<![CDATA[Faith education among junior high school students faces challenges related to formalistic understandings of faith, socio-cultural change, and digital environments that shape how adolescents interpret religious values. Although deep learning has increasingly been discussed in education, its integration with Catholic adolescent faith accompaniment remains conceptually underdeveloped. This literature review analyzes the role of the pedagogical Deep Learning approach in supporting faith accompaniment in Catholic Religious Education. The study uses an integrative literature review of peer-reviewed articles, academic books, official Indonesian education policy documents, and Catholic Church documents, with emphasis on literature published from 2015–2026 while retaining seminal works required for theoretical grounding. Sources were analyzed through qualitative content analysis and thematic synthesis using theological, pedagogical, and adolescent-development categories. The synthesis indicates that mindful, meaningful, and joyful learning can be conceptually aligned with a faith-formation trajectory of knowing, internalizing, and living faith when mediated by reflective dialogue, authentic action, and collaboration among teachers, families, and faith communities. The study proposes an operational conceptual model linking understanding, application, and reflection with faith formation and authentic assessment, while emphasizing that its effectiveness requires empirical testing. ]]>
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