In the era of rapid growth of new technologies, especially in areas such as nuclear energy, the Islamic education system is faced with fundamental questions about how to deal with these developments and educate the future generation. This research aims to explain the relationship between Islamic education and strategic technologies, especially nuclear energy, and to analyze the jurisprudential, legal, epistemological, civilizational, and educational capacities existing in the Islamic Republic of Iran to realize a local and multi-level model of technological education. The research method in this study is qualitative and based on documentary, comparative, inferential, and future-oriented analysis. By utilizing jurisprudential sources, national educational documents, child rights laws, and field findings from nuclear education policies, an attempt has been made to present a comprehensive picture of the capacities, challenges, limitations, opportunities, and possible solutions. The research findings show that Imami jurisprudence, with rules such as the originality of permissibility, negation of the mustache, the conduct of the wise, and the rule of expediency, has the ability to legitimize new technologies, and Islamic education can also provide a basis for educating technological, ethical, and committed citizens by emphasizing rationality, justice, self-confidence, critical thinking, and scientific struggle. As a result, designing a local model for Islamic nuclear education requires the integration of religious wisdom, professional ethics, cultural foresight, and civilization-building expediency in educational, research, and cultural policies.