<![CDATA[Introduction to the Problem: The era of digital transformation has fundamentally reconfigured the religious landscape and the patterns by which knowledge is transmitted, including in the context of Islamic education. The emergence of cyberspace has opened broad access to religious sources, but at the same time it has triggered the disruption of traditional religious authority, the fragmentation of understanding, polarization within echo chambers, and a proliferation of disinformation and reductionist religious narratives targeting young Muslims. Purpose: This article aims to analyse the urgency and the integrative formulation of digital religious literacy as an instrument for strengthening contemporary Islamic education. Design/methods/approach: Using a descriptive-analytical qualitative method based on library research and critical discourse analysis, the study explores the dialectic of the mediatization of religion together with the pedagogical dynamics of Islamic educational institutions (madrasah, pesantren, and higher education). Findings: The findings show that digital religious literacy must go beyond the operational technical skill of handling devices; it demands a mastery of critical-epistemological reasoning in validating the authenticity of online religious narratives, the internalization of the values of religious moderation (wasathiyyah), and a reconstruction of the role of the educator from a mere transmitter of knowledge into a facilitator and curator of cyber discourse. Originality/value: The recommendations of this study emphasize the importance of renewing the Islamic education curriculum by combining the treasury of classical Islamic scholarship with the skills of digital media navigation, in order to build the spiritual and intellectual resilience of learners in the information age.]]>
