Innovation of Islamic Education Curriculum in the Digital Era

Abstract

The digital era brings profound transformation to the educational landscape, demanding adaptive and innovative responses from Islamic Education to remain relevant. This research aims to analyze curriculum innovation in Islamic Education in the digital era, focusing on its philosophical-epistemological foundations, the transformation of curriculum components, the identification of challenges, and prospects for its development. This study uses a qualitative approach with a literature review method, examining various sources related to curriculum, Islamic education, and digital technology. The results show that curriculum innovation must be based on a tawhidic epistemology that integrates naqli (religious) and aqli (general) sciences as well as digital literacy, reinterprets the concepts of al-'aql (intellect) and al-'ilm (knowledge), and strengthens adab (ethics) in digital spaces. Innovation is required in all curriculum components: (1) Goals: shifting from memorizers to critical lifelong learners who internalize 21st-century competencies (4Cs) with Islamic values and master digital and data literacy; (2) Content: diversifying digital learning resources, integrating digital themes into religious subjects, and developing high-quality local content; (3) Methods: implementing blended learning, flipped classrooms, project-based learning, gamification, and exploring immersive technologies (VR/AR/metaverse); (4) Assessment: shifting to assessment for and as learning and product-based authentic assessment using digital tools, while addressing academic integrity challenges; (5) Teacher & Environment: teachers transform into facilitators, content curators, and models of digital ethics with TPACK competencies, while the learning environment evolves into an integrated digital ecosystem. The implementation of this innovation faces complex challenges, including the digital divide, cultural resistance from stakeholders, and suboptimal institutional and policy support. Looking ahead, curriculum development should be directed towards strengthening global networks of Islamic education institutions, developing Islamic ethics-based artificial intelligence (AI), and designing adaptive, dynamic curricula anticipating Society 5.0. It is concluded that innovation of the Islamic Education curriculum in the digital era is a necessary, multidimensional, and continuous endeavor, requiring a holistic, collaborative, and values-based approach to form a generation of Muslims who are excellent, virtuous, and contributive within digital civilization.