<![CDATA[This study constructs a conceptual framework for the pedagogical reorientation of ICT-based Islamic Religious Education (PAI) in the digital era, addressing the persistent gap between technological adoption and value-based pedagogical transformation that risks ethical disorientation and spiritual detachment among learners. A systematic literature review was conducted across five academic databases (Scopus, Web of Science, ERIC, JSTOR, and Google Scholar) using Boolean search strings combining "Islamic education" OR "PAI" with "technology integration," "digital pedagogy," "TPACK," and "Islamic values." From 187 initial records published between 2005–2026, 64 sources were selected through iterative screening based on: (1) substantive relevance to technology integration in Islamic education, (2) publication in peer-reviewed journals or academic books, and (3) theoretical or empirical contributions to pedagogical frameworks. Data analysis employed inductive content analysis with open, axial, and selective coding using NVivo 14, followed by interpretive synthesis that compared, contrasted, and abstracted findings across sources to identify recurring themes and construct a coherent framework. The synthesis yields three main findings. First, four pedagogical principles for integrating technology and Islamic values are identified tawhid (positioning technology as wasilah not ghayah), akhlaq and adab, worldly-spiritual balance, and tabayyun as digital information filter. Second, the proposed ETPACK (Ethical Technological Pedagogical Content Knowledge) framework extends TPACK by integrating four Islamic ethical principles tabayyun, maṣlaḥah, 'adl, and amānah into each competency domain. Third, this reorientation transforms the teacher's role from knowledge transmitter to muaddib and moral filter, necessitating learning designs that simultaneously integrate cognitive, affective, and spiritual dimensions. The study concludes by advocating a paradigm shift from technology-driven to value-driven approaches, with technology positioned as a means (wasilah) serving Islamic education's ultimate ends (ghayah). This framework offers a novel theoretical contribution for developing contextually adaptive PAI pedagogy and invites empirical validation across diverse educational settings Keywords: Pedagogical Reorientation, Islamic Religious Education, ICT, TPACK, Islamic Values, ETPACK ]]>
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