<![CDATA[This study aims to analyze the challenges of globalization toward Islamic Religious Education and formulate strategic responses for strengthening Islamic Religious Education in the global era. This research employed a qualitative approach with a literature review design. Data were obtained from books, scholarly journal articles, previous research findings, educational policy documents, and relevant academic sources discussing globalization, Islamic Religious Education, teacher professionalism, student character, digital learning media, and educational environments. The data were analyzed using content analysis by identifying, classifying, comparing, and synthesizing the main ideas from the selected literature. The findings show that globalization has multidimensional impacts on Islamic Religious Education. First, globalization strengthens the relevance of Islamic Religious Education as character education because its main goal is to develop students’ noble character, spiritual awareness, and moral responsibility. Second, globalization requires Islamic Religious Education teachers to become more professional, digitally literate, creative, critical, and adaptive. Third, students are increasingly influenced by digital culture, global information flows, and changing social values, requiring contextual moral guidance. Fourth, Islamic Religious Education materials, media, and methods need to be renewed by integrating digital ethics, contemporary moral issues, and dialogical learning. Fifth, the educational environment has expanded from family, school, and society to include digital spaces. This study concludes that Islamic Religious Education should respond to globalization through an adaptive-integrative approach that connects educational goals, teachers, students, materials, media, methods, and learning environments within one moral education ecosystem.]]>
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