<![CDATA[This article examines the transformation of the Islamic educational system from the classical period to the modern era through a pedagogical perspective, focusing on the continuity and change of educational principles, institutions, and learning practices across historical epochs. The study is grounded in the recognition that Islamic education has undergone significant structural and epistemological shifts in response to sociopolitical, intellectual, and technological developments, raising questions regarding how these transformations have reshaped pedagogical orientations and educational objectives. Employing a qualitative library research design with a historical-pedagogical approach, this study analyzes classical and contemporary scholarly works, historical records, and relevant academic literature to trace the evolution of Islamic educational traditions. The findings reveal that while classical Islamic education emphasized the transmission of religious sciences through teacher-centered instruction in institutions such as kuttab and madrasah, modern Islamic education has increasingly incorporated scientific knowledge, learner-centered pedagogies, curriculum integration, and digital technologies. Nevertheless, core Islamic values, including moral cultivation, spiritual formation, and holistic human development, remain enduring foundations across periods. The study argues that the sustainability of Islamic education in the contemporary era depends on its capacity to harmonize classical intellectual heritage with innovative pedagogical practices responsive to modern educational challenges.]]>
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