<![CDATA[The transformation of education in the Society 5.0 era requires Islamic Religious Education (PAI) to adopt learning models and instructional strategies that are more participatory, collaborative, contextual, and responsive to learners’ needs. This study aims to identify and analyze the principal learning models and instructional strategies characterizing contemporary PAI, with particular attention to the shift from teacher-centered to student-centered learning. The study employed a qualitative library research design by reviewing relevant scientific literature published between 2022 and 2026 and retrieved through Google Scholar. The selected literature was analyzed using content analysis to identify recurring pedagogical patterns, instructional characteristics, and their implications for the transformation of PAI. The findings reveal three dominant orientations in contemporary PAI learning. First, student-centered learning repositions students as active participants while teachers function as facilitators of learning. Second, collaborative and interactive strategies strengthen two-way communication, peer interaction, and active engagement in the learning process. Third, Project-Based Learning provides opportunities for students to connect religious knowledge with authentic problems and meaningful learning experiences. Technology functions as an instructional support rather than the primary objective of pedagogical transformation. In the context of PAI, these learning models and strategies are characterized by a theocentric-humanistic orientation in which innovation, learner autonomy, and critical thinking remain integrated with the values of tauhid, adab, and akhlakul karimah. The study concludes that contemporary PAI learning requires a balanced integration of student-centered models, collaborative instructional strategies, contextual learning activities, and value-based pedagogy.]]>
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