This study aimed to explain the role of eschatology in strengthening the cognitive dimensions of moral education from the perspective of Nahj al-balagha. This basic descriptive-analytical research employed a progressive conceptual analysis to explore this role. This study examined five cognitive components of moral education: recognizing the existential value of humanity, realism, learning lessons, increasing insight, and eliminating negligence. For each component, relevant examples from Nahj al-balagha were explained, emphasizing the role of eschatology in reinforcing them. Imam Ali frequently emphasized the concept of eschatology. In his view, eschatology serves as a powerful motivator for human actions and words, strengthening and developing the cognitive aspects of moral education. Eschatology compels an individual to accept responsibility for the consequences of their actions and prepares them to be accountable for the outcomes. The concept of eschatology in the thought of Imam Ali is fundamentally constructive; it does not diminish hope but requires the constant supervision of actions and intentions. This awareness instills self-worth and dignity, prompting a realistic view of the hereafter. The result is an individual who effectively learns from experience, makes conscious moral choices, and acquires the insight needed for true happiness. Thus, adherence to Imam Ali’s teachings is essential for recognizing one’s moral duty, ensuring sound decision-making, and preventing moral deviation.