The 2030 Document is apparently the most comprehensive action the international community. It has agreed on since 2015 to achieve sustainable development. Education, which is the fourth main purpose of this document, contains guidelines that try to show themselves in the form of universal rules. this principle is the manifestation of a kind of humanist thinking that is rooted in the will and practical plan of Western and developed countries for the rest of the world. This fact is a proof that the 2030 Document is theoretically considered as a source of soft threat that, regardless of the values, culture and intellectual and moral principles of diverse human societies, intends to harm them with interests and policies of some of the great and influential powers in the United Nations. Following such an unpleasant fact, the present article intends to present the Iranian and Islamic model in the field of education with a localization approach. The main question of the research is what characteristics can be considered to provide such a model? And basically, through what sources can these characteristics be known? The results of the research show us that the important and key characteristics should be obtained from the upstream documents of Islamic Republic of Iran. These characteristics which are in fundamental contradiction with the 2030 Document in their intellectual and philosophical foundations help us to introduce an indigenous Iranian and Islamic model. Analytical and descriptive methods of data, documents and sets of rules help us to raise various issues.