This study aims to identify and prioritize the key indicators for promoting reading culture among Generation Z with emphasis on family and school dimensions using a mixed-methods fuzzy Delphi approach. A mixed qualitative–quantitative design was employed; in the qualitative phase, 30 upper secondary teachers in Tehran were interviewed and thematic analysis yielded 40 preliminary indicators, which were subsequently validated and refined through two rounds of fuzzy Delphi involving 20 educational and cultural experts, followed by final prioritization using Friedman’s non-parametric test. Friedman test results indicated statistically significant differences among the priority levels of the reading culture indicators (p<0.01), with parental reading role modeling, committed and specialized teachers, and intrinsic reading motivation achieving the highest priority rankings, while family and school dimensions demonstrated significantly greater influence than media and individual motivational dimensions. The findings confirm that sustainable enhancement of reading culture in Generation Z fundamentally depends on strengthening family and school structures, with digital and media-based strategies functioning effectively only when anchored in these core institutional foundations.