<![CDATA[This study aims to examine contemporary educational issues through a Sufism-constructivism approach by analyzing the thought of Lev Semonovich Vygotsky. The research is grounded in the observation that modern education tends to prioritize cognitive achievement while paying insufficient attention to learners' self-awareness, character formation, and spiritual development. Employing a qualitative method with a literature review design, the study conducts a descriptive-interpretative analysis of relevant literature, including Vygotsky’s theoretical works and Islamic educational studies concerning Sufism. The findings indicate that Vygotsky’s social constructivism—specifically social interaction, the Zone of Proximal Development (ZPD), and scaffolding—can be integrated with Sufi values such as tazkiyatun nafs (purification of the soul), muhasabah (self-reflection), and moral development to establish a more holistic educational framework. The study’s novelty lies in this integration, which offers a fresh perspective emphasizing that learning occurs not only through social interaction and cognitive mediation but also through processes of self-purification, value internalization, and the cultivation of spiritual awareness. The study concludes that education should not be understood merely as a process of knowledge transmission, but rather as a process of self-transformation that simultaneously engages intellectual, social, and spiritual dimensions.]]>
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