Introduction: Despite the recognized shared capacities of physical and prayer education in realizing multifaceted educational goals, a coherent theoretical and practical model for their systematic integration within the formal education system has been notably absent. This study was therefore aimed at designing a conceptual framework firmly grounded in the Islamic tradition (Sīrah) and comprehensively elucidating its underlying paradigmatic model.

Methods: A systematic review and qualitative content analysis were employed. A purposive search across reputable scientific databases resulted in the selection of 26 documents meeting the inclusion criteria. These documents were subjected to rigorous analysis. Extracted codes were organized into conceptual categories, and interrelationships were explained via a paradigmatic model encompassing causal conditions, core phenomenon, contextual factors, intervening variables, strategies and outcomes.

Results: The qualitative data analysis led to the identification of six core components: purposeful content design, integrated teaching methods, integrated session scheduling, multimodal learning environments, teacher role-modeling, and education-oriented assessment. In the proposed model, Islamic foundations, the inherent capacities of physical education, and educational policy documents were designated as causal conditions; the integration model itself was positioned as the core phenomenon; instructional and organizational infrastructures served as contextual conditions; individual and executive factors were characterized as intervening conditions; the six strategies were operationalized as mechanisms; and consequences included promoting prayer culture, fostering balanced physical, psychological, and spiritual development, deepening the learning of religious values and realizing comprehensive education.

Conclusion: Achieving this integrated form of instruction requires a systematic and holistic perspective on the interrelationships among influencing factors, contextual infrastructures, strategies, and outcomes. The proposed model clarifies these relationships and offers a practical framework for curriculum planning, teacher training and policymaking. Ultimately, it can serve as a robust foundation for strengthening prayer culture, enhancing students' well-being and fulfilling the goals of comprehensive education within the national system.