<![CDATA[The integration of humanistic values in Islamic Religious Education (IRE) faces unprecedented challenges in the Society 5.0 era, where advanced technology intersects with human-centered pedagogy. Understanding teachers’ lived experiences becomes crucial for pedagogical transformation. This study explores how IRE teachers conceptualize and implement humanistic Islamic education in Indonesian secondary schools during the Society 5.0 era, examining their strategies, challenges, and the essence of their pedagogical experiences. Employing Creswell’s phenomenological approach, this qualitative study involved two IRE teachers at SMAN 6, Bengkulu City. Data were collected through in-depth interviews, classroom observations, and document analysis between February and April 2025. Analysis followed phenomenological reduction stages: horizontalization, clustering of meanings, textural and structural descriptions, and essence extraction. Teachers conceptualize humanistic IRE as holistic education transcending cognitive transmission to encompass affective and psychomotor development. Implementation manifests through five core dimensions: compassion (personal attention, praise, and emotional bonding), tolerance (diversity management and conflict mediation), empathy (recognition of emotional difficulties and supportive interventions), dialogical communication (open discussion forums and collaborative learning), and justice and equality (equitable access and inclusive practices). Teachers leverage AI tools (such as Quizizz and Gamma) while navigating digital challenges, including gadget dependency and inappropriate online content. Humanistic IRE in Society 5.0 represents a spiritual-social process humanizing learners through compassion, empathy, and critical adaptability, anchored in Islamic teachings as contextually relevant guidance. The study contributes phenomenological insights into pedagogical transformation within technology-driven Islamic education contexts.]]>
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