The present study aimed to validate a multidimensional education model designed to enhance academic performance, emphasizing social-political, psychological, and spiritual-moral development in secondary school students. This research employed a correlational design using structural equation modeling (SEM). The study population included all secondary school teachers in Mazandaran Province with academic backgrounds in various educational disciplines, educational psychology, counseling, sociology, political science, theology, and Islamic studies who were active in the academic year 2023–2024. To estimate the sample size, Cochran's formula was used, and considering a 20% attrition rate, the final sample consisted of 320 participants selected randomly. To assess the construct validity of the proposed model, first-order and second-order confirmatory factor analyses were conducted using AMOS24 software. Additionally, the paradigmatic model of the study was analyzed using structural equation modeling with a partial least squares approach (PLS-3 software). Regression coefficients for direct effects were reported for all model pathways. Based on the findings, the standardized factor loadings for each primary and secondary dimension of the multidimensional education model aimed at enhancing academic performance with emphasis on social-political, psychological, and spiritual-moral development exceeded 0.40, confirming their validity. The convergent and divergent validity of the proposed model's scales was also appropriate. Furthermore, the overall model fit was confirmed, demonstrating that both the structural and measurement models effectively explained the study variables. Thus, implementing the model developed in this research for multidimensional education to enhance academic performance, with an emphasis on social-political, psychological, and spiritual-moral development in secondary school students, is an effective and highly valid approach.