Religious education in the Iranian formal education system, despite its relative success in transmitting religious rituals, faces challenges in raising a generation that accepts religion as a conscious world. This shortcoming is rooted in the dominance of the “indoctrination-based” model, in which the learner is considered a passive being and the process of reasoning and selection in him is not given the attention he deserves. The present study, with the aim of explaining the Quranic model of the religious education curriculum, seeks to answer the question of what are the implications of the teachings of the Holy Quran for the transition from an indoctrination approach to a reasoning and piety-based approach in the four elements of the curriculum? This study was conducted with a qualitative approach and an analytical-deductive method. The findings show that in the Quranic model, “piety” as self-control arising from faith is the main means of achieving divine proximity. Accordingly, the objectives of the curriculum should be focused on the principle of dynamic self-control (piety); the content should have three characteristics: experience-oriented, method-oriented, and a love-reasoning approach; the methods should be organized based on the five principles of non-quarantine education, method diversity, cooperation in learning, identification, and redefining the role of the teacher as a guide; and evaluation should also be based on the two principles of being continuous and action-oriented, and being non-immediate and indefinite. This conceptual framework can be a basis for revising the religious education curriculum in the country's educational system.