Integrating Spiritual Values into Project-Based Learning: A Conceptual Framework Informed by Seyyed Hossein Nasr’s Knowledge and the Sacred

This study develops a conceptual framework for integrating spiritual values into project-based learning (PjBL), informed by Seyyed Hossein Nasr’s Knowledge and the Sacred. The library research used a descriptive-analytical approach that combined document analysis, thematic interpretation, and conceptual synthesis. The primary text was examined alongside scholarly literature on Nasr, spiritual education, and PjBL to identify philosophical arguments, derive educational principles, and articulate pedagogical implications. The analysis yielded four principles: unity of knowledge and spirituality, holistic human formation, moral responsibility associated with knowledge, and reflective awareness of meaning. These principles inform seven interconnected processes: project selection, planning, investigation, collaboration, implementation, evaluation, and reflection. Spiritual integration emerges as alignment among educational purposes, inquiry, relationships, and reflective judgment, with explicit connections to transcendent meaning. The study’s originality lies in explaining the interpretive connections between sacred epistemology and project design while distinguishing philosophical grounding, observable ethical expressions, and personal spiritual interpretation. The framework contributes conceptual criteria for developing learning objectives, guiding project decisions, and assessing appropriate educational evidence. It also identifies conditions that require contextual adaptation and sets an agenda for future classroom-based empirical research on feasibility, ethical judgment, reflective capacity, spiritual awareness, and academic learning outcomes.