Extended Abstract Research Objective This study pursues two primary objectives. First, it seeks to identify the school, perspective, and approach within Thematic Analysis that exhibits the greatest compatibility with Extractive Thematic Exegesis of the Holy Qurʾān. Second, it aims to develop a practical, step‑by‑step mechanism for analyzing Qurʾānic thematic data within the framework of the selected approach, in a manner that enables its systematic and replicable application in exegetical research. Thematic Analysis is an efficient tool for producing structured and systematic analyses of texts—particularly religious texts—and has gained significant attention in recent years in qualitative research within the humanities and religious studies. However, the multiplicity of its schools and approaches, each with its own processes, outcomes, and epistemological assumptions, poses challenges for researchers of thematic exegesis when attempting to select the most suitable method. Furthermore, insufficient differentiation among these schools in some studies has at times led to a conflation of methods and a weakening of the validity of findings. Accordingly, a careful assessment of these schools and the selection of an approach consistent with the nature of Extractive Thematic Exegesis—which aims to derive the Qurʾān’s perspective on a specific topic from all relevant verses—constitute a methodological necessity. This need is particularly significant for enhancing the precision, validity, and coherence of Qurʾānic conceptual analysis, especially in thematic studies that involve extensive textual data, and can partly address existing methodological gaps in the field.Research Methodology This research was conducted with a methodological orientation and through rational analysis, drawing upon library resources including specialized works on thematic analysis, research methodology, and the foundations of Qurʾānic exegesis. Within this framework, an effort was made to establish a logical connection between the theoretical discussions of research methodology and the exegetical requirements of the Holy Qurʾān. The research proceeded in two main stages, each contributing independently to the overarching objective. In the first stage, a comprehensive and in‑depth examination of the various schools and perspectives of Thematic Analysis was undertaken. The theoretical foundations, operational procedures, and strengths and weaknesses of each school were evaluated to identify the approach most consistent with the inductive and meaning‑oriented nature of Extractive Thematic Exegesis. This assessment was carried out with attention to epistemological assumptions, the role of the researcher in the analytical process, and each school’s manner of engaging textual data. In the second stage, after selecting the appropriate approach, the step‑by‑step process of Thematic Analysis was elaborated in detail. This included a precise explanation of each stage and its implementation to ensure practical applicability to Qurʾānic data. The process was then aligned with the operational and logical stages of Extractive Thematic Exegesis, resulting in an integrated and coherent framework for analyzing Qurʾānic data. This alignment ensures both the feasibility and the methodological validity of the proposed framework and provides a foundation for its application in future exegetical studies.Findings The findings demonstrate that Thematic Analysis is an overarching methodological category encompassing multiple schools and perspectives and cannot be reduced to a single uniform method. Among these, the inductive approach—and specifically the perspective that views a theme as interpretive in nature (i.e., the product of the researcher’s understanding of the data) and as an output of analysis shaped by shared meanings—shows the strongest compatibility with Extractive Thematic Exegesis. Among the principal schools of Thematic Analysis, the Reflexive School, unlike the Coding Reliability and Codebook schools, aligns most closely with this exegetical approach due to its emphasis on inductive reasoning and the active, interpretive, and constructive role of the researcher. Employing the Thematic Network model, the Reflexive School structures the analytical process into six logical and systematic stages: comprehensive familiarization with the data, initial coding, identification of themes, mapping and analysis of the thematic network, defining and naming themes, and writing the report. These stages correspond closely to the progression from individual verses to overarching themes in Extractive Thematic Exegesis.Conclusion The study concludes that Thematic Analysis is an effective and scientific method for identifying and reporting themes within qualitative data and can represent Qurʾānic concepts within a purposeful and systematic structure. Among its various schools, only the Reflexive School—through its inductive nature—derives themes not as predetermined categories but directly from Qurʾānic verses and data, organizing and analyzing them as patterns grounded in shared and systematic meanings. This methodological congruence ensures that the findings of thematic exegesis remain deeply rooted in the Qurʾānic text and reflect the researcher’s precise understanding and interpretation. Thus, this article can serve as a practical and valuable guide for researchers in Qurʾānic thematic exegesis, enabling them to make more informed decisions in selecting appropriate analytical perspectives, schools, and approaches, and to achieve findings that are more precise, coherent, and defensible in elucidating the perspectives of the Holy Qurʾān. Reflexive Approach; Thematic Networks