The present study explored the Islamic philosophical foundations of curriculum planning at the secondary education level. This research was conducted using a systematic review approach, employing the PRISMA strategy. The statistical population included 58 published articles between 2005 and 2025 (1384–1404 in the Iranian calendar), from which 21 relevant articles were selected after screening. The validity of the findings was assessed based on acceptability, reliability, and confirmability criteria. Data were analyzed using the NCT (Notice, Collect, Think) method, which involves three stages: attention, collection, and reflective examination. The results indicated that the Islamic philosophical foundations influencing curriculum planning include: Tawhid (Divine Unity), human dignity and innate nature, the Hereafter and purposefulness of life, social orientation, integration of scientific, ethical, and cultural dimensions, moral and spiritual growth, educational justice, spiritual needs orientation, and integration of rationality and spirituality. The findings suggest that designing secondary-level curricula should be based on indigenous and Islamic models while meaningfully bridging traditional values with contemporary needs. Such an approach facilitates the development of a balanced, ethically oriented generation with a stable cultural identity and, both theoretically and practically, contributes to enhancing curriculum quality and addressing the cultural and educational challenges of society.