<![CDATA[Digital transformation has repositioned Islamic educational institutions—madrasas, pesantren, and Islamic universities as active adopters of Smart Learning Environments (SLE), yet the literature remains fragmented across disciplinary and national contexts. This article synthesizes twenty-five peer-reviewed sources published between 2021 and 2026 to examine how SLE concepts, components, and implementation challenges manifest specifically within institutions grounded in Islamic educational philosophy. Using a systematic literature review guided by a PRISMA-based selection procedure, sources were drawn from Google Scholar, Scopus, DOAJ, and Crossref, filtered for active, verifiable digital object identifiers. The review identifies four converging themes: infrastructure and governance readiness, artificial-intelligence-enabled pedagogical tools, teacher and student digital competence, and the ethical-spiritual safeguarding of Islamic values within digitally mediated instruction. Findings show that while smart classrooms, learning management systems, and AI-based media substantially improve engagement, personalization, and administrative efficiency, unresolved gaps in infrastructure equity, teacher readiness, and value-based governance persist, especially outside metropolitan areas. The study's novelty lies in proposing an integrated "Adab-Technology Alignment" framework that positions Islamic ethical principles as a design parameter not an afterthought within SLE architecture. The article concludes with implications for policy, institutional leadership, and future empirical research on faith-based smart education ecosystems.]]>
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