<![CDATA[The rapid expansion of digital technology in higher education has transformed how students access, produce, and share knowledge, yet it has also exposed Islamic universities to ethical risks such as misinformation, plagiarism, and the erosion of adab (moral conduct) in online interaction. This article presents a systematic literature review examining how Islamic digital literacy and ethically grounded learning are conceptualized and implemented in higher education. Following the PRISMA 2020 protocol, twenty peer-reviewed studies published between 2022 and 2026 were analyzed thematically. The review finds that Islamic digital literacy is increasingly framed through maqāṣid al-Sharīʿah, integrating technical competence with moral discernment, religious moderation, and critical evaluation of online content. Institutional strategies include curriculum redesign, lecturer capacity building, and digital da'wah literacy programs, though implementation remains uneven due to infrastructural gaps and normative curricula that lag behind contemporary digital challenges. This review contributes a novel integrative framework linking three previously fragmented literatures: Islamic educational ethics, digital competency models, and higher-education governance. The findings offer practical implications for curriculum designers and policymakers seeking to cultivate digitally literate, ethically grounded graduates within Islamic higher education institutions.]]>
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