<![CDATA[ABSTRACT — Digital transformation in social institutions requires attention to technology acceptance, collective learning, and ethical responsibility. This article examines how the Technology Acceptance Model (TAM), learning-organization theory, and knowledge ecology can be connected through an Islamic Religious Education (PAI) perspective. It develops a provisional conceptual synthesis from the literature discussed in the manuscript. The reported review lacks the documentation and statistical outputs needed to substantiate a completed systematic review or meta-analysis; accordingly, no pooled effects are claimed. The proposed TAM–PAI–KE framework distinguishes perceived usefulness and ease of use from ethical compatibility, learning practices, and governance outcomes. Amānah, tablīgh, faṭānah, and ukhuwwah are interpreted as principles of entrusted responsibility, responsible communication, intellectual discernment, and cooperative learning. The framework also distinguishes public accountability from unrestricted disclosure of personal information. Its contribution is a set of relationships for empirical investigation, rather than a validated model of institutional performance. Completing the review documentation and testing the proposed constructs are necessary before stronger conclusions about acceptance or organizational resilience can be drawn.]]>
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