This study aimed to explore the indicators of an ideal model for adolescents' religious education from the perspective of stakeholders' lived experiences using a qualitative approach. The present study was qualitative, utilizing an Interpretative Phenomenological Analysis approach. Participants included 60 key stakeholders (13 religious education specialists, 17 teachers, 15 parents, and 15 adolescents aged 14-18) in Qazvin city, selected through purposive sampling until theoretical saturation was reached. Data were collected via semi-structured interviews and analyzed using thematic analysis. Data analysis led to the extraction of 6 organizing themes: revising and reforming religious curricula to align with contemporary conditions; employing interactive and dialogue-based teaching-learning methods; creating supportive environmental and family contexts; teacher modeling and professional development; emphasizing functional and affective evaluation; and aligning the curriculum with the characteristics of Generation Z. The findings indicated that an ideal model for religious education should be dynamic, context-sensitive, rational, and based on human agency to transform imitative faith into reflective and resilient faith. This model aligns with the theoretical foundations of Bagheri (human agency) and Fowler (stages of faith) and can serve as a basis for educational policymaking, curriculum planning, and family interventions. It is recommended that curricula be revised, interactive methods be strengthened, and the evaluation system shift towards practical assessment.