<![CDATA[Digital transformation has reshaped teacher professional development (TPD), creating new demands for educators in Islamic education. This systematic literature review examines research trends, professional development strategies, teacher competencies, institutional challenges, and research gaps concerning digital TPD in Islamic educational settings. Guided by the PRISMA 2020 framework, the review searched Scopus, Web of Science, and ERIC and synthesised eligible studies thematically. The review focuses on publications from 2015 to 2025, subject to confirmation against the final search and screening records. The findings indicate a shift from short-term training towards continuous, collaborative, practice-oriented, and technology-mediated professional learning. Effective digital TPD requires integrated technological, pedagogical, critical, collaborative, and ethical competencies, supported by institutional leadership, adequate infrastructure, mentoring, peer collaboration, teacher agency, and opportunities to apply new knowledge in practice. The growing use of artificial intelligence further highlights the need for critical digital literacy, responsible technology use, and verification of religious content. The review’s principal contribution is its synthesis of these dimensions within Islamic education, highlighting the need to connect digital competence and pedagogical innovation with institutional support and Islamic educational values. It also identifies persistent gaps in evidence concerning sustained changes in classroom practice and the systematic integration of Islamic educational values into digital professional development frameworks. The review proposes a context-sensitive direction for future research and professional learning that integrates digital, pedagogical, institutional, and ethical dimensions]]>
