This research aimed to examine the practical skills training based on the School of Martyr General Qasem Soleimani in technical and vocational education. The research method employed was a mixed-methods approach (qualitative-quantitative). The qualitative section followed the grounded theory approach, involving interviews with experts and applying three types of coding: open, axial, and selective. To classify and rank the factors, identify variable types, examine relationships between model variables, and determine the intensity of relationships as well as identify the influence and dependence of criteria, a combined ISM-DEMATEL method was used. A questionnaire was also used in the quantitative section to assess the current state of practical skills training in technical and vocational education based on the model's components. The results indicated that the necessity of a practical skills training model based on the School of Martyr General Qasem Soleimani in technical and vocational education is influenced by causal factors, including knowledge development, skills enhancement, and personal growth. Efforts towards a practical skills training model based on the School of Martyr General Qasem Soleimani in technical and vocational education can emerge by considering strategies such as motivational, religious, spiritual, social, and cultural teachings, as well as value-oriented and goal-driven training, consultation, and role modeling. The necessity and strategies of the practical skills training model are undoubtedly influenced by specific contextual factors, such as self-management, human ethical values, and leadership loyalty. It should also be noted that the strategies can be affected by intervening factors, such as lifestyle, volunteer activities, and innovation quality, which may either restrict or facilitate the strategies. Ultimately, the practical skills training model based on the School of Martyr General Qasem Soleimani in technical and vocational education can yield outcomes such as spiritual development, social education, the promotion of values, the cultivation of religious principles, and ethical and moral training.