<![CDATA[This study proposes a Pedagogy of Hope framework for Islamic education by integrating Islamic epistemological principles with contemporary educational theory to address persistent educational challenges in Muslim contexts. Grounded in key Islamic concepts such as tarbīyah (holistic upbringing), tafakkur (critical reflection), tawakkul (trust in God), and ṣabr (patience), the framework is synthesized with constructivist perspectives drawn from Freire, Vygotsky, and Dewey to promote critical engagement, ethical development, and learner agency. Employing a qualitative theoretical synthesis informed by a systematic review of relevant literature and thematic analysis, the study integrates five interconnected themes—hope, constructivism, the synthesis of Islamic and contemporary educational thought, social justice, and compassionate education—into a coherent pedagogical model. The proposed framework shifts Islamic education beyond transmission-based learning towards reflective, transformative, and socially responsive educational practice while remaining rooted in Islamic intellectual traditions. Although conceptual in nature and requiring empirical validation across diverse educational settings, the framework offers a theoretically grounded model for educators, researchers, and policymakers seeking to develop more inclusive, ethically informed, and contextually relevant approaches to Islamic education.]]>
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