The present study aimed to identify, conceptualize, and validate Qur’an-based dimensions of realism and to formulate their educational implications for curriculum design and educational practices in elementary education. This mixed-methods study employed both qualitative and quantitative approaches. In the qualitative phase, 30 selected Qur’anic verses were analyzed through open and axial coding to extract foundational, organizing, and overarching educational themes. In the quantitative phase, a 30-item questionnaire was developed based on the extracted components. Data collected from elementary school teachers and students were analyzed using SmartPLS, confirmatory factor analysis, Average Variance Extracted (AVE), and Composite Reliability (CR) indices. The inferential findings revealed the extraction of 30 educational components, 6 basic themes, 5 organizing themes, and 6 overarching educational themes. The final framework consisted of ontological realism, epistemological realism, anthropological realism, developmental growth and experiential learning, social responsibility, and ethics and benevolence. Structural validation results demonstrated satisfactory convergent validity and internal consistency across all dimensions, with AVE values ranging from 0.66 to 0.72 and CR coefficients ranging from 0.83 to 0.88, indicating strong construct validity and reliability of the proposed model. The findings suggest that Qur’anic teachings provide a coherent and comprehensive foundation for educational theory and practice in elementary schooling. The proposed model integrates cognitive, moral, social, and developmental dimensions and offers a scientifically grounded framework for curriculum development, instructional planning, and character education. Its application may contribute to nurturing responsible, reflective, ethical, and reality-oriented learners within contemporary elementary education systems.