Objective: This research endeavors to elucidate the educational implications of the self-management paradigm as delineated in the teachings of Imam Ali (AS), particularly in relation to enhancing social wellbeing and its subsequent validation. Methods: The methodological framework employed is a mixed-methods design, encompassing two qualitative phases characterized by content analysis utilizing a deductive categorization schema, alongside a quantitative validation phase employing the Lawshe's consensus coefficient. The qualitative scope of this investigation encompassed all texts pertinent to Imam Ali's (AS) teachings on self-management, adopting a purposive sampling approach, whereas the quantitative segment engaged 11 university professors and specialists. In the qualitative analysis of the data, a coding methodology was implemented, while the quantitative segment involved the validation and endorsement of the perspectives of university professors and experts through the Lawshe's consensus coefficient. Results: The findings from the content analysis regarding the educational implications of the self-governance concept in Imam Ali's (AS) teachings, with an emphasis on social health, revealed 27 educational rationales, among which the most salient include the intrinsic value of the educator and trainee's personality, the aspiration for autonomy and independent thought, the enactment of human agency across the triad of individual, social, and divine responsibilities for the attainment of success, prosperity, and self-actualization, as well as the emphasis on oversight and social health, and the selection of appropriate mechanisms and effective time management to foster the social and mental well-being of educators and trainees. Conclusions: The results predominantly illustrate the pedagogical implications of the principle of self-governance as articulated in the doctrines of Imam Ali (AS) and substantiate its significance in enhancing societal well-being.