relationships provide a supportive environment. The model offers a holistic, preventive, promotive and sustainable paradigm for education.
