<![CDATA[This study examines the transformation of Islamic education through deep learning as a pedagogical approach and explores its conceptual relevance to Qur’anic principles and contemporary pedagogy. The term deep learning in this article refers to deep, mindful, meaningful, and joyful learning rather than artificial-intelligence neural networks. A qualitative integrative literature review was employed by examining primary journal articles, Qur’anic references, educational policy documents, and selected foundational works. Sources were screened according to relevance, scholarly credibility, publication recency, and their contribution to Islamic education and deep-learning pedagogy. Data were analyzed through content analysis, conceptual comparison, thematic coding, and integrative synthesis. The findings show that deep learning is compatible with Qur’anic epistemic orientations reflected in iqra’, tafakkur, tadabbur, tabayyun, and the integration of knowledge with righteous action. The synthesis produces a conceptual model connecting institutional vision, teacher competence, curriculum, learning environment, mindful-meaningful-joyful learning processes, authentic assessment, ethical technology use, and reflective practice. The model is expected to support Islamic education that develops conceptual understanding, critical thinking, character, spirituality, digital literacy, and social responsibility in an integrated manner.]]>
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