This study aimed to design and validate a comprehensive model of organizational factors influencing the empowerment of student teachers within Iran’s teacher education system. An exploratory sequential mixed-method design was applied. In the qualitative phase, 61 national and international studies (2010–2024) were synthesized using meta-composite analysis to identify constructs and dimensions. Additionally, semi-structured interviews with 17 teacher education experts were coded using Strauss and Corbin’s open, axial, and selective coding. The quantitative phase involved 90 student teachers from Farhangian and Shahid Rajaee Universities in the 2024–2025 academic year. A 35-item researcher-developed questionnaire covering six organizational dimensions was validated by expert review and demonstrated strong reliability (Cronbach’s alpha 0.85–0.96). Data were analyzed through descriptive statistics and structural equation modeling with Smart PLS. Results revealed six key organizational domains underpinning student teacher empowerment: structural and environmental factors, support and welfare services, dynamic interaction, sustainable university development, evaluation and quality assurance, and enhancement of educational and learning quality. Factor loadings exceeded 0.4; AVE values were above 0.5; composite reliability surpassed 0.7; and the model’s goodness-of-fit (GOF) was 0.427, confirming robust measurement and structural validity. The validated model provides a reliable framework for assessing and strengthening student teacher empowerment, offering practical implications for policy-making, curriculum design, and professional development in teacher education institutions and the Ministry of Education.