The culture and teachings of the Sacred Defense constitute an aspect of identity rooted in Islamic-Iranian values and shape approaches to the country’s independence and development. This culture has introduced a new body of discourse in the field of management that should be put to use. However, this legacy faces threats such as neglect, distortion, and the misrepresentation of historical facts. Accordingly, drawing on this epic in the education and training system is both important and necessary for cultivating a revolutionary generation. In this regard, a study was conducted to explore the different dimensions of the Sacred Defense that could serve as models for the education and training system. The study addressed the following research question: What role has the Sacred Defense played in the strategic management of the education system within the Ministry of Education? In terms of its objective, the study was applied and developmental in nature, while its methodological approach was historical and descriptive. The study population comprised experts, teacher-combatants, and former and current managers of the Ministry of Education. Using purposive sampling, 20 participants were selected, with the sample size determined by theoretical saturation. Data were collected through documentary and library research and a questionnaire. The data were analyzed using both qualitative and quantitative methods. William P. Scott’s formula was used to assess the reliability of the qualitative research, while Cronbach’s alpha was used to assess the reliability and validity of the quantitative questionnaire component. Based on the findings and their integration in light of the study’s objective, it can be concluded that the Sacred Defense, as an unparalleled resource and a “strategic model,” plays a multifaceted and vital role in planning, monitoring, analysis, and continuous evaluation aimed at developing effective strategies, implementing them, and controlling their outcomes within the education and training system, particularly in the Ministry of Education. This role is manifested not only directly in improving the education and training system but also indirectly in strengthening the foundations of national dignity, self-reliance, and preparedness to confront future challenges.