Revisiting Islamic Religious Education in the Digital Era: A Systematic Literature Review on Pedagogical Innovations and Challenges

R Riki; Ahmad Sukandar

doi:10.58905/jse.v6i1.2.657

Authors

R Riki Nusantara Islamic University, Bandung, Indonesia
Ahmad Sukandar Nusantara Islamic University, Bandung, Indonesia

DOI:

https://doi.org/10.58905/jse.v6i1.2.657

Keywords:

Digital Literacy, Educational Technology, Ethics in Education, Islamic Education, Teacher Professionalism

Abstract

This study explores the transformation of Islamic Education (PAI) in the digital era and its implications for pedagogy, ethics, and teacher professionalism. Using a systematic literature review of studies published between 2015 and 2025, it analyzes technological innovations, pedagogical challenges, and the emergence of a new theoretical framework integrating digital literacy with Islamic values. Data were collected from indexed international and national databases and analyzed through qualitative synthesis focusing on instructional innovation, ethical alignment, and ecosystem readiness. The findings reveal that digital PAI innovations such as interactive dakwah videos, VR-based worship simulations, project-based learning, and LMS-supported hybrid models enhance engagement and access when accompanied by dual-layered content curation and explicit value alignment. However, issues of infrastructure inequity, teacher competence, online safety, and assessment misalignment remain pressing challenges. The study proposes the Value-Embedded Digital Pedagogy for PAI (VEDiP) framework, which integrates cognitive, affective, and ethical dimensions into digital learning design. VEDiP emphasizes four interdependent principles: epistemic–ethical alignment, networked curation and safety, motivational scaffolding, and formative evidence of character. This framework provides a practical and theoretical pathway for developing an Islamically grounded, context-sensitive digital pedagogy. The research concludes that digital transformation in Islamic Education must be guided by ethical intentionality and systemic coherence to ensure technology serves as a vehicle for both learning excellence and moral cultivation

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