<![CDATA[Qirāʾāt education faces contemporary pedagogical challenges in connecting complex theoretical knowledge with accurate practical recitation while preserving the authenticity of Qur’anic transmission. This study aims to map and compare three major approaches to qirāʾāt education traditional, Direct Method, and digital approaches and to formulate an integrated conceptual framework for contemporary qirāʾāt pedagogy. The research employs a qualitative library research design through a systematic review of classical qirāʾāt literature, contemporary academic publications, scientific journal articles, and relevant digital learning resources. Data were analyzed using a descriptive-comparative approach to identify the pedagogical characteristics, strengths, limitations, and epistemological orientations of each approach. The findings demonstrate that the traditional approach remains indispensable for maintaining sanad, talaqqī, mushāfahah, and authoritative teacher verification. The Direct Method strengthens experiential learning by connecting learners directly with authentic recitational practice through listening, imitation, guided practice, and comparison of variants. Meanwhile, digital approaches enhance accessibility, repeated exposure, independent learning, and comparative analysis of qirāʾāt resources, although they require scholarly verification to ensure authenticity. The principal scientific contribution of this study is the formulation of Integrated Qirāʾāt Education Mapping, a conceptual pedagogical sequence consisting of Qirāʾāt Mapping → Structured Knowledge → Direct Exposure → Guided Practice → Comparison of Variants → Teacher Verification. This framework integrates the strengths of traditional transmission, experiential learning, and digital technology without replacing the epistemic authority of teachers, thereby providing a theoretical foundation for modernizing qirāʾāt education while preserving its authenticity and scholarly integrity.]]>
