ISLAMIC EDUCATION AT THE CROSSROADS OF ADOLEASCEANCE, TECHNOLOGY, AND IDENTITY

Abstract

Islamic education plays a pivotal role in shaping adolescents’ moral frameworks, spiritual identities, and social agency. As digital technology becomes increasingly interwoven into adolescents’ everyday lives, traditional modes of Islamic knowledge transmission face both challenges and opportunities. This paper explores how technology mediates adolescents’ engagement with Islamic education, and how this interaction influences identity formation. Drawing on a mixed-methods study involving survey data from 450 Muslim adolescents and in-depth interviews with 30 of those participants, we analyze patterns of technology use, religious learning preferences, and self-reported identity development. Findings reveal that digital platforms—including mobile applications, online discussion forums, and multimedia resources—serve as significant sites for religious exploration, enabling youth to access diverse interpretations and engage in community building beyond local contexts. However, technology also introduces conflicting narratives that adolescents must negotiate, which can complicate identity coherence. The study highlights how educators and families can leverage digital tools to support constructive religious learning while mitigating risks of superficial engagement or fragmentation of religious identity. This research contributes to the literature on religion, adolescence, and digital culture, offering implications for curriculum design, pedagogical practice, and faith-based community support in a technologically saturated era.