<![CDATA[Purpose – This study aims to explore the conceptual understanding of Islamic Religious Education (PAI) students regarding the deep learning approach and to examine its relevance to PAI instruction.Methods – This descriptive qualitative study involved 49 sixth-semester PAI students at the Bakti Negara Tegal Islamic Institute who participated in an online guest lecture program. Data were collected via a Google Forms questionnaire comprising open-ended and closed-ended (multiple-choice) questions and subsequently analyzed using the Miles, Huberman, and Saldana thematic analysis model, involving data reduction, data display, and conclusion drawing.Findings – The majority of students understood deep learning as meaningful learning that emphasizes critical thinking, reflection, contextual learning, and the application of Islamic values in daily life. Five themes emerged: conceptual understanding of deep learning, meaningful learning, integration of Islamic values, the transition from surface learning to deep learning, and its relevance to PAI. All participants considered deep learning relevant to PAI, while 91.8% selected the case study method as the most appropriate teaching strategy. However, variations in students' understanding of pedagogical principles suggest that the findings reflect conceptual perceptions rather than actual pedagogical application capabilities.Research Implications – PAI teacher education programs should strengthen students' pedagogical competence through training, mentoring, and authentic teaching experiences. Although data were collected immediately following the guest lecture program potentially reflecting initial conceptual readiness and carrying a risk of response bias, the findings provide an empirical basis for integrating deep learning into PAI to promote meaningful, value-based, and contextual learning. ]]>
