<![CDATA[This article aims to analyze the challenges facing Islamic education in the global era and formulate an integrative strategy that is adaptive, value-based, and transformative. The study employed a qualitative approach using a library research method through a review of national and international literature related to digital transformation, teacher professionalism, curriculum development, character education, and the epistemology of Islamic education. The data were analyzed using thematic content analysis through theme identification, synthesis of findings, and strategic mapping. The findings indicate that the challenges facing Islamic education stem not only from globalization and digital culture but also from internal issues, including the dichotomy between religious and general sciences, a certification-oriented educational paradigm, limited digital competence among educators, unequal access to technology, and the suboptimal internalization of Qur’anic character values. The novelty of this article lies in the formulation of a transformative-integrative framework that integrates digital literacy, the ethical use of technology, participatory curriculum development, teacher professionalism, knowledge integration, and collaboration among schools, families, and communities. This article offers a strategic synthesis for developing Islamic education that is intellectually competitive, spiritually grounded, and responsive to global challenges in the twenty-first century.]]>
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