<![CDATA[This study examines the lived experiences of millennial fathers in carrying out the role of Islamic education for early childhood (0–8 years old). Employing an Interpretative Phenomenological Analysis (IPA) approach, the study involved 12 millennial fathers aged 28–47 years from diverse professional backgrounds, including civil servants, teachers, lecturers, government employees, and security personnel, selected through purposive sampling techniques. Data were collected through in-depth interviews based on a structured online questionnaire consisting of 17 questions across five thematic dimensions. The findings identified six major themes: (1) a holistic understanding of Islamic education encompassing the three pillars of aqidah (faith), akhlaq (morality), and ibadah (worship); (2) exemplary conduct (uswah hasanah) as the primary approach in daily religious practices; (3) collaborative parenting patterns between fathers and mothers replacing rigid divisions of parental roles; (4) multidimensional challenges involving both fathers' internal pressures and the external forces of digitalization; (5) a shift in paternal identity from an authoritative figure to one emphasizing emotional closeness; and (6) a strong expectation for Islamic parenting programs specifically designed for fathers. The essence of the phenomenon revealed is that being a father who provides religious education in the millennial era represents a conscious and reflective struggle to be fully present amidst the pressures of modernity. These findings carry important implications for the development of father-based Islamic parenting programs and policy formulation in Islamic early childhood education institutions.]]>
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