This study aimed to determine the educational role of religious Heyʾats in deepening the Islamic identity of lower secondary school students and to design a model for its institutionalization. This qualitative study employed thematic analysis, gathering data through semi-structured interviews with 30 participants (students, Maddāḥs, and educational deputies) and content analysis of 50 Hey'at programs. The findings revealed three key educational mechanisms: (1) semiotic constructs in poetry and Maddāḥī that transform Islamic values into adolescent-friendly symbols; (2) rawḍa-based behavioral modeling, through the representation of the Ashura epic, that institutionalizes revolutionary spirit and social responsibility; and (3) informal mentor-student communication that enables the subtle transmission of values. The main challenges included the reduction of activities to seasonal rituals, a shortage of specialized personnel (trained instructors), and a misalignment between content and adolescents' psychological needs. In response, the “Identity-Centered Heyʾats” model was designed around four axes: identity foundations (based on the Qurʾan and the sīra of the Ahl al-Bayt), effective educational processes, quality-oriented supporting institutions, and school-centered executive structures. By establishing an organic link between Heyʾats and the formal education system, this model provides a comprehensive strategy for transforming them into Islamic identity-building workshops and can serve as a basis for reforming educational policies.