TEACHING ISLAM TO GENERATION Z: NEW STRATEGIES IN ISLAMIC EDUCATION

Abstract

The rapid evolution of digital culture and communication has profoundly reshaped how Generation Z engages with knowledge, identity, and religious understanding. As digital natives, this generation interacts with religious content through diverse online platforms, requiring educational approaches that are both pedagogically effective and contextually relevant. This study examines contemporary strategies for teaching Islam to Generation Z learners, with particular emphasis on the integration of digital technology, relevance to youth socio-cultural contexts, and the application of learner-centered pedagogical models. Drawing on a mixed-methods research design conducted within Islamic educational settings in Indonesia and selected international contexts, this study combines quantitative surveys, qualitative interviews, focus group discussions, and classroom observations. Quantitative data were collected to measure students’ attitudes toward various instructional methods and their perceptions of the relevance of Islamic content, while qualitative data provided deeper insights into learners’ experiences and educators’ pedagogical practices. The study investigates how digital platforms, participatory learning approaches, and contextualized curricula influence students’ religious understanding, engagement, and ethical reflection. The findings indicate that traditional teacher-centered approaches are increasingly less effective for Generation Z learners, who demonstrate stronger engagement and comprehension when exposed to interactive, discussion-based, and multimedia learning environments. Participants responded positively to instructional strategies that connect Islamic teachings with real-world ethical challenges, personal development, and contemporary social issues. Furthermore, the results highlight the growing importance of digital literacy and critical thinking skills in enabling young learners to critically evaluate and discern religious content encountered online. Despite these opportunities, the study also identifies key challenges, including the need to balance classical Islamic scholarship with modern pedagogical tools, as well as concerns about maintaining authenticity and fidelity to core Islamic principles amid rapid technological change. The study concludes by offering practical recommendations for Islamic educators and institutions, including the adoption of structured digital learning frameworks, continuous teacher professional development, and curriculum designs that align Islamic values with the lived realities of Generation Z learners