<![CDATA[urpose – This study examines the roles and continuing relevance of textbooks, posters, and printed modules in Islamic Religious Education (IRE) within increasingly digital learning environments. It also explores how these media can complement one another and support integrated learning. Design/methods/approach – The study employs library research with qualitative content analysis. An initial corpus of 42 academic references was screened for relevance to printed instructional materials, IRE, learning outcomes, student engagement, independent learning, and digital learning. The selected literature was comparatively analyzed to identify the functions, strengths, limitations, and complementary roles of the three media. Findings – Textbooks primarily support conceptual structuring, posters provide visual reinforcement, and printed modules promote autonomous learning through structured activities and self-assessment. Their pedagogical value is strongest when they are integrated according to learning objectives, learner characteristics, and instructional strategies. Research implications/limitations – The findings suggest that printed teaching materials remain relevant as complementary resources within digital learning environments. However, the study is literature-based and does not empirically test their effects on achievement, engagement, learning independence, or character development. Originality/value – This study proposes a Structured–Visual–Autonomous Learning framework that positions textbooks, posters, and printed modules as complementary instructional resources with distinct pedagogical functions in contemporary IRE.]]>
