The ethics of care emphasizes attentiveness to others and responsiveness to their needs; however, its relationship with justice and social responsibility beyond close interpersonal relationships remains a subject of debate. This study aims to examine and critically evaluate this relationship in the educational thought of Imam Ali (PBUH) and Nel Noddings’ theory of care. Adopting a qualitative approach, the research employs conceptual and documentary analysis alongside a critical comparative method. It examines Letters 31, 45, 47, and 53 of Nahj al-Balagha, Noddings’ principal works, and relevant scholarly studies. Selected propositions are analyzed through a comparative matrix encompassing five dimensions: the foundations of moral obligation, the scope of care, the position of the other, the relationship between care and justice, and mechanisms of moral education. The findings reveal that both perspectives emphasize attentiveness to others and practical moral education, while differing in their foundations of moral obligation and approaches to connecting interpersonal care with public rights and responsibilities. In Imam Ali’s thought, care is closely associated with justice, rights, and institutional responsibility, whereas Noddings extends her relational approach to social policy. The study concludes that critical dialogue between these perspectives can inform an educational framework integrating care, justice, and accountability while preserving their philosophical distinctions.