The Challenges of Islamic Education in The Digital Era: Islamic Education Philosophy Perspective

Abstract

Rapid transformations in the contemporary era are primarily driven by advancements in information technology, particularly the widespread emergence of the internet, which has fostered an increasingly digitalized lifestyle. While education both contributes to and benefits from this development, it simultaneously encounters significant challenges arising from its structural and contextual limitations. Within this context, Islamic education faces the urgent need to respond to the pervasive influence of digitalization without compromising its foundational spiritual and moral principles. This study aims to explore the philosophical arguments and frameworks required for Islamic education to effectively navigate the digital era, while also examining the associated challenges and opportunities. Employing a non-interactive qualitative approach within a library research framework, this study utilizes content analysis to examine relevant scholarly literature on digitalization, education, and Islamic philosophical thought. The research process involves systematic stages, including topic formulation, data collection, material organization, critical review, and synthesis of findings. The results indicate that the digital era presents both risks—such as moral degradation, value disorientation, and unequal access to technology—and opportunities, including the enhancement of learning methods, expanded access to knowledge, and the development of digital literacy. The study concludes that innovation in curriculum design, pedagogical approaches, and learning media, grounded in Islamic philosophical values, is essential to ensure that Islamic education remains adaptive, relevant, and resilient, while also positioning itself as a proactive force in utilizing digital technology for educational advancement.