The victory of the Islamic Revolution in the late 1970s marked the beginning of the influence of religious institutions on Iran’s formal education system. One of the objectives of the new political system is the cultivation of the "perfect human being" based on the teachings of Twelver Shia jurisprudence. This study aims to analyze and compare the role of the Devil (Iblis) within the framework of religious education, drawing from two theological traditions: Twelver Shia Islam and Roman Catholicism. The research employs a qualitative comparative approach, utilizing documentary research for data collection and Fairclough’s discourse analysis for data interpretation. The central issue addressed is how the educational frameworks of these two Abrahamic traditions conceptualize the Devil and his functions—both ontological and normative—within the educational process. The findings indicate that both traditions view the Devil as a real, malevolent, and seductive entity—a sworn enemy of humanity. Regarding their differences, in Twelver Shia theology, the Devil is a being endowed with free will, whose influence is limited to temptation and the creation of volitional obstacles within the realms of insight and inclination; he possesses no ontological power to compel human action. In contrast, in Roman Catholic theology, the Devil is a fallen angel whose initial act of rebellion led to the wounding of human nature—an event known as "Original Sin." From an educational perspective, the confrontation with Satan within the Shi'a tradition is structured around strengthening the "inner proof" (reason), seeking refuge in God (*isti'adhah*), self-awareness, and individual steadfastness; whereas in Catholicism, the emphasis lies primarily on the restorative power of grace and the systematic mediation provided by the Church's sacred rites.