RECONSTRUCTING ISLAMIC EDUCATION THROUGH DIGITAL INNOVATION: IMPLICATIONS FOR THE TRANSFORMATION OF PEDAGOGICAL PRACTICES

Abstract

This study investigates the reconstruction of Islamic education through digital innovation and its implications for transforming pedagogical practices in the era of rapid technological change. Using a Systematic Literature Review (SLR) approach, the study synthesizes recent international publications on educational digitalization, Islamic pedagogy, and technology-enhanced learning. The results indicate that digital innovation significantly reshapes the epistemological, methodological, and practical foundations of Islamic education. The adoption of Learning Management Systems (LMS), digital Qur’an applications, interactive multimedia, artificial intelligence, and online learning platforms has driven a shift from traditional teacher-centered instruction to more collaborative, flexible, and learner-centered pedagogies. Digitalization also enhances teachers’ pedagogical competencies, diversifies instructional strategies, and broadens access to both classical and contemporary Islamic scholarship. Nevertheless, challenges including unequal digital literacy, limited infrastructure readiness, and risks associated with technological distraction require careful consideration. Overall, the study concludes that the digital reconstruction of Islamic education is essential for ensuring relevant, adaptive, and competitive pedagogical practices in the digital age.