The present study was conducted to design and evaluate a group-based Tawhidi cognitive-behavioral model for enhancing the moral identity and creativity of students in Zarabad The research design is applied and quasi-experimental. The statistical population comprised all fifth and sixth-grade students in Zarabad schools, totaling 1,033 students according to reports from the relevant Department of Education. The sample was selected through simple random sampling from fifth and sixth-grade primary students and was randomly assigned into two groups: experimental and control. The sample size was determined using G*Power software, consisting of 60 participants (30 in each group). The research instruments included the Torrance Tests of Creative Thinking (1974), the Moral Identity Questionnaire by Black and Reynolds (2016), and a localized version of the Tawhidi Cognitive Behavioral Therapy protocol by Koenig et al. (2012). Data analysis was performed at both descriptive and inferential statistical levels, using SPSS version 26. The findings of the present study indicated that Tawhidi Cognitive Behavioral Group Therapy is effective on the moral identity and individual creativity of students in Zarabad. There was a significant difference between the experimental and control groups in the moral identity variable (F(1, 57) = 13.25, p < .001). Similarly, a significant difference was found in the creativity variable (F(1, 57) = 20.55, p < .001). Overall, these results demonstrate that the intervention was able to significantly improve moral identity and creativity in the experimental group. These findings suggest that Tawhidi Cognitive Behavioral Group Therapy is effective in strengthening moral identity and increasing individual creativity in students and can be utilized as an effective psychological intervention in educational environments.