<![CDATA[Abstract This research aims to formulate a framework for Islamic Education based on emotional intelligence to meet the demands of 21st-century holistic education, which emphasizes the development of cognitive, affective, social, moral, and spiritual intelligence. The method used is a literature review. Data analysis was conducted thru thematic synthesis: (1) mapping empirical evidence of the contribution of Islamic Education based on emotional intelligence to student learning outcomes and development; (2) elaboration of the conceptual equivalence of Emotional Intelligence with the core values of Islamic education (ta’dib, tarbiyah, tazkiyah, akhlaq); and (3) formulation of curriculum, pedagogy, and assessment implementation design. The results show that Islamic Education is significantly associated with academic performance and non-cognitive development outcomes, while school-based social and emotional learning interventions have a positive and sustainable impact on development. In the realm of Islamic education, the need to move "beyond rituals toward reflection" reinforces the urgency of integrating emotional intelligence-based Islamic education as a character-emotional competency grounded in self-awareness, self-regulation, empathy, and relational skills. The implications of this research are the availability of a conceptual model that can guide more reflective PAI learning, the strengthening of a rahmah school culture, and teacher development programs that integrate emotional intelligence with pedagogical competence and the psychological well-being of teachers.]]>
