<![CDATA[This study aims to analyze the epistemology of values education and its implications for the development of contemporary Islamic education amid globalization, digital transformation, and the advancement of knowledge. The research employed a qualitative approach using a library research design with a philosophical and conceptual orientation. Data were collected through document analysis of scholarly journal articles, academic books, and scientific publications issued between 2020 and 2025 that were relevant to the research focus. Sources were selected purposively based on their relevance, novelty, and academic credibility. Data trustworthiness was enhanced through source triangulation and an audit trail, while data analysis was conducted using thematic analysis integrated with the interactive analysis model of Miles, Huberman, and Saldaña. The findings reveal that the epistemology of values education is constructed through the integration of revelation, reason, intuition, and empirical experience as complementary sources of knowledge in establishing a holistic paradigm of Islamic education. This paradigm contributes to the development of an integrative curriculum, value-based learning strategies, students' character formation, and the cultivation of a religious and adaptive academic culture. The study provides a theoretical contribution by strengthening the conceptual framework of the epistemology of values education within the philosophy of Islamic education and offers practical implications for educators, curriculum developers, and policymakers in designing Islamic education that responds effectively to contemporary challenges. Future research is recommended to conduct empirical investigations into the implementation of the epistemology of values education across diverse Islamic educational institutions.]]>
