<![CDATA[The development of digital technology in the Society 5.0 era has significantly transformed various aspects of human life, including Islamic education. Digital transformation provides opportunities for improving information accessibility, learning flexibility, and educational innovation; however, it also creates challenges such as declining social interaction, instant learning culture, weakened empathy, and the dominance of cognitive aspects in educational processes. This study aims to analyze the condition of Islamic Education in the digital era, identify its challenges, and formulate a humanistic-based Islamic Education reconstruction model that is adaptive to digital technological developments. This research employed a mixed-method approach with a sequential explanatory design involving quantitative and qualitative data collected from lecturers and students of Islamic Education programs at Islamic higher education institutions. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using the Miles and Huberman model. The findings indicate that digital transformation enhances information accessibility, learning flexibility, and availability of academic resources; however, it also contributes to reduced direct interaction, instant learning tendencies, and challenges in strengthening moral and spiritual values. This study proposes a humanistic Islamic Education model consisting of three integrated dimensions: technological, humanistic, and spiritual dimensions. The model positions technology as a supporting instrument for learning, while humanistic and spiritual values serve as the foundation for developing learners who are adaptive, ethical, socially responsible, and capable of facing digital-era challenges.]]>
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