<![CDATA[Background: Before the arrival of Islam, Arab society lived in the Jahiliyyah period, which was characterized by polytheism, social instability, and low moral standards. Objective: This study aims to explore and analyze social and educational changes in pre-Prophet Classical Arabia, examining the emergence of the Islamic education system during the time of the Prophet Muhammad, including the transition from informal oral traditions to a more structured, revelation-based education system. Method: The research employs a literature study approach, specifically a Systematic Literature Review (SLR). Primary and secondary sources are analyzed thematically to compare the characteristics of Arab society before and after the prophethood of the Prophet Muhammad SAW, with a focus on social, economic, and educational dimensions. Results: The arrival of Islam through the Prophet Muhammad (peace be upon him) brought profound changes to the social, economic, and educational order. Education, which had previously been informal and oral, evolved into a structured system grounded in revelation, literacy, and early institutions such as the Kuttab and the Suffah, while reinforcing scholarly ethics rooted in the values of monotheism, justice, and morality. Conclusion: The shift from the pre-Islamic to the prophetic era transformed education from oral traditions to structured learning, strengthening moral foundations, expanding literacy, and redefining the link between knowledge, religion, and society. Originality/Value: This review article bridges a historiographical and analytical gap in the field of Islamic history and educational philosophy by synthesizing the evolving literature on the socio-pedagogical transition from pre-Islamic oral traditions to early institutionalized prophetic education (notably the Kuttab and Suffah), a thematic evolution that remains insufficiently explored systematically. By mapping existing theoretical and methodological gaps, this study serves as a strategic reference and contributes to the development of a conceptual framework that links foundational prophetic pedagogy with modern value-based curriculum design and sets the direction for future historical-educational inquiry.]]>
