National media, as one of the most important cultural and educational institutions in the country, plays a significant role alongside the formal education system in teaching and institutionalizing religious concepts among students. However, the expansion of digital media, changes in media consumption patterns, and the cognitive transformations of the new generation have highlighted the need to reconsider approaches to religious education. This study aimed to design a model for teaching religious concepts to students through national media. In terms of purpose, the study was applied, and in terms of approach, it employed a qualitative methodology based on the systematic grounded theory approach of Strauss and Corbin. The research participants consisted of 13 experts in the fields of religious studies, communication sciences, education, media, and educational sciences, who were selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using open, axial, and selective coding. The findings revealed that the proposed model consists of six main categories: causal conditions, contextual conditions, intervening conditions, strategies, outcomes, and consequences. The major causal conditions included strengthening students’ religious identity, responding to their educational and developmental needs, and creating synergy between formal education and media-based learning. The main strategies emphasized student-centered content production, indirect and narrative-based education, the use of interactive media formats, enhancement of media literacy, and strengthening family and school participation. Implementing these strategies can lead to improved student learning and engagement, increased effectiveness of religious programs, and ultimately the reinforcement of students’ religious identity, cultural capital, and social responsibility.