<![CDATA[Islamic education in the twenty-first century requires curriculum and pedagogical reform that responds to technological, intellectual, and socio-cultural change without weakening Islam’s epistemological, ethical, and spiritual foundations. This study develops a holistic-integrative framework for Islamic Religious Education (PAI) in pesantren-based higher education. Using a qualitative case-study approach, data were obtained through participant observation, in-depth interviews with key stakeholders, analysis of academic documents, and relevant scholarly literature. The findings show that curriculum reform should move beyond knowledge transmission and doctrinal mastery toward five interconnected dimensions: knowing, doing, meaning, sensing, and being. These dimensions are operationalized through the integration of aqliyyah, qolbiyyah, and jismiyyah, supported by an Islamic worldview, interdisciplinary knowledge, scientific rationality, experiential learning, blended learning, and digital technology. The study argues that meaningful reform requires an integrated educational ecosystem linking curriculum, pedagogy, assessment, technology, and character formation. Its implementation depends on lecturer competence, digital infrastructure, institutional policy, and authentic assessment capable of evaluating knowledge, skills, values, spirituality, and character]]>
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