<![CDATA[The rapid advancement of digital technology, artificial intelligence, and learning management systems has fundamentally transformed contemporary educational paradigms, presenting complex challenges to the professionalism, pedagogical practice, and ethical orientation of Islamic Religious Education (PAI) teachers. This qualitative non-empirical study employs a normative-conceptual library research design to establish Islamic educational philosophy as an integrative foundation for teacher professionalism in the digital age. Analyzing classical doctrinal texts alongside modern policy frameworks through philosophical hermeneutics and content analysis, the study re-evaluates the foundational constructs of ta'dib, tarbiyah, and ta'lim against contemporary digital demands. The findings demonstrate that Islamic educational philosophy offers a robust ontological, epistemological, and axiological framework that synthesizes classical educator roles (murabbi, mu'allim, muaddib, and uswah hasanah) with modern technological competencies. Furthermore, the framework guides the ethical integration of artificial intelligence, establishes digital civility, and aligns continuous institutional professionalization with moral integrity (ikhlas) and professional excellence (itqan). Ultimately, grounding teacher professionalism in Islamic educational philosophy ensures adaptive, digitally proficient, and character-oriented religious instruction..]]>
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