This study aimed to identify the necessities and objectives of the emotional education curriculum in Iranian primary schools in 2024, conducted in Azadshahr County with the support of Islamic Azad University, Azadshahr Branch. The research adopted a qualitative approach based on conventional content analysis. The participants included professors of educational sciences, psychology, theology, and Persian literature, as well as teachers and instructors familiar with the topic of emotional education. Using purposeful sampling, 18 participants were selected until theoretical saturation was achieved. Data were collected through semi-structured interviews and analyzed using MAXQDA 2020 software. To ensure the trustworthiness of the findings, the four criteria of Lincoln and Guba—credibility, transferability, dependability, and confirmability—were applied. The results indicated that the necessities of emotional education fall into three main categories: “development of emotional and social skills,” “improvement of quality of life and learning,” and “strengthening the educational and cultural system,” while its objectives are classified into “development of emotional skills,” “improvement of behavior and mental health,” and “promotion of human and cultural values.” In addition to identifying these necessities and objectives, the study led to the development of a conceptual model of emotional education that illustrates the interrelationships among these components within the Iranian primary education context. The findings suggest that integrating emotional education components into the formal curriculum of elementary schools can enhance learning quality, reduce anxiety and aggression, improve resilience, and foster empathy and cultural identity among students. Therefore, it is recommended that educational policymakers design a localized framework for emotional education to empower teachers and promote active family participation, thereby strengthening the home–school connection and nurturing a generation of responsible, emotionally balanced learners.