ISLAMIC EDUCATION FOR GENERATION Z AND ALPHA: PEDAGOGICAL TRANSFORMATION, DIGITAL ENGAGEMENT, AND CHARACTER FORMATION

Abstract

Islamic education is currently confronted with unprecedented challenges due to the rapid socio-technological transformations that shape the lives of Generation Z and Generation Alpha. These generations, characterized by digital nativity, instant access to information, and global cultural exposure, demand educational approaches that differ substantially from traditional instructional models. This article aims to explore how Islamic education can be reoriented to remain relevant, effective, and value-driven for these contemporary learners. Employing a qualitative literature-based research design, this study synthesizes recent scholarly works on Islamic pedagogy, digital learning, character education, and generational theory. The findings reveal that conventional teacher-centered and memorization-focused approaches are increasingly insufficient to address learners’ cognitive styles, moral challenges, and spiritual needs. Instead, Islamic education for Generation Z and Alpha requires an integrative framework that combines learner-centered pedagogy, responsible use of digital technology, and systematic character formation rooted in Islamic values. The discussion highlights the importance of contextualized curriculum design, teacher professional development, and collaboration between schools, families, and communities. This article concludes that the future sustainability of Islamic education depends on its capacity to harmonize Islamic epistemology with pedagogical innovation, fostering religious understanding, ethical consciousness, and social responsibility among young Muslims in a rapidly changing world.