In the intellectual framework of the Supreme Leader of the Islamic Republic, the university is described as a civilization-building institution and a driving force for progress toward the realization of the New Islamic Civilization. Given the fundamental importance of the professor’s role in this process, redefining the missions and expectations of university faculty in alignment with the discourse of the Islamic Revolution is an undeniable necessity.

This study aims to envision the future of the ideal revolutionary professor and to articulate a conceptual model of their roles and competencies based on the Supreme Leader’s statements. The research methodology is grounded theory using the systematic approach of Strauss and Corbin. Data were collected through qualitative analysis of the Supreme Leader’s official discourses. Through the three-stage process of open, axial, and selective coding, seven core domains of faculty engagement were identified: self, student, adversary, university, knowledge, governance, and society.

The resulting conceptual model presents a multifaceted image of the professor as a mentor, guardian, researcher, and advisor-preacher. The findings indicate that realizing an Islamic, civilization-building university is not feasible without redesigning the professor’s role and enhancing their multidimensional competencies. This model can serve as a foundation for policymaking in faculty education, training, and professional development.