<![CDATA[The digitalization of Islamic education raises questions about how historically rooted religious institutions adapt to technological change while maintaining their pedagogical identity. This study examines the transformation of Indonesian majelis taklim by focusing on historical pedagogical continuity and women’s educational agency. Using a qualitative historical approach, the study integrates Islamic educational historiography, gender studies, and digital religion. Data were drawn from historical sources and 36 digital archives across YouTube, Instagram, Facebook, and publicly accessible WhatsApp communities observed from January to April 2025 and analyzed through historical source criticism and thematic coding. The findings reveal that digitalization reconfigures learning media and interaction while preserving core pedagogical functions and mechanisms of knowledge validation. It also expands women’s roles from religious learners to educators, facilitators, organizers, and knowledge curators. Based on these findings, the study proposes layered pedagogical continuity to explain how preservation and transformation operate simultaneously across historical, institutional, interpersonal, and digital dimensions. The study contributes a historically grounded perspective to international debates on digital religion, women’s educational agency, and the adaptation of community-based religious education.]]>
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