<![CDATA[Modernization and digital transformation have generated fundamental changes in society, including the organization of Islamic education. Developments in information technology, artificial intelligence, social media, and digital learning offer opportunities to expand access to knowledge while raising concerns regarding scholarly authority, learning quality, digital inequality, and students' character development. This study examines the urgency of reorienting Islamic education in response to modernization and digital transformation and formulates directions for educational development that integrate technological advancement with Islamic values. The study employs library research with a qualitative approach through an examination of relevant scholarly literature, policy documents, and academic publications. The analysis is conducted thematically by organizing the literature into educational paradigms, technology integration, teacher competence, character development, and digital governance. The findings indicate that the reorientation of Islamic education should be understood as a paradigm shift encompassing epistemological, pedagogical, ethical, and institutional dimensions. Digital technology should function as a means of strengthening educational processes rather than replacing teachers or becoming the ultimate purpose of education. This article proposes an integrative framework that connects Islamic values, digital literacy, critical thinking, pedagogical innovation, and responsible technology governance.]]>
