This study aims to design a cognitive-contextual model for enhancing the academic life of students at Allameh Tabataba'i University. Academic life refers to a student's experiences, perceptions, and interactions within the university context, extending beyond mere academic performance. The core issue is the lack of an integrated explanation regarding the interaction between cognitive processes (intelligence beliefs, self-regulation, metacognition, cognitive load, and flexibility) and dimensions of the university context (educational, social, cultural, administrative, and economic) across three student groups: those with high persistence, those with a history of academic probation, and those who are academically successful. The research employs a qualitative methodology using the Grounded Theory approach (Strauss and Corbin). The study population consists of Allameh Tabataba'i University students with at least two semesters of study. Purposive and theoretical sampling will continue until theoretical saturation is reached; data will be collected through in-depth, semi-structured interviews and analyzed using open, axial, and selective coding. The validity of the findings will be ensured through Guba and Lincoln’s criteria. The study will culminate in the identification of facilitators and inhibitors of academic life and the formulation of an indigenous model that can serve as a basis for educational policymaking, counseling, and student empowerment programs.