<![CDATA[The development of Society 5.0 requires Islamic education teachers to transform their professional competence beyond conventional mastery of subject matter and classroom management. This article aims to analyze the transformation of Islamic education teacher competence in the Society 5.0 era, identify major challenges, and formulate adaptive strategies relevant to pedagogical, professional, social, spiritual, ethical, and digital demands. This study employs library research by reviewing books, journal articles, policy documents, and international frameworks related to Society 5.0, teacher competence, digital pedagogy, artificial intelligence in education, and Islamic education. Data were collected through documentation, selected based on relevance and recency, and analyzed using content analysis and thematic synthesis. The findings show that teacher competence in Islamic education is shifting toward integrative competence that combines pedagogical-content expertise, digital and AI literacy, ethical-spiritual authority, collaborative capability, research-based professionalism, and adaptive leadership. The main challenges include digital inequality, instrumental use of technology, ethical risks of artificial intelligence, weakening of exemplary authority, curriculum-administration overload, and limited continuous professional development. Adaptive strategies include strengthening TPACK-based Islamic pedagogy, developing AI ethics literacy, designing human-centered digital learning, revitalizing teacher learning communities, implementing authentic assessment, and building institutional policies that balance technological innovation with Islamic values. The study concludes that Society 5.0 should not be understood merely as a technological agenda, but as an opportunity to reposition Islamic education teachers as moral guides, learning designers, and adaptive knowledge workers]]>
