<![CDATA[This study aims to examine the transformation of da'wah (Islamic preaching) and religious learning in the era of social media through a library research approach. The study employs a qualitative method by reviewing national and international journal articles, academic books, and relevant documents related to digital da'wah, Islamic communication, Islamic Religious Education (PAI) learning, and media literacy. Data were analyzed through identification, selection, classification, critical reading, interpretation, and thematic synthesis. The findings show that da'wah and religious learning have shifted from conventional face-to-face spaces toward digital platforms such as YouTube, Instagram, TikTok, and WhatsApp, which expand the reach of Islamic messages while increasing interactivity between preachers, teachers, and audiences. This transformation opens opportunities in the form of accessibility, personalized learning, and strengthened religious literacy among the digital generation, while also raising challenges such as the spread of inaccurate religious information, shifting religious authority, commercialization of da'wah content, and algorithmic distraction. Islamic education teachers and preachers are required to act as facilitators, curators, and educators of Islamic digital literacy. The synthesis proposes an AVID model (Access–Verify–Internalize–Disseminate) that positions accessing content, verifying source credibility, internalizing values, and responsibly disseminating those values as an integrated process of digital religious learning. The success of this transformation is strongly influenced by educators' digital competence, collaboration between educational institutions and families, and awareness of social media ethics.]]>
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