<![CDATA[Social change, cultural globalization, digital technology development, and unequal access to education have created serious challenges for student character formation, particularly in underdeveloped regions. In the context of Islamic education, these challenges require character education that does not merely emphasize cognitive learning but also internalizes moral values, adab, responsibility, social care, and religiosity. This study aims to analyze the transformation of character education based on Islamic values in underdeveloped regions, focusing on socio-cultural challenges, educational inequality, the integration of Islamic values, the role of the educational ecosystem, and locally grounded character-strengthening strategies. This research employs a qualitative approach using a narrative-critical literature review method. Data were obtained from journal articles, conceptual studies, and previous research relevant to Islamic character education, moral education, underdeveloped regions, rural communities, and educational inequality. The data were analyzed through critical-thematic synthesis to identify patterns, major themes, and conceptual gaps in the literature. The findings show that Islamic character education in underdeveloped regions faces several challenges, including limited infrastructure, low digital literacy, unequal teacher quality, weak family support, socio-cultural value shifts, and inadequate character education management. The findings also highlight the importance of integrating Islamic values into the curriculum, strengthening religious habituation, teacher role modeling, school culture, family-community collaboration, and the use of local wisdom. This study proposes the Integrative-Contextual Model of Islamic Character Education Transformation as a conceptual framework for strengthening character education in underdeveloped regions. Future research is recommended to test this model through qualitative field studies, multi-site case studies, or mixed-methods research in frontier, outermost, and underdeveloped regions. Keywords: Islamic character education; Islamic values; underdeveloped regions; literature review; educational transformation. Abstrak Perubahan sosial, globalisasi budaya, perkembangan teknologi digital, dan ketimpangan akses pendidikan telah menghadirkan tantangan serius bagi pembentukan karakter peserta didik, khususnya di daerah tertinggal. Dalam konteks pendidikan Islam, persoalan tersebut menuntut penguatan pendidikan karakter yang tidak hanya berorientasi pada pembelajaran kognitif, tetapi juga pada internalisasi nilai akhlak, adab, tanggung jawab, kepedulian sosial, dan religiusitas. Penelitian ini bertujuan untuk menganalisis transformasi pendidikan karakter berbasis nilai-nilai Islam di daerah tertinggal, dengan fokus pada tantangan sosial-budaya, ketimpangan pendidikan, integrasi nilai Islam, peran ekosistem pendidikan, serta strategi penguatan karakter berbasis konteks lokal. Penelitian ini menggunakan pendekatan kualitatif dengan metode literature review naratif-kritis. Data diperoleh dari artikel jurnal, studi konseptual, dan penelitian terdahulu yang relevan dengan pendidikan karakter Islam, pendidikan akhlak, daerah tertinggal, komunitas rural, dan ketimpangan pendidikan. Analisis dilakukan melalui sintesis tematik-kritis untuk mengidentifikasi pola, tema utama, dan celah konseptual dalam literatur. Hasil penelitian menunjukkan bahwa pendidikan karakter Islam di daerah tertinggal menghadapi tantangan berupa keterbatasan infrastruktur, rendahnya literasi digital, kesenjangan kualitas guru, lemahnya dukungan keluarga, perubahan nilai sosial-budaya, dan belum kuatnya manajemen pendidikan karakter. Temuan penelitian juga menunjukkan pentingnya integrasi nilai Islam dalam kurikulum, pembiasaan religius, keteladanan guru, budaya sekolah, kolaborasi keluarga-masyarakat, dan pemanfaatan kearifan lokal. Penelitian ini menawarkan Model Integratif-Kontekstual Transformasi Pendidikan Karakter Islam sebagai kerangka konseptual bagi penguatan karakter di daerah tertinggal. Penelitian lanjutan disarankan menguji model ini melalui studi lapangan kualitatif, studi kasus multi-situs, atau mixed methods di wilayah 3T. Kata kunci: pendidikan karakter Islam; nilai-nilai Islam; daerah tertinggal; studi pustaka; transformasi pendidikan.]]>
