Digitalizing Islamic Education for the Future
A Synthesis Review of Innovation, Accessibility, and Educational Quality
DOI:
https://doi.org/10.7401/shpfft92Keywords:
Islamic Education, Digital Transformation, Educational Innovation, Educational Accessibility, Educational QualityAbstract
Research Objective– his study aims to systematically synthesize contemporary research on the digitalization of Islamic education and examine its implications for innovation, accessibility, and educational quality. The study addresses the growing need to understand how digital transformation is reshaping Islamic educational practices and influencing future educational development. Methodology– This study employed a qualitative synthesis review design. Relevant literature published between 2020 and 2026 was retrieved from major academic databases, including Scopus, Web of Science, Dimensions, and Google Scholar. The review process followed the PRISMA 2020 guidelines, while data were analyzed using thematic synthesis to identify recurring patterns, themes, and emerging trends across the selected studies. Findings– The findings reveal that digitalization has significantly transformed Islamic education through the adoption of artificial intelligence, mobile learning, gamification, learning management systems, and other technology-enhanced pedagogical approaches. Digital technologies have expanded educational accessibility by reducing geographical and temporal barriers and increasing participation among diverse learner groups. The review also indicates that digital transformation contributes positively to educational quality when supported by teacher digital competence, effective pedagogy, and adequate institutional readiness. However, challenges such as digital inequality, infrastructure limitations, digital literacy gaps, and ethical concerns related to emerging technologies remain significant obstacles to sustainable implementation. Research Implications/Limitations– The findings provide important implications for policymakers, educational leaders, and educators by emphasizing the need to strengthen digital infrastructure, teacher professional development, digital literacy, and inclusive educational policies. As a synthesis review, this study is limited to the scope and quality of existing literature and does not include primary empirical data from specific educational institutions or learner populations. Originality/Value– This study contributes to the field of Islamic education by integrating three interconnected dimensions—digital innovation, educational accessibility, and educational quality—within a single analytical framework. Unlike previous studies that examine these dimensions separately, this review offers a comprehensive understanding of their interrelationships and provides insights into the opportunities, challenges, and future directions of sustainable digital Islamic education.
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