<![CDATA[Islamic education in the digital age has undergone major changes with the introduction of technology into the teaching and learning process, but it has also given rise to problems such as unequal access to devices and the internet, low digital literacy among some educators, and the use of unverified online teaching materials. This study aims to explore these challenges and formulate adaptation strategies to maintain the relevance and quality of education using a descriptive-analytical library research method using a descriptive-analytical approach conducted systematically through literature searches in scientific databases (e.g., Google Scholar, DOAJ, ERIC, Garuda/SINTA) using keywords related to the digitization of Islamic education, followed by the selection of sources based on relevance, recency (mainly within the last 10 years), academic credibility (peer-reviewed journal articles, scientific books/book chapters, proceedings, theses/dissertations), as well as supporting policy documents and official institutional reports. This was followed by an evaluation of source quality (publisher reputation, clarity of methods, consistency of findings, traceability of references) and thematic content analysis to map issues of access, educator competence, value-based curriculum, and the collaboration ecosystem. the results of the study show that digitization opens up opportunities to improve accessibility and variety of teaching media, but requires the strengthening of an adaptive curriculum based on Islamic values, improving teachers' digital literacy competencies (platform selection, learning design, source verification, digital ethics), and collaboration between schools, parents, and the community so that digital learning does not run “alone”; Therefore, it is recommended that there be continuous training for educators, integration of religious values in technology-based learning, and equitable access to technology in all regions.]]>
