<![CDATA[Digital transformation presents both opportunities and challenges for Islamic Religious Education (IRE), particularly in shifting learning from knowledge transmission toward the internalization and actualization of Islamic values. This study aims to analyze the directions of IRE innovation in the digital era and develop a transformative framework integrating technology, pedagogy, curriculum, and character. A qualitative approach was employed through an integrative literature review of scholarly works addressing instructional innovation, digitalization, pedagogical transformation, curriculum reform, and character education in IRE. The findings indicate that digital technology becomes educationally meaningful when integrated with participatory, collaborative, reflective, and contextual learning. Transformation also requires an adaptive curriculum and assessment orientation that extends beyond cognitive achievement. Teacher competence, infrastructure, continuous professional development, and institutional support are essential for implementation. The study argues that transforming IRE involves more than digitalization; it requires the integration of technology, pedagogy, curriculum, and character to establish genuinely transformative learning.]]>
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