Adolescence represents a pivotal period for identity formation and the cultivation of emotional intelligence. It is imperative to establish conditions and resources for instructing adolescents in these domains. Given the alignment between Rumi’s mystical worldview and modern psychological science, concerning self-knowledge and the pursuit of the journey, the authors conducted applied, library‑based research study. The primary objective is to introduce the Masnavi-ye Ma’navi as a source for familiarizing adolescents with diverse identity styles and enhancing their emotional intelligence. Drawing on mystical capacities inherent in Rumi’s Masnavi, the study undertakes reconstruction of two psychological constructs, identity style and emotional intelligence. The findings indicate a correspondence between key mystical concepts and psychological constructs: negligence aligns with diffused identity; awakening and awareness with normative identity; will and desire with informational identity; and management of emotional intelligence with station of self‑purification. The intra‑personal and inter‑personal components of emotional intelligence correspond, respectively, to the station of repentance. Moreover, anxiety management correlates with patience, adaptability with trust in God, and overall psychological state with contentment. In the subsequent phase, based on the outcomes of this reconstruction, all six books of the Masnavi-ye Ma’navi were systematically examined, leading to the identification of 51 stories suitable for teaching these two concepts. A selection of these stories is presented as exemplars, accompanied by their educational implications. Given the thematic resonance between several narratives in the Masnavi-ye Ma’navi and the two dimensions of identity style and emotional intelligence, the work appears to offer appropriate content for an introduction to adolescents.