<![CDATA[Islamic education faces challenges in bridging the dichotomy between traditional approaches oriented toward moral and spiritual formation and modern approaches emphasizing rationality and adaptation to social change. This study aims to comparatively analyze traditional Islamic educational thought as represented by Al-Ghazali and Ibn Khaldun, and modern Islamic educational thought as represented by Syed Muhammad Naquib Al-Attas and Fazlur Rahman, while exploring their relevance to the development of contemporary Islamic education. This study employed a qualitative approach using conceptual and comparative content analysis of the major works of these scholars. The findings reveal that the traditional paradigm emphasizes the cultivation of adab, spiritual development, and the formation of the insan kamil (the complete human being), whereas the modern paradigm highlights rationality, contextual reinterpretation, and the integration of knowledge. The study further demonstrates that these two paradigms are not inherently contradictory but rather complementary in constructing a holistic framework for Islamic education. Their synthesis results in an integrative approach that combines spiritual formation with methodological flexibility to address the challenges of education in the digital era. This approach is particularly relevant for the development of integrated curricula, the utilization of educational technology while preserving Islamic values, and the holistic character development of learners. Theoretically, this study enriches the discourse on Islamic educational philosophy, while practically providing a conceptual foundation for the development of more adaptive and sustainable Islamic educational policies and practices.]]>
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