<![CDATA[This study examines sustainable development in Quranic literacy by applying the Iqra’ method among university students in Islamic higher education. The research addresses the urgent need to remediate Quranic reading deficits as part of educational sustainability, ensuring that students acquire both technical competence in recitation and reflective understanding of the sacred text. A descriptive qualitative approach was employed with a clinical case study design integrated into laboratory-based interventions. Data were collected through participatory observation, in-depth interviews, documentation of learning outcomes, and diagnostic placement tests. The findings reveal that the Iqra’ method, traditionally associated with early learners, can be effectively adapted to adult education contexts when combined with structured mentoring, small-group guidance, and private tasmi’ sessions. Students demonstrated significant improvement in tilawah skills, overcoming phonetic articulation barriers, mastering basic tajwid rules, and achieving the minimum tartil standards required of future educators. Psychologically, the mentoring approach reduced resistance and anxiety among adult learners, fostering confidence and responsibility in their learning process. The implications highlight the importance of institutionalizing structured clinical remediation systems within religious laboratories at public universities, positioning Quranic literacy as a key component of sustainable educational development.]]>
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