<![CDATA[Contemporary Islamic teachers increasingly work within digitally mediated, multimodal, and socially diverse learning environments. However, teacher competence in non-formal Islamic education remains insufficiently theorized. Existing studies often examine digital literacy, pedagogical competence, religious literacy, and cultural responsiveness as separate domains, which provides limited understanding of how these capacities relate to teacher competence in community-based Islamic education. To address this gap, this study examined the relationship between pedagogical multiliteracies and Islamic teacher competence using an explanatory sequential mixed-methods design. Quantitative data were collected from 120 teachers working in madrasah diniyah, TPQ/TPA, Islamic learning centers, and Islamic training institutions, and analyzed using descriptive statistics, Pearson correlations, and multiple regression. These quantitative findings were then contextualized through semi-structured interviews with 15 teachers. The quantitative model explained 52% of the variance in teacher competence, with collaborative learning showing the strongest unique contribution (β = .34), followed by multimodal teaching (β = .31), digital literacy integration (β = .26), and critical literacy development (β = .21). Additionally, qualitative findings indicated that these dimensions were enacted through participatory meaning-making, multimodal communication, digital-pedagogical adaptation, and critical-contextual engagement with Islamic knowledge. Overall, this study contributes to the theoretical understanding by integrating Multiliteracies Pedagogy, TPACK, and Al-Attas’s concept of Ta’dib. Consequently, it proposes the concept of Epistemically Responsible Pedagogical Multiliteracies, a conceptualization of Islamic teacher competence that emphasizes the interconnectedness of pedagogical, technological, communicative, interpretive, and ethical capacities in contemporary non-formal Islamic education.]]>
