<![CDATA[The rapid expansion of digital ecosystems, social media, and generative artificial intelligence has broadened students' access to knowledge while simultaneously creating ethical risks such as misinformation, plagiarism, hate speech, privacy violations, academic shortcut culture, and the decline of communicative adab. This situation requires Islamic Religious Education (IRE) in higher education, particularly for Primary School Teacher Education (PGSD) students, to move beyond the transmission of religious knowledge and toward the formation of ethical literacy: the capacity to understand, evaluate, choose, produce, and reflect on digital actions through critical reasoning, social responsibility, and Qur'anic values. This article aims to formulate a conceptual framework of the Qur'anic paradigm in IRE learning to develop the ethical literacy of PGSD students in the digital era. The study employs a systematic-narrative literature review of works on higher education IRE, digital literacy, digital ethics, character education, and pre-service elementary teacher competence. Thematic analysis generated seven integrative principles: tawhid as value orientation, amanah as digital responsibility, tabayyun as information verification, qaulan sadidan as truthful communication, adab as digital conduct, ihsan as excellence in action, and maslahah as public-benefit orientation. The article proposes the TADABBUR Digital learning model, consisting of digital case inquiry, anchoring in Qur'anic verses and prophetic traditions, ethical dialogue, information audit, public-benefit project work, sharing-reflection, and integrity-based feedback and rubrics. This framework is relevant to PGSD students because they will become elementary teachers who should not only master educational technology but also serve as ethical role models for children. The article implies the need for contextual, reflective, problem-based IRE design assessed through authentic ethical performance.]]>
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