<![CDATA[The development of social media has facilitated access to religious information, but it has also opened up opportunities for the spread of intolerant narratives, propaganda and radical ideologies in the digital sphere. This situation poses a challenge for Islamic Religious Education (PAI) in equipping pupils to engage with religious information critically and responsibly. This study aims to analyse the forms of digital radicalism, the challenges faced by PAI, the preventative strategies that can be implemented, as well as the factors that support and hinder their implementation. The study employs a descriptive qualitative approach using a literature review method. Data were obtained from relevant academic publications and analysed using content analysis through the stages of information selection, theme grouping, interpretation, and drawing conclusions. The findings indicate that digital radicalism can develop through the dissemination of intolerant narratives, hate speech, propaganda, and religious information lacking adequate context. Relevant Islamic Education (PAI) strategies include strengthening digital literacy, instilling the principle of tabayyun, developing critical thinking skills, fostering religious moderation, promoting dialogic and contextual learning, and utilising social media to disseminate educational content. The implementation of these strategies requires competence and exemplary behaviour on the part of teachers, support from families and the school environment, and the availability of learning facilities. Meanwhile, time constraints, a lack of facilities, and inconsistent guidance may hinder their implementation. This study emphasises that the prevention of digital radicalism through Islamic Education requires an integrated and sustainable approach, although the effectiveness of each strategy still needs to be tested through empirical research.]]>
