<![CDATA[This study aims to examine the integration of Living Qur’an values in Ulumul Qur’an learning and its implications for strengthening the competencies of students in Islamic Early Childhood Education (PIAUD). This research adopts a qualitative approach with a case study design. Data were collected through classroom observations, semi-structured interviews, analysis of learning documents, and students’ reflective responses. The data were analyzed thematically using source and method triangulation to ensure credibility. The findings indicate that integrating Living Qur’an values fosters a dialogical and reflective learning environment, enabling students to move beyond a purely textual understanding of Ulumul Qur’an toward a more contextual and praxis-oriented perspective. In terms of scholarly competence, students perceive Ulumul Qur’an as a reflective framework relevant to early childhood pedagogical contexts. From the spiritual and ethical dimensions, reflective engagement with Qur’anic values enhances students’ moral awareness and professional responsibility as prospective early childhood educators. Pedagogically, students demonstrate improved abilities to translate Qur’anic values into empathetic and character-based teaching practices through simulations and role-playing activities. This study concludes that the integration of Living Qur’an values contributes significantly to the holistic development of PIAUD students’ scholarly, spiritual, and pedagogical competencies.]]>
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