Objective: This study aimed to design a school management model to counter soft cultural threats in cyberspace, grounded in the principles of the Islamic Revolution. The core issue is the inefficiency of traditional management structures in neutralizing threats such as the promotion of Western lifestyles, secularism, and the weakening of students’ religious beliefs, which leads to cultural gaps and the erosion of Islamic-revolutionary identity.

Method: A mixed-methods research design (qualitative-quantitative) based on an exploratory sequential approach was employed. In the qualitative phase, semi-structured interviews were conducted with 20 high school principals and educational deputies in Hamadan Province to extract their perspectives. In the quantitative phase, the model’s validity and effectiveness were assessed using a standardized questionnaire administered to 150 principals and educational deputies.

Findings: The results indicated that managers tend to favor reactive approaches and content control. However, the “active doctrine” (producing alternative discourses and strengthening media literacy; β=0.57) was the strongest predictor of the model’s success. Furthermore, the value-based foundations of the Islamic Revolution (monotheism, justice, independence, and religious democracy; β=0.49) and modern management theories (transformational leadership, learning organizations, knowledge management; β=0.32) played pivotal and instrumental roles in strengthening the model.

Conclusion: The proposed model transforms schools into active hubs of cultural and educational resistance by integrating three pillars: value-based foundations, modern theories, and an active doctrine. By bridging the theory-practice gap, it offers practical solutions for strengthening Islamic-revolutionary identity and implementing jihadi management in cyberspace.