<![CDATA[This article examines the implementation of the principles of Islamic educational philosophy in innovative learning models in the digital age through a qualitative library research approach. The study focuses on the three pillars of Islamic educational philosophy ontology, epistemology, and axiology and their application in the Flipped Classroom, Project Based Learning (PBL), and Gamification models. The results of the study indicate that these learning models, which have largely evolved from secular Western philosophy, have the potential to conflict with the fundamental values of Islamic education. However, through appropriate philosophical reconstruction, these three models can be integrated with Islamic principles. Ontologically, learning is directed toward developing human nature as 'abd and khalifah; epistemologically, knowledge is integrated with revelation and directed toward the welfare of the ummah; while axiologically, the values of amanah, ukhuwah, and ikhlas are instilled in every learning process. This study affirms that educational innovation in the digital age need not conflict with Islamic values, provided it is built upon a philosophical foundation that is conscious, critical, and integrative. In this regard, teachers play a crucial role as facilitators, moral exemplars, and agents of change in the successful implementation of such an approach.]]>
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